WorldWideScience

Sample records for understanding student thinking

  1. Assessing and Improving Student Understanding of Tree-Thinking

    Science.gov (United States)

    Kummer, Tyler A.

    Evolution is the unifying theory of biology. The importance of understanding evolution by those who study the origins, diversification and diversity life cannot be overstated. Because of its importance, in addition to a scientific study of evolution, many researchers have spent time studying the acceptance and the teaching of evolution. Phylogenetic Systematics is the field of study developed to understand the evolutionary history of organisms, traits, and genes. Tree-thinking is the term by which we identify concepts related to the evolutionary history of organisms. It is vital that those who undertake a study of biology be able to understand and interpret what information these phylogenies are meant to convey. In this project, we evaluated the current impact a traditional study of biology has on the misconceptions students hold by assessing tree-thinking in freshman biology students to those nearing the end of their studies. We found that the impact of studying biology was varied with some misconceptions changing significantly while others persisted. Despite the importance of tree-thinking no appropriately developed concept inventory exists to measure student understanding of these important concepts. We developed a concept inventory capable of filling this important need and provide evidence to support its use among undergraduate students. Finally, we developed and modified activities as well as courses based on best practices to improve teaching and learning of tree-thinking and organismal diversity. We accomplished this by focusing on two key questions. First, how do we best introduce students to tree-thinking and second does tree-thinking as a course theme enhance student understanding of not only tree-thinking but also organismal diversity. We found important evidence suggesting that introducing students to tree-thinking via building evolutionary trees was less successful than introducing the concept via tree interpretation and may have in fact introduced or

  2. Probing Student Understanding of Scientific Thinking in the Context of Introductory Astrophysics

    Science.gov (United States)

    Steinberg, Richard N.; Cormier, Sebastien; Fernandez, Adiel

    2009-01-01

    Common forms of testing of student understanding of science content can be misleading about their understanding of the nature of scientific thinking. Observational astronomy integrated with related ideas of force and motion is a rich context to explore the correlation between student content knowledge and student understanding of the scientific…

  3. Probing student understanding of scientific thinking in the context of introductory astrophysics

    Directory of Open Access Journals (Sweden)

    Richard N. Steinberg

    2009-09-01

    Full Text Available Common forms of testing of student understanding of science content can be misleading about their understanding of the nature of scientific thinking. Observational astronomy integrated with related ideas of force and motion is a rich context to explore the correlation between student content knowledge and student understanding of the scientific thinking about that content. In this paper, we describe this correlation in detail with a focus on a question about the relative motion of the Sun and the Earth. We find that high achieving high school students throughout New York City struggle with what constitutes scientific justification and thought processes, but can improve these skills tremendously in an inquiry-oriented summer astronomy-physics program.

  4. Student Teachers' Ways of Thinking and Ways of Understanding Digestion and the Digestive System in Biology

    Science.gov (United States)

    Çimer, Sabiha Odabasi; Ursavas, Nazihan

    2012-01-01

    The purpose of this study was to identify the ways in which student teachers understand digestion and the digestive system and, subsequently, their ways of thinking, as reflected in their problem solving approaches and the justification schemes that they used to validate their claims. For this purpose, clinical interviews were conducted with 10…

  5. Understanding the Earth Systems: Expressions of Dynamic and Cyclic Thinking among University Students

    Science.gov (United States)

    Batzri, Or; Ben Zvi Assaraf, Orit; Cohen, Carmit; Orion, Nir

    2015-01-01

    In this two-part study, we examine undergraduate university students' expression of two important system thinking characteristics--dynamic thinking and cyclic thinking--focusing particularly on students of geology. The study was conducted using an Earth systems questionnaire designed to elicit and reflect either dynamic or cyclic thinking. The…

  6. Thinking about television science: How students understand the nature of science from different program genres

    Science.gov (United States)

    Dhingra, Koshi

    2003-02-01

    Student views on the nature of science are shaped by a variety of out-of-school forces and television-mediated science is a significant force. To attempt to achieve a science for all, we need to recognize and understand the diverse messages about science that students access and think about on a regular basis. In this work I examine how high school students think about science that is mediated by four different program genres on television: documentary, magazine-format programming, network news, and dramatic or fictional programming. The following categories of findings are discussed: the ethics and validity of science, final form science, science as portrayed by its practitioners, and school science and television science. Student perceptions of the nature of science depicted on the program sample used in this study ranged from seeing science as comprising tentative knowledge claims to seeing science as a fixed body of facts.

  7. The Effects of Conceptual Understanding Procedures (CUPs) Towards Critical Thinking Skills of Senior High School Students

    Science.gov (United States)

    Sukaesih, S.; Sutrisno

    2017-04-01

    The aim of the study was to analyse the effect of the application of Conceptual Understanding Procedures (CUPs) learning to the students’ critical thinking skills in the matter of categorisaed in SMA Negeri 1 Larangan. This study was quasi-experimental design using nonequivalent control group design. The population in this study was entire class X. The samples that were taken by convenience sampling were class X MIA 1 and X MIA 2. Primary data in the study was the student’s critical thinking skills, which was supported by student activity, the level of adherence to the CUPs learning model, student opinion and teacher opinion. N-gain test results showed that the students’ critical thinking skills of experimental class increased by 89.32%, while the control group increased by 57.14%. Activity grade of experimental class with an average value of 72.37 was better than that of the control class with an average of only 22.69 student and teacher opinions to the learning were excellegoodnt. Based on this study concluded that the model of Conceptual Understanding Procedures (CUPs) had an effect on the student’s critical thinking skills in the matter of protest in SMA Negeri 1 Larangan.

  8. Applied information system-based in enhancing students' understanding towards higher order thinking (HOTS)

    Science.gov (United States)

    Hua, Ang Kean; Ping, Owi Wei

    2017-05-01

    The application of information and communications technology (ICT) had become more important in our daily life, especially in educational field. Teachers are encouraged to use information system-based in teaching Mathematical courses. Higher Order Thinking Skills (HOTS) approach is unable to explain using chalk and talk methods. It needs students to analyze, evaluate, and create by their own natural abilities. The aim of this research study was to evaluate the effectiveness of the application information system-based in enhance the students understanding about HOTS question. Mixed-methods or quantitative and qualitative approach was applied in collecting data, which involve only the standard five students and the teachers in Sabak Bernam, Selangor. Pra-postests was held before and after using information system-based in teaching to evaluate the students' understanding. The result from post-test indicates significant improvement which proves that the use of information system based able to enhance students' understanding about HOTS question and solve it. There were several factor influenced the students such as students' attitude, teachers attraction, school facilities, and computer approach. Teachers play an important role in attracting students to learn. Therefore, the school should provide a conducive learning environment and good facilities for students to learn so that they are able to access more information and always exposed to new knowledge. As conclusion, information system-based are able to enhance students understanding the need of HOTS questions and solve it.

  9. In Search of Critical Thinking in Psychology: An Exploration of Student and Lecturer Understandings in Higher Education

    Science.gov (United States)

    Duro, Elaine; Elander, James; Maratos, Frances A.; Stupple, Edward J. N.; Aubeeluck, Aimee

    2013-01-01

    This qualitative study of understandings of critical thinking in higher education aimed to identify themes that could help to demystify critical thinking and inform its more explicit incorporation in the psychology curriculum. Data collected from focus groups with 26 undergraduate psychology students and individual semistructured interviews with 4…

  10. Developing Thinking and Understanding in Young Children: An Introduction for Students. Second Edition

    Science.gov (United States)

    Robson, Sue

    2012-01-01

    Developing "Thinking and Understanding in Young Children" presents a comprehensive and accessible overview of contemporary theory and research about young children's developing thinking and understanding. Throughout this second edition, the ideas and theories presented are enlivened by transcripts of children's activities and conversations taken…

  11. Understanding the Nature and Determinants of Critical Thinking among Senior Business Undergraduate Students

    Science.gov (United States)

    Brown, F. William; Bielinska-Kwapisz, Agnieszka

    2015-01-01

    The authors examine the dimensions and determinants of critical thinking skills, as measured by the California Critical Thinking Skills Test, among graduating senior students enrolled in an Association to Advance Collegiate Schools of Business-accredited undergraduate business program. Utilizing explanatory variables, a methodology for predicting…

  12. "Bigger Number Means You Plus!"--Teachers Learning to Use Clinical Interviews to Understand Students' Mathematical Thinking

    Science.gov (United States)

    Heng, Mary Anne; Sudarshan, Akhila

    2013-01-01

    This paper examines the perceptions and understandings of ten grades 1 and 2 Singapore mathematics teachers as they learned to use clinical interviews (Ginsburg, "Human Development" 52:109-128, 2009) to understand students' mathematical thinking. This study challenged teachers' pedagogical assumptions about what it means to teach for…

  13. Students' THINKing

    OpenAIRE

    Schembri, Sarah

    2015-01-01

    Seagrass meadows support a diverse range of organisms. When this habitat is fragmented all species suffer. Fish that previously had large stretches of seagrass meadows to forage in would have to face the prospect of swimming to a different patch more often and this exposes them to predators. http://www.um.edu.mt/think/fast-fish-slow-fish-little-fish-big-fish/

  14. Assessing Business Student Thinking Skills

    Science.gov (United States)

    Smith, Gerald F.

    2014-01-01

    The development of student thinking skills is a major goal of business education. As with other such goals, student outcomes assessment must be undertaken to measure goal achievement. Thinking is difficult to teach; it is also difficult to assess. The purpose of this article is to improve management educators' understanding of student thinking…

  15. Toward an Understanding of Higher-Order Thinking among Minority Students.

    Science.gov (United States)

    Armour-Thomas, Eleanor; And Others

    1992-01-01

    Used principal-factors extraction with varimax rotation analysis to clarify nature and function of higher-order thinking among minority high school students (n=107) from economically disadvantaged backgrounds. Results allowed for specification of mental processes associated with the construct and the extent to which students reported awareness and…

  16. Influences of Teleological and Lamarckian Thinking on Student Understanding of Natural Selection

    Science.gov (United States)

    Stover, Shawn K.; Mabry, Michelle L.

    2007-01-01

    Previous research has demonstrated creationist, Lamarckian, and teleological reasoning in high school and college students. These lines of thinking conflict with the Darwinian notion of natural selection, which serves as the primary catalyst for biological evolution. The current study assessed evolutionary conceptions in non-science majors,…

  17. Nursing students' understanding of critical thinking and appraisal and academic writing: a descriptive, qualitative study.

    Science.gov (United States)

    Borglin, Gunilla; Fagerström, Cecilia

    2012-11-01

    In Sweden, regulations from the National Agency for Higher Education advocate an education that equips students with independence as well as critical, problem-based thinking, i.e. academic literacy skills. However, some research findings indicate that students may leave higher education without mastering these skills effectively. As part of quality-assuring a nursing programme at a university college in south-east Sweden we explored the nursing student's view of crucial academic literacy skills, such as critical thinking and appraisal and academic writing, by conducting a descriptive, qualitative study. Informants were recruited through an advertisement posted on the university's e-learning tool. Eight focused interviews were conducted during autumn 2010. The transcribed interviews were analysed - inspired by content analysis - and two categories became apparent: constantly questioning and formality before substance. The latter revealed a gap between the student's perception of academic writing and that of the educators, thus implying that nursing students might not be equipped with the tools they need to develop within academia. We suggest that students could benefit in their academic endeavours from theoretical educational models that integrate several academic skills simultaneously and which could be incorporated into the development of syllabuses and curriculums. Copyright © 2012 Elsevier Ltd. All rights reserved.

  18. THE PHYSICAL LABORATORY ACTIVITIES WITH PROBLEM SOLVING APPROACH TO INCREASE CRITICAL THINKING SKILL AND UNDERSTANDING STUDENT CONCEPT

    Directory of Open Access Journals (Sweden)

    Eli Trisnowati

    2017-10-01

    Full Text Available This study aims to investigate the description of the improvement of students’ critical thinking skills and the concept understanding by implementing the problem-solving approach. This study was in laboratory activities. This study was done in four times meeting. The try out subjects was 31 students of grades X of MAN Yogyakarta III. This research is using the quasi experimental method with the pretest-posttest design. The data were collected by using multiple choices tests with assessment rubric and observation sheets. The data are analyzed by using multivariate analysis. Based on the result, the gain standard value of students’ conceptual understanding and students’ critical thinking skills for grade X who learned through student’s worksheet with a problem-solving approach, called treatment class, are higher than students who learned without student’s worksheet with a problem-solving approach, called control class.

  19. Focusing of Students' Mathematical Thinking

    Science.gov (United States)

    Breyfogle, M. Lynn; Herbel-Eisenmann, Beth A.

    2004-01-01

    Suggestions and ideas that enable teachers to take a closer look at students' thinking are discussed. A teacher should periodically reflect on his or her own classroom practices in order to increase attention on students' mathematical thinking.

  20. Thinking processes of Filipino teachers representation of schema of some biology topics: Its effects to the students conceptual understanding

    Science.gov (United States)

    Barquilla, Manuel B.

    2018-01-01

    This study is a qualitative-quantitative research, where the main concern is to investigate Content knowledge representation of Filipino Teachers in their schema (proposition, linear ordering and imagery) of some biology topics. The five biology topics includes: Photosynthesis, Cellular Respiration, human reproductive system, Mendelian genetics and NonMendelian genetics. The study focuses on the six (6) biology teachers and a total of 222 students in their respective classes. Of the Six (6) teachers, three (3) are under the Science curriculum and three (3) under regular curriculum in both public and private schools in Iligan city and Lanao del Norte, Philippines. The study utilizes interpretative case-study method, bracketing method, and concept analysis for qualitative part. For quantitative, it uses a nonparametric statistical tool, Kendall's Tau to determine congruence of students and teachers' concept maps and paired t-test for testing the significant differences of pre-and post-instruction concept maps to determine the effects of students' conceptual understanding before and after the teacher's representation of their schema that requires the teachers' thinking processes. The data were cross-validated with two or more techniques used in the study. The data collection entailed seven (7) months immersion: one (1) month for preliminary phase for the researcher to gain teachers' and students' confidence and the succeeding six (6) months for main observation and data collection. Results indicate that the teacher utilize six methods to construct meaning of concepts, three methods of representing classification, four methods to represent relationships, seven methods to represent transformation and three methods to represent causation in planning and implementing the lessons. They often modify definitions in the textbook and express these in lingua franca to be better understood by the students. Furthermore, the teachers' analogs given to student are sometimes far

  1. Effect of Learning Think-Pair-Share Think through the combined pattern Empowerment Question on Metacognitive Skills, Creative Thinking, Understanding Concepts IPA and retention as well as Social Attitudes Students

    Directory of Open Access Journals (Sweden)

    Maryanti Ekoningtyas

    2014-06-01

    Full Text Available Pengaruh Pembelajaran Think-Pair-Share dipadu Pola Pemberdayaan Berpikir melalui Pertanyaan terhadap Keterampilan Metakognitif, Berpikir Kreatif, Pemahaman Konsep IPA dan Retensinya serta Sikap Sosial Siswa Abstract: cooperative learning is a teaching strategy to raise awareness of student thinking, solve problems together by integrating and applying skills and knowledge, empowering metacognitive learning development, a means to teach social skills students need to live and work together. This study aims to determine the effect pattern combined PBMP TPS learning strategy against metacognitive skills, creative thinking skills, understanding of concepts, understanding of the concept of retention, and social attitudes of students. This study used a quasi-experimental approach (quasi experimental to design non-equivalent pretest-posttest control group design. Analysis of data normality test and homogeneity test, and analysis of covariance (ANCOVA. The study population is class VIII SMPN 1 Pasuruan learning year 2012/2013. Samples were selected at random to determine the experimental class and control class. Results of the study are: (1 no influence on the strategy of metacognitive skills, creative thinking skills, understanding of concepts, and social attitudes among the students who were given a learning strategy with the given TPS PBMP multistrategi learning, (2 there is an influence on the retention of understanding of the concept among students TPS given PBMP learning strategy with a given learning multistrategi. The increase occurred in the class and the class multistrategi PBMP TPS. Key Words: TPS, PBMP, metacognitive skills, creative thinking, understanding of concepts, understanding of the concept of retention, social attitudes Abstrak: Strategi pembelajaran kooperatif merupakan pembelajaran untuk menumbuhkan kesadaran berpikir siswa, menyelesaikan masalah secara bersama dengan mengintegrasikan serta mengaplikasikan kemampuan dan pengetahuan

  2. Engaging Students in Authentic Microbiology Research in an Introductory Biology Laboratory Course is Correlated with Gains in Student Understanding of the Nature of Authentic Research and Critical Thinking

    Directory of Open Access Journals (Sweden)

    Brittany J. Gasper

    2013-02-01

    Full Text Available Recent recommendations for biology education highlight the role of authentic research experiences early in undergraduate education as a means of increasing the number and quality of biology majors. These experiences will inform students on the nature of science, increase their confidence in doing science, as well as foster critical thinking skills, an area that has been lacking despite it being one of the desired outcomes at undergraduate institutions and with future employers. With these things in mind, we have developed an introductory biology laboratory course where students design and execute an authentic microbiology research project. Students in this course are assimilated into the community of researchers by engaging in scholarly activities such as participating in inquiry, reading scientific literature, and communicating findings in written and oral formats. After three iterations of a semester-long laboratory course, we found that students who took the course showed a significant increase in their understanding of the nature of authentic research and their level of critical thinking skills.

  3. Development of Early Conceptions in Systems Thinking in an Environmental Context: An Exploratory Study of Preschool Students' Understanding of Stocks & Flows, Behavior Over Time and Feedback

    Science.gov (United States)

    Gillmeister, Kristina M.

    Systems thinking allows learners to look at the world as a series of interconnected parts of a whole. A debate exists in early childhood research literature about whether or not children have the capacity to hold systems thinking conceptions due to the complex thought processing needed for systems thinking. Additionally, many researchers question whether children have enough life experience or cognitive schema to participate fully in systems thinking. However, this study's findings indicate that young children do show signs of more complex understanding in systems thinking than what previous literature suggests a young child has the ability to do. This three part research study was conducted in a universal pre-kindergarten (UPK) classroom in a first-ring suburb of a rust-belt city in the Northeastern United States. The study was grounded in a desire to uncover young children's understanding of systems thinking through everyday classroom activities. Twenty students participated in this qualitative study which utilized read-aloud, water play and the interpretation and creation of graphs through associated structured and semi-structured interviews. Data from student's observations and interviews was transcribed, segmented, coded and analyzed. This student-centered process approach (Gotwals & Alonzo, 2012) allowed for children's ideas to emerge naturally during the research tasks. Data was analyzed according to a three step analysis process using a real-world lens, a systems thinking skills lens, and the development of lower anchors for future learning progressions lens. Across a group of 20 preschool children there was an overarching theme that the ability to think in systems and utilize simple systems thinking tools, such as stock-flow maps, feedback loops and behavior over time graphs, was present. Since children are ready to reason using rudimentary systems thinking, then systems thinking opportunities should be incorporated into their informal and formal learning

  4. Snakes and Eels and Dogs! Oh, My! Evaluating High School Students' Tree-Thinking Skills: An Entry Point to Understanding Evolution

    Science.gov (United States)

    Catley, Kefyn M.; Phillips, Brenda C.; Novick, Laura R.

    2013-12-01

    The biological community is currently undertaking one its greatest scientific endeavours, that of constructing the Tree of Life, a phylogeny intended to be an evidenced-based, predictive road map of evolutionary relationships among Earth's biota. Unfortunately, we know very little about how such diagrams are understood, interpreted, or used as inferential tools by students—collectively referred to as tree thinking. The present study provides the first in-depth look at US high school students' competence at tree thinking and reports how they engage cognitively with tree representations as a precursor to developing curricula that will provide an entry point into macroevolution. Sixty tenth graders completed a 12-question instrument that assessed five basic tree-thinking skills. We present data that show patterns of misunderstandings are largely congruent between tenth graders and undergraduates and identify competences that are pivotal to address during instruction. Two general principles that emerge from this study are: (a) Students need to be taught that cladograms are an authoritative source of evidence that should be weighted more than other superficial or ecological similarities; (b) students need to understand the vital importance and critical difference between most recent common ancestry and common ancestry. Further, we show how the objectives of this study are closely aligned with US and International Standards and argue that scientifically-literate citizens need at least a basic understanding of the science behind the Tree of Life to understand and engage in twenty-first century societal issues such as human health, agriculture, and biotechnology.

  5. Student Obstacles in Solving Algebraic Thinking Problems

    Science.gov (United States)

    Andini, W.; Suryadi, D.

    2017-09-01

    The aim of this research is to analize the student obstacles on solving algebraic thinking problems in low grades elementary school. This research is a preliminary qualitative research, and involved 66 students of grade 3 elementary school. From the analysis student test results, most of student experience difficulty in solving algebraic thinking problems. The main obstacle is the student’s difficulty in understanding the problem of generalizing the pattern because the students are not accustomed to see the rules that exist in generalize the pattern.

  6. A SEM Model in Assessing the Effect of Convergent, Divergent and Logical Thinking on Students' Understanding of Chemical Phenomena

    Science.gov (United States)

    Stamovlasis, D.; Kypraios, N.; Papageorgiou, G.

    2015-01-01

    In this study, structural equation modeling (SEM) is applied to an instrument assessing students' understanding of chemical change. The instrument comprised items on understanding the structure of substances, chemical changes and their interpretation. The structural relationships among particular groups of items are investigated and analyzed using…

  7. A Model of Students' Combinatorial Thinking

    Science.gov (United States)

    Lockwood, Elise

    2013-01-01

    Combinatorial topics have become increasingly prevalent in K-12 and undergraduate curricula, yet research on combinatorics education indicates that students face difficulties when solving counting problems. The research community has not yet addressed students' ways of thinking at a level that facilitates deeper understanding of how students…

  8. Thinking Styles and Conceptions of Creativity among University Students

    Science.gov (United States)

    Zhu, Chang; Zhang, Li-Fang

    2011-01-01

    This research aims to understand university students' thinking styles and the relationship with their views of creativity. The Thinking Styles Inventory-Revised II was used to measure 13 thinking styles as defined in Sternberg's theory of mental self-government and the Conceptions of Creativity Scales was used to inquire students' views about the…

  9. Understanding the Primary School Students' Van Hiele Levels of Geometry Thinking in Learning Shapes and Spaces: A Q-Methodology

    Science.gov (United States)

    Hock, Tan Tong; Tarmizi, Rohani Ahmad; Yunus, Aida Suraya Md.; Ayub, Ahmad Fauzi

    2015-01-01

    This study was conducted using a new hybrid method of research which combined qualitative and quantitative designs to investigate the viewpoints of primary school students' conceptual understanding in learning geometry from the aspect of shapes and spaces according to van Hiele theory. Q-methodology is used in this research to find out what…

  10. Understanding Think Tank University Relationships

    International Development Research Centre (IDRC) Digital Library (Canada)

    pmartin@idrc.ca

    10 Abr 2013 ... Comprensión de las relaciones entre think tanks y universidades en .... Políticas Globales de Salud Pública. Políticas Sociales y Económicas. Ciencia e Innovación. El IDRC lleva décadas de trabajo en cuestiones de género, ..... Estrategia adecuada para mitigar los riesgos de seguridad y éticos de los ...

  11. Cultivating Design Thinking in Students through Material Inquiry

    Science.gov (United States)

    Renard, Helene

    2014-01-01

    Design thinking is a way of understanding and engaging with the world that has received much attention in academic and business circles in recent years. This article examines a hands-on learning model as a vehicle for developing design thinking capacity in students. An overview of design thinking grounds the discussion of the material-based…

  12. Mapping student thinking in chemical synthesis

    Science.gov (United States)

    Weinrich, Melissa

    In order to support the development of learning progressions about central ideas and practices in different disciplines, we need detailed analyses of the implicit assumptions and reasoning strategies that guide students' thinking at different educational levels. In the particular case of chemistry, understanding how new chemical substances are produced (chemical synthesis) is of critical importance. Thus, we have used a qualitative research approach based on individual interviews with first semester general chemistry students (n = 16), second semester organic chemistry students (n = 15), advanced undergraduates (n = 9), first year graduate students (n = 15), and PhD candidates (n = 16) to better characterize diverse students' underlying cognitive elements (conceptual modes and modes of reasoning) when thinking about chemical synthesis. Our results reveal a great variability in the cognitive resources and strategies used by students with different levels of training in the discipline to make decisions, particularly at intermediate levels of expertise. The specific nature of the task had a strong influence on the conceptual sophistication and mode of reasoning that students exhibited. Nevertheless, our data analysis has allowed us to identify common modes of reasoning and assumptions that seem to guide students' thinking at different educational levels. Our results should facilitate the development of learning progressions that help improve chemistry instruction, curriculum, and assessment.

  13. Investigating how students communicate tree-thinking

    Science.gov (United States)

    Boyce, Carrie Jo

    Learning is often an active endeavor that requires students work at building conceptual understandings of complex topics. Personal experiences, ideas, and communication all play large roles in developing knowledge of and understanding complex topics. Sometimes these experiences can promote formation of scientifically inaccurate or incomplete ideas. Representations are tools used to help individuals understand complex topics. In biology, one way that educators help people understand evolutionary histories of organisms is by using representations called phylogenetic trees. In order to understand phylogenetics trees, individuals need to understand the conventions associated with phylogenies. My dissertation, supported by the Tree-Thinking Representational Competence and Word Association frameworks, is a mixed-methods study investigating the changes in students' tree-reading, representational competence and mental association of phylogenetic terminology after participation in varied instruction. Participants included 128 introductory biology majors from a mid-sized southern research university. Participants were enrolled in either Introductory Biology I, where they were not taught phylogenetics, or Introductory Biology II, where they were explicitly taught phylogenetics. I collected data using a pre- and post-assessment consisting of a word association task and tree-thinking diagnostic (n=128). Additionally, I recruited a subset of students from both courses (n=37) to complete a computer simulation designed to teach students about phylogenetic trees. I then conducted semi-structured interviews consisting of a word association exercise with card sort task, a retrospective pre-assessment discussion, a post-assessment discussion, and interview questions. I found that students who received explicit lecture instruction had a significantly higher increase in scores on a tree-thinking diagnostic than students who did not receive lecture instruction. Students who received both

  14. Thinking in physics the pleasure of reasoning and understanding

    CERN Document Server

    Viennot, Laurence

    2014-01-01

    Read this book if you care about students really understanding physics and getting genuine intellectual satisfaction from doing so. Read it too if you fear that this goal is out of reach ? you may be surprised! Laurence Viennot here shows ways to deal with the awkward fact that common sense thinking is often not the same as scientific thinking. She analyses examples of frequent and widespread errors and confusions, which provide a real eye-opener for the teacher. More than that, she shows ways to avoid and overcome them. The book argues against over-emphasis on "fun" applications, demonstratin

  15. Effectiveness of higher order thinking skills (HOTS) based i-Think map concept towards primary students

    Science.gov (United States)

    Ping, Owi Wei; Ahmad, Azhar; Adnan, Mazlini; Hua, Ang Kean

    2017-05-01

    Higher Order Thinking Skills (HOTS) is a new concept of education reform based on the Taxonomies Bloom. The concept concentrate on student understanding in learning process based on their own methods. Through the HOTS questions are able to train students to think creatively, critic and innovative. The aim of this study was to identify the student's proficiency in solving HOTS Mathematics question by using i-Think map. This research takes place in Sabak Bernam, Selangor. The method applied is quantitative approach that involves approximately all of the standard five students. Pra-posttest was conduct before and after the intervention using i-Think map in solving the HOTS questions. The result indicates significant improvement for post-test, which prove that applying i-Think map enhance the students ability to solve HOTS question. Survey's analysis showed 90% of the students agree having i-Thinking map in analysis the question carefully and using keywords in the map to solve the questions. As conclusion, this process benefits students to minimize in making the mistake when solving the questions. Therefore, teachers are necessarily to guide students in applying the eligible i-Think map and methods in analyzing the question through finding the keywords.

  16. Developing Critical Thinking through Student Consulting Projects

    Science.gov (United States)

    Canziani, Bonnie; Tullar, William L.

    2017-01-01

    The authors present survey results from faculty at 44 universities on the role of student consulting projects in developing business students' critical thinking. They conclude that students can improve critical thinking by engaging in guided primary and secondary research to inform their business assumptions that underpin business planning and…

  17. Fostering Critical Thinking in Physical Education Students

    Science.gov (United States)

    Lodewyk, Ken R.

    2009-01-01

    Critical thinking is essentially "better thinking." When students think critically they consider complex information from numerous sources and perspectives in order to make a reasonable judgment that they can justify. It has been associated with academic qualities such as decision-making, creativity, reasoning, problem-solving, debating,…

  18. A String Number-Line Lesson Sequence to Promote Students' Relative Thinking and Understanding of Scale, Key Elements of Proportional Reasoning

    Science.gov (United States)

    Hilton, Annette; Hilton, Geoff

    2018-01-01

    This article describes part of a study in which researchers designed lesson sequences based around using a string number line to help teachers support children's development of relative thinking and understanding of linear scale. In the first year of the study, eight teachers of Years 3-5 participated in four one-day professional development…

  19. Students' Thinking and the Depth of the Mathematics Curriculum

    Science.gov (United States)

    Kent, Laura B.

    2014-01-01

    This article explores the impact of students' thinking centered professional development on mathematics teaching and learning. Purposeful pedagogy and problem posing are examined as mechanisms by which teachers can potentially deepen students' understanding of mathematics. A classroom example comparing student generated strategies versus…

  20. Thinking while leading. Understanding school leaders' daily thinking

    NARCIS (Netherlands)

    Wassink, H.

    2004-01-01

    What do school leaders think while performing their jobs? What is the nature of these thinking processes? And what is their function, with regard to the day-to-day leadership in the school? These questions are central to the research reported in this book. A naturalistic, interpretive research

  1. Critical thinking dispositions in baccalaureate nursing students.

    Science.gov (United States)

    Shin, Kyung Rim; Lee, Ja Hyung; Ha, Ju Young; Kim, Kon Hee

    2006-10-01

    This paper reports an investigation into the critical thinking disposition of students enrolled in a baccalaureate nursing programme at a university in Korea. Critical thinking may be summarized as a skilled process that conceptualizes and applies information from observation, experience, reflection, inference and communication in a technical manner. It is more of a rational act used as an instrument rather than as a result. Critical thinking is a core competency in nursing and has been widely discussed in nursing education. However, the results of previous research on the effectiveness of nursing education in improving students' critical thinking have been inconsistent. A longitudinal design was used with a convenience sample of 60 nursing students; 32 students participated four times in completing a questionnaire each March from 1999 to 2002. The California Critical Thinking Disposition Inventory was administered to measure disposition to critical thinking. There was a statistically significant improvement in critical thinking disposition score by academic year (F = 7.54, P = 0.0001). Among the subscales, open-mindedness, self-confidence, and maturity also showed a statistically significant difference by academic year (P = 0.0194, 0.0041, 0.0044). Teaching strategies to enhance critical thinking should be developed, in addition to further research on the effect of the nursing curriculum on students' critical thinking. Moreover, survey instruments could be adjusted to incorporate characteristics of the Korean culture.

  2. understanding environmental education: teacher thinking and ...

    African Journals Online (AJOL)

    educators is framed in terms of sustained and critical ... who exert such powerful influence on our children's thinking. In our study of ... include consideration of human consciousness and ... a claim that human beings think, perceive and take.

  3. Assessment of critical thinking in pharmacy students.

    Science.gov (United States)

    Cisneros, Robert M

    2009-07-10

    To determine whether changes occur over 1 academic year in pharmacy students' critical thinking skills and disposition to think critically. First, second, third, and fourth-year pharmacy students completed the California Critical Thinking Skills Test (CCTST) and the California Critical Thinking Disposition Inventory (CCTDI) at the beginning and end of 1 academic year. One hundred thirty-seven students completed the study. No significant changes occurred over the year in total scores on either instrument. However, scores in 3 of 12 subscale scores changed significantly and several significant correlations were found. Pharmacy students' scores on 2 critical thinking instruments showed no major improvements over 1 academic year but most scores were above average. Some areas of possible weakness were identified. Additional studies comparing scores over a longer period of time (eg, admission to graduation) are needed.

  4. Design Thinking in Elementary Students' Collaborative Lamp Designing Process

    Science.gov (United States)

    Kangas, Kaiju; Seitamaa-Hakkarainen, Pirita; Hakkarainen, Kai

    2013-01-01

    Design and Technology education is potentially a rich environment for successful learning, if the management of the whole design process is emphasised, and students' design thinking is promoted. The aim of the present study was to unfold the collaborative design process of one team of elementary students, in order to understand their multimodal…

  5. Thinking About Thinking: Enhancing Creativity and Understanding in Operational Planners

    Science.gov (United States)

    2012-06-08

    inhibitors. Education outside the U.S. Army and DoD education system could provide boundless new perspectives and insights, which could be reintegrated back... labour , think tanks, and the policy process. International Journal of Press/Politics 14, no. 1: 3-20. Scott, Ginamarie M., Devin C. Lonergan, and

  6. Spatial Thinking: Precept for Understanding Operational Environments

    Science.gov (United States)

    2016-06-10

    A Computer Movie Simulating Urban Growth in the Detroit Region,” 236. 29 U.S. National Research Council, Learning to Think Spatially: GIS as a... children and spatial language, the article focuses on the use of geospatial information systems (GIS) as a support mechanism for learning to think...Thinking, Cognition, Learning , Geospatial, Operating Environment, Space Perception 16. SECURITY CLASSIFICATION OF: 17. LIMITATION OF ABSTRACT 18

  7. Oersted Lecture 2013: How should we think about how our students think?

    OpenAIRE

    Redish, Edward F.

    2013-01-01

    Physics Education Research (PER) applies a scientific approach to the question, "How do our students think about and learn physics?" PER allows us to explore such intellectually engaging questions as, "What does it mean to understand something in physics?" and, "What skills and competencies do we want our students to learn from our physics classes?" To address questions like these, we need to do more than observe student difficulties and build curricula. We need a theoretical framework -- a s...

  8. Critical thinking as reflecting on understanding others

    NARCIS (Netherlands)

    Torringa, J.G.H.

    2011-01-01

    This dissertation about critical thinking processes three questions. The first regards the question what critical thinking means when conceptualizing the phrase away from the dominant account in which it refers to the ability to reason well and the disposition to do so (Bailin & Siegel, 2003). A

  9. Online discussion: Enhancing students' critical thinking skills

    Science.gov (United States)

    Rathakrishnan, Mohan; Ahmad, Rahayu; Suan, Choo Ling

    2017-10-01

    Online discussion has become one of the important strategies for the teacher to teach the students to think critically when conveying their ideas and become more proactive and creative. In this paper, padlet online discussion communication was conducted to examine its effectiveness in enhancing critical thinking. In this study, there are two types of critical thinking: macro and micro critical thinking. A total of 70 Universiti Utara Malaysia Management Foundation Programme students involved in this experimental research design. The students in treatment class are divided to few groups. Every group uses padlet online discussion to discuss the topic given. All the group members discuss and write their ideas in padlet. Ideas that are posted in padlet will be displayed in front of the class so that the entire group in the treatment class could see the given ideas. Paul's (1993) model was used to analyze student's macro and micro critical thinking in padlet online discussion and communication. The finding shows that students who used padlet online discussion backchannel communication have greater macro and micro critical thinking level than students who do not use online discussion.

  10. Constructive Thinking Strategies in College Students

    Directory of Open Access Journals (Sweden)

    Ofelia Contreras Gutiérrez

    2011-01-01

    Full Text Available The aim of this paper was to identify the strategies of constructive thinking that are used by university students. Constructive thinking is the automatic representation of the world, ourselves, and the future, it direct our actions to solve everyday problems. Results show that, there are no significant differences in global constructive thinking between male and female students. Although, exist differences in the copy style: men are better at emotional copies, they diminish the emotional cost of the events, and overcame faster negative experiences, they also show higher self-esteem. Women, on the other hand, show better strategies in order to solve problems (behavioral copy.

  11. Developing thinking skill system for modelling creative thinking and critical thinking of vocational high school student

    Science.gov (United States)

    Dewanto, W. K.; Agustianto, K.; Sari, B. E.

    2018-01-01

    Vocational students must have practical skills in accordance with the purpose of vocational school that creating the skilled graduates according to their field. Graduates of vocational education are required not just as users, but be able to create. Thus requiring critical and creative thinking skills to assist students in generating ideas, analyzing and creating a product of value. Based on this, then this research aims to develop a system to know the level of ability to think critically and creative students, that resulted students can do self-reflection in improving the ability to think critically and creatively as a supporter of practical ability. The system testing using Naïve Bayes Correlation shown an average accuracy of 93.617% in assessing the students’ critical and creative thinking ability. By using modeling with this system will be known level of students’ critical and creative thinking ability, then the output of the system is used to determine the type of innovation in the learning process to improve the critical and creative thinking skills to support the practical skills of students as skilled vocational students.

  12. Critical Thinking: Rationality, and the Vulcanization of Students.

    Science.gov (United States)

    Walters, Kerry S.

    1990-01-01

    Although critical thinking has become a pedagogical industry, its endorsement by educators is uncritical. The conventional critical thinking model assumes that only logical thinking is good thinking. However, good thinking also includes rational but nonlogical cognitive functions. To ignore them is to train students in only one aspect of thinking.…

  13. Teaching Tree-Thinking to Undergraduate Biology Students.

    Science.gov (United States)

    Meisel, Richard P

    2010-07-27

    Evolution is the unifying principle of all biology, and understanding how evolutionary relationships are represented is critical for a complete understanding of evolution. Phylogenetic trees are the most conventional tool for displaying evolutionary relationships, and "tree-thinking" has been coined as a term to describe the ability to conceptualize evolutionary relationships. Students often lack tree-thinking skills, and developing those skills should be a priority of biology curricula. Many common student misconceptions have been described, and a successful instructor needs a suite of tools for correcting those misconceptions. I review the literature on teaching tree-thinking to undergraduate students and suggest how this material can be presented within an inquiry-based framework.

  14. Using a kinesthetic learning strategy to engage nursing student thinking, enhance retention, and improve critical thinking.

    Science.gov (United States)

    Wagner, Elissa A

    2014-06-01

    This article reports the outcomes of a kinesthetic learning strategy used during a cardiac lecture to engage students and to improve the use of classroom-acquired knowledge in today's challenging clinical settings. Nurse educators are constantly faced with finding new ways to engage students, stimulate critical thinking, and improve clinical application in a rapidly changing and complex health care system. Educators who deviate from the traditional pedagogy of didactic, content-driven teaching to a concept-based, student-centered approach using active and kinesthetic learning activities can enhance engagement and improve clinical problem solving, communication skills, and critical thinking to provide graduates with the tools necessary to be successful. The goals of this learning activity were to decrease the well-known classroom-clinical gap by enhancing engagement, providing deeper understanding of cardiac function and disorders, enhancing critical thinking, and improving clinical application. Copyright 2014, SLACK Incorporated.

  15. EXAMINATION OF THE COMPUTATIONAL THINKING SKILLS OF STUDENTS

    Directory of Open Access Journals (Sweden)

    Agah Tugrul Korucu

    2017-01-01

    Full Text Available Computational thinking is generally considered as a kind of analytical way of thinking. According to Wings (2008 it shares with mathematical thinking, engineering thinking and scientific thinking in the general ways in which we may use for solving a problem, designing and evaluating complex systems or understanding computability and intelligence as well as the mind and human behaviour. It is generally accepted important that like high order thinking skills the analytical way of thinking should be taught to the children at very early ages. The aim of this study is to investigate the computational thinking skills of secondary school students in terms of different variables. The study group of the research is 160 secondary school students who continue their education at different levels in Konya. The “Computational Thinking Skills Scale” which has been developed by Korkmaz, Çakır and Özden (2015 used for data collection. The scale includes 22 items and it is a 5 point likert type scale. The Cronbach Alpha reliability of the scale has been calculated as 0.80 and it has been found to be valid to measure the computational skills levels of the secondary school students as a result of the analysis. As a result of this research, the computational thinking skill levels of participants differ meaningfully in terms of their class levels, do not differ meaningfully in terms of their genders, do not differ meaningfully in terms of their weekly internet usage durations, do not differ meaningfully in terms of their mobile device usage competence situations, differ meaningfully in terms of their mobile Technologies possession durations.

  16. Building Student Understanding of the Cause of Day and Night: A Study of Literacy- and Spatial Thinking-Integrated Activities Compared to a Commercial Curriculum

    Science.gov (United States)

    Rule, Audrey C.; Webb, Angela Naomi

    2015-01-01

    The cause of day and night is a difficult concept to master without concrete foundational skills of understanding shadows, rotation, changing point of view, and relative positions of objects in the sky. This pretest-posttest experimental-control group study examined student learning in a science-literacy-spatial skills integrated unit with…

  17. Characterizing the development of students' understandings regarding the second law of thermodynamics: Using learning progressions to illuminate thinking in high school chemistry

    Science.gov (United States)

    Cunningham, Kevin D.

    As demonstrated by their emphasis in the new, national, science education standards, learning progressions (LPs) have become a valuable means of informing teaching and learning. LPs serve this role by isolating the key components of central skills and understandings, and by describing how those abilities and concepts tend to develop over time among students in a particular context. Some LPs also identify common challenges students experience in learning specific content and suggest methods of instruction and assessment, particularly ways in which difficulties can be identified and addressed. LPs are research-based and created through the integration of content analyses and interpretations of student performances with respect to the skills and understandings in question. The present research produced two LPs portraying the development of understandings associated with the second law of thermodynamics as evidenced by the evolving explanations for the spontaneity and irreversibility of diffusion and the cooling of a hot object constructed periodically by twenty students over two consecutive years in high school chemistry. While the curriculum they experienced did not emphasize the processes of diffusion and cooling or the second law and its applications, these students received prolonged instruction regarding key aspects of the particulate nature of matter. Working in small groups and as individuals, they were also taught and regularly expected to create, test, and revise particulate-based, conceptual models to account for the properties and behavior of a wide variety of common phenomena. Although some students quickly exhibited dramatic improvements in explaining and understanding the phenomena of interest, conceptual development for most was evolutionary rather than revolutionary, and success in explaining one phenomenon did not generally translate into successes in explaining related but different phenomena. Few students reached the uppermost learning goals of

  18. Teaching Engineering students to "Think thief"

    NARCIS (Netherlands)

    Hartel, Pieter H.; Junger, Marianne

    We report on an educational experiment where information technology students were encouraged to think out of the box about the dark side of information technology. Instead of taking the usual point of view of the engineer we challenged the students to take the point of view of the motivated

  19. Teaching Information Security Students to "Think thief"

    NARCIS (Netherlands)

    Hartel, Pieter H.; Junger, Marianne

    2012-01-01

    We report on an educational experiment where information security master students were encouraged to think out of the box. Instead of taking the usual point of view of the security engineer we challenged the students to take the point of view of the motivated offender. We report on the exciting

  20. Empowerment of Students Critical Thinking Skills Through Implementation of Think Talk Write Combined Problem Based Learning

    OpenAIRE

    Yanuarta, Lidya; Gofur, Abdul; Indriwati, Sri Endah

    2016-01-01

    Critical thinking is a complex reflection process that helps individuals become more analytical in their thinking. Empower critical thinking in students need to be done so that students can resolve the problems that exist in their life and are able to apply alternative solutions to problems in a different situations. Therefore, Think Talk Write (TTW) combined Problem Based Learning (PBL) were needed to empowered the critical thinking skills so that students were able to face the challenges of...

  1. Think Pair Share: A Teaching Learning Strategy to Enhance Students' Critical Thinking

    Science.gov (United States)

    Kaddoura, Mahmoud

    2013-01-01

    This study investigated the change in critical thinking (CT) skills of baccalaureate nursing students who were educated using a Think-Pair-Share (TPS) or an equivalent Non-Think-Pair-Share (Non-TPS) teaching method. Critical thinking has been an essential outcome of nursing students to prepare them to provide effective and safe quality care for…

  2. Meaningful Understanding and Systems Thinking in Organic Chemistry: Validating Measurement and Exploring Relationships

    Science.gov (United States)

    Vachliotis, Theodoros; Salta, Katerina; Tzougraki, Chryssa

    2014-01-01

    The purpose of this study was dual: First, to develop and validate assessment schemes for assessing 11th grade students' meaningful understanding of organic chemistry concepts, as well as their systems thinking skills in the domain. Second, to explore the relationship between the two constructs of interest based on students' performance…

  3. Enhancing Critical Thinking: Accounting Students' Perceptions

    Science.gov (United States)

    Wilkin, Carla L.

    2017-01-01

    Purpose: The purpose of this paper is to demonstrate how assessment design was used to enhance students' critical thinking in a subject concerned with business enterprise systems. The study shows positive results and favorable perceptions of the merit of the approach. Design/Methodology/Approach: A case study approach was used to examine how the…

  4. Novice Teachers' Attention to Student Thinking

    Science.gov (United States)

    Levin, Daniel M.; Hammer, David; Coffey, Janet E.

    2009-01-01

    Stage-based views of teacher development hold that novice teachers are unable to attend to students' thinking until they have begun to identify themselves as teachers and mastered classroom routines, and so the first emphases in learning to teach should be on forming routines and identity. The authors challenge those views, as others have done,…

  5. Use of Portfolios by Medical Students: Significance of Critical Thinking

    Directory of Open Access Journals (Sweden)

    Samy A. Azer

    2008-07-01

    Full Text Available Portfolios have been used in the medical curriculum to evaluate difficult-to-assess areas such as students' attitudes, professionalism and teamwork. However, their use early in a problem-based learning (PBL course to foster deep learning and enhance students' self-directed learning has not been adequately studied. The aims of this paper are to: (1 understand the uses of portfolios and the rationale for using reflection in the early years of a PBL curriculum; (2 discuss how to introduce portfolios and encourage students' critical thinking skills, not just reflection; and (3 provide students with tips that could enhance their skills in constructing good portfolios.

  6. Examination of the Computational Thinking Skills of Students

    Science.gov (United States)

    Korucu, Agah Tugrul; Gencturk, Abdullah Tarik; Gundogdu, Mustafa Mucahit

    2017-01-01

    Computational thinking is generally considered as a kind of analytical way of thinking. According to Wings (2008) it shares with mathematical thinking, engineering thinking and scientific thinking in the general ways in which we may use for solving a problem, designing and evaluating complex systems or understanding computability and intelligence…

  7. Students' understandings of electrochemistry

    Science.gov (United States)

    O'Grady-Morris, Kathryn

    Electrochemistry is considered by students to be a difficult topic in chemistry. This research was a mixed methods study guided by the research question: At the end of a unit of study, what are students' understandings of electrochemistry? The framework of analysis used for the qualitative and quantitative data collected in this study was comprised of three categories: types of knowledge used in problem solving, levels of representation of knowledge in chemistry (macroscopic, symbolic, and particulate), and alternative conceptions. Although individually each of the three categories has been reported in previous studies, the contribution of this study is the inter-relationships among them. Semi-structured, task-based interviews were conducted while students were setting up and operating electrochemical cells in the laboratory, and a two-tiered, multiple-choice diagnostic instrument was designed to identify alternative conceptions that students held at the end of the unit. For familiar problems, those involving routine voltaic cells, students used a working-forwards problem-solving strategy, two or three levels of representation of knowledge during explanations, scored higher on both procedural and conceptual knowledge questions in the diagnostic instrument, and held fewer alternative conceptions related to the operation of these cells. For less familiar problems, those involving non-routine voltaic cells and electrolytic cells, students approached problem-solving with procedural knowledge, used only one level of representation of knowledge when explaining the operation of these cells, scored higher on procedural knowledge than conceptual knowledge questions in the diagnostic instrument, and held a greater number of alternative conceptions. Decision routines that involved memorized formulas and procedures were used to solve both quantitative and qualitative problems and the main source of alternative conceptions in this study was the overgeneralization of theory

  8. Systemic thinking fundamentals for understanding problems and messes

    CERN Document Server

    Hester, Patrick T

    2014-01-01

    Whether you’re an academic or a practitioner, a sociologist, a manager, or an engineer, one can benefit from learning to think systemically.  Problems (and messes) are everywhere and they’re getting more complicated every day.  How we think about these problems determines whether or not we’ll be successful in understanding and addressing them.  This book presents a novel way to think about problems (and messes) necessary to attack these always-present concerns.  The approach draws from disciplines as diverse as mathematics, biology, and psychology to provide a holistic method for dealing with problems that can be applied to any discipline. This book develops the systemic thinking paradigm, and introduces practical guidelines for the deployment of a systemic thinking approach.

  9. Critical Thinking, Transfer, and Student Satisfaction

    Directory of Open Access Journals (Sweden)

    Joanne R. Reid

    2013-04-01

    Full Text Available A pedagogical treatment was developed to teach critical thinking knowledge, skills, and strategies to college students. This treatment was implemented at a Midwestern University for a three-year period. Graduates were surveyed to determine the extent to which the treatment affected their personal, academic, and professional lives. Graduates reported that they had transferred the critical thinking knowledge, skills, and strategies they had acquired, and were using it in their personal, academic, or professional lives. The graduates also reported that this transfer was extremely beneficial to them in all aspects of their personal, academic, or professional lives, leading to high levels of satisfaction in their undergraduate education.

  10. Connecting Research to Teaching: The "MOST" Productive Student Mathematical Thinking

    Science.gov (United States)

    Stockero, Shari L.; Peterson, Blake E.; Leatham, Keith R.; Van Zoest, Laura R.

    2014-01-01

    Instruction that meaningfully incorporates students' mathematical thinking is widely valued within the mathematics education community (NCTM 2000; Sherin, Louis, and Mendez 2000; Stein et al. 2008). Although being responsive to student thinking is important, not all student thinking has the same potential to support mathematical learning.…

  11. The Process of Thinking among Junior High School Students in Solving HOTS Question

    Science.gov (United States)

    Bakry, Md Nor Bin Bakar

    2015-01-01

    Higher order thinking skills (HOTS) is one of the important aspect of teaching and learning mathematics. By using HOTS, student will be able to acquire a deep understand of mathematical concepts and can be applied in real life. Students ability to develop the capacity of the HOTS is closely related with thinking processes while solving mathematics…

  12. Understanding Critical Thinking to Create Better Doctors

    Science.gov (United States)

    Zayapragassarazan, Zayabalaradjane; Menon, Vikas; Kar, Sitanshu Sekhar; Batmanabane, Gitanjali

    2016-01-01

    Medical students master an enormous body of knowledge, but lack systematic problem solving ability and effective clinical decision making. High profile reports have called for reforms in medical education to create a better generation of doctors who can cope with the system based problems they would encounter in an interdisciplinary and…

  13. What proverb understanding reveals about how people think.

    Science.gov (United States)

    Gibbs, R W; Beitel, D

    1995-07-01

    The ability to understand proverbial sayings, such as a rolling stone gathers no moss, has been of great interest to researchers in many areas of psychology. Most psychologists assume that understanding the figurative meanings of proverbs requires various kinds of higher order cognitive abilities. The authors review the findings on proverb interpretation to examine the question of what proverb use and understanding reveals about the ways normal and dysfunctional individuals think. The widely held idea that failure to provide a figurative interpretation of a proverb necessarily reflects a deficit in specialized abstract thinking is rejected. Moreover, the ability to correctly explain what a proverb means does not necessarily imply that an individual can think abstractly. Various empirical evidence, nonetheless, suggests that the ability to understand many proverbs reveals the presence of metaphorical schemes that are ubiquitous in everyday thought.

  14. Understanding Science: Frameworks for using stories to facilitate systems thinking

    Science.gov (United States)

    ElShafie, S. J.; Bean, J. R.

    2017-12-01

    Studies indicate that using a narrative structure for teaching and learning helps audiences to process and recall new information. Stories also help audiences retain specific information, such as character names or plot points, in the context of a broader narrative. Stories can therefore facilitate high-context systems learning in addition to low-context declarative learning. Here we incorporate a framework for science storytelling, which we use in communication workshops, with the Understanding Science framework developed by the UC Museum of Paleontology (UCMP) to explore the application of storytelling to systems thinking. We translate portions of the Understanding Science flowchart into narrative terms. Placed side by side, the two charts illustrate the parallels between the scientific process and the story development process. They offer a roadmap for developing stories about scientific studies and concepts. We also created a series of worksheets for use with the flowcharts. These new tools can generate stories from any perspective, including a scientist conducting a study; a character that plays a role in a larger system (e.g., foraminifera or a carbon atom); an entire system that interacts with other systems (e.g., the carbon cycle). We will discuss exemplar stories about climate change from each of these perspectives, which we are developing for workshops using content and storyboard models from the new UCMP website Understanding Global Change. This conceptual framework and toolkit will help instructors to develop stories about scientific concepts for use in a classroom setting. It will also help students to analyze stories presented in class, and to create their own stories about new concepts. This approach facilitates student metacognition of the learning process, and can also be used as a form of evaluation. We are testing this flowchart and its use in systems teaching with focus groups, in preparation for use in teacher professional development workshops.

  15. DNA → RNA: What Do Students Think the Arrow Means?

    OpenAIRE

    Wright, L. Kate; Fisk, J. Nick; Newman, Dina L.

    2014-01-01

    The central dogma of molecular biology, a model that has remained intact for decades, describes the transfer of genetic information from DNA to protein though an RNA intermediate. While recent work has illustrated many exceptions to the central dogma, it is still a common model used to describe and study the relationship between genes and protein products. We investigated understanding of central dogma concepts and found that students are not primed to think about information when presented w...

  16. Assessing Student Understanding of Physical Hydrology

    Science.gov (United States)

    Castillo, A. J.; Marshall, J.; Cardenas, M. B.

    2012-12-01

    Our objective is to characterize and assess upper division and graduate student thinking by developing and testing an assessment tool for a physical hydrology class. The class' learning goals are: (1) Quantitative process-based understanding of hydrologic processes, (2) Experience with different methods in hydrology, (3) Learning, problem solving, communication skills. These goals were translated into two measurable tasks asked of students in a questionnaire: (1) Describe the significant processes in the hydrological cycle and (2) Describe laws governing these processes. A third question below assessed the students' ability to apply their knowledge: You have been hired as a consultant by __ to (1) assess how urbanization and the current drought have affected a local spring and (2) predict what the effects will be in the future if the drought continues. What information would you need to gather? What measurements would you make? What analyses would you perform? Student and expert responses to the questions were then used to develop a rubric to score responses. Using the rubric, 3 researchers independently blind-coded the full set of pre and post artifacts, resulting in 89% inter-rater agreement on the pre-tests and 83% agreement on the post-tests. We present student scores to illustrate the use of the rubric and to characterize student thinking prior to and following a traditional course. Most students interpreted Q1 in terms of physical processes affecting the water cycle, the primary organizing framework for hydrology, as intended. On the pre-test, one student scored 0, indicating no response, on this question. Twenty students scored 1, indicating rudimentary understanding, 2 students scored a 2, indicating a basic understanding, and no student scored a 3. Student scores on this question improved on the post-test. On the 22 post-tests that were blind scored, 11 students demonstrated some recognition of concepts, 9 students showed a basic understanding, and 2

  17. Construction of the mathematical concept of pseudo thinking students

    Science.gov (United States)

    Anggraini, D.; Kusmayadi, T. A.; Pramudya, I.

    2018-05-01

    Thinking process is a process that begins with the acceptance of information, information processing and information calling in memory with structural changes that include concepts or knowledges. The concept or knowledge is individually constructed by each individual. While, students construct a mathematical concept, students may experience pseudo thinking. Pseudo thinking is a thinking process that results in an answer to a problem or construction to a concept “that is not true”. Pseudo thinking can be classified into two forms there are true pseudo and false pseudo. The construction of mathematical concepts in students of pseudo thinking should be immediately known because the error will have an impact on the next construction of mathematical concepts and to correct the errors it requires knowledge of the source of the error. Therefore, in this article will be discussed thinking process in constructing of mathematical concepts in students who experience pseudo thinking.

  18. Critical Thinking and Disposition Toward Critical Thinking Among Physical Therapy Students.

    Science.gov (United States)

    Domenech, Manuel A; Watkins, Phillip

    2015-01-01

    Students who enter a physical therapist (PT) entry-level program with weak critical thinking skills may not be prepared to benefit from the educational training program or successfully engage in the future as a competent healthcare provider. Therefore, assessing PT students' entry-level critical thinking skills and/or disposition toward critical thinking may be beneficial to identifying students with poor, fair, or good critical thinking ability as one of the criteria used in the admissions process into a professional program. First-year students (n=71) from the Doctor of Physical Therapy (DPT) program at Texas Tech University Health Sciences Center completed the California Critical Thinking Skills Test (CCTST), the California Critical Thinking Dispositions Inventory (CCTDI), and demographic survey during orientation to the DPT program. Three students were lost from the CCTST (n=68), and none lost from the CCTDI (n=71). Analysis indicated that the majority of students had a positive disposition toward critical thinking, yet the overall CCTST suggested that these students were somewhat below the national average. Also, individuals taking math and science prerequisites at the community-college level tended to have lower overall CCTST scores. The entering DPT class demonstrated moderate or middle range scores in critical thinking and disposition toward critical thinking. This result does not indicate, but might suggest, the potential for learning challenges. Assessing critical thinking skills as part of the admissions process may prove advantageous.

  19. Oersted Lecture 2013: How should we think about how our students think?

    Science.gov (United States)

    Redish, Edward F.

    2014-06-01

    Physics Education Research (PER) applies a scientific approach to the question, "How do our students think about and learn physics?" PER allows us to explore such intellectually engaging questions as "What does it mean to understand something in physics?" and "What skills and competencies do we want our students to learn from our physics classes?" To address questions like these, we need to do more than observe student difficulties and build curricula. We need a theoretical framework—a structure for talking about, making sense of, and modeling how one thinks about, learns, and understands physics. In this paper, I outline some aspects of the Resources Framework, a structure that some of us are using to create a phenomenology of physics learning that ties closely to modern developments in neuroscience, psychology, and linguistics. As an example of how this framework gives new insights, I discuss epistemological framing—the role of students' perceptions of the nature of the knowledge they are learning and what knowledge is appropriate to bring to bear on a given task. I discuss how this foothold idea fits into our theoretical framework, show some classroom data on how it plays out in the classroom, and give some examples of how my awareness of the resources framework influences my approach to teaching.

  20. UNDERSTANDING UNDERGRADUATE STUDENTS PRACTICUM ...

    African Journals Online (AJOL)

    User

    student misbehavior as the most stressful experience of student teacher practicum experience. ... adequate support, rethinking assessment mechanism, provision of adequate fund, strengthening ..... provide regular formative feedback, have.

  1. Thinking pattern of first grade students towards edentulous replacement

    Directory of Open Access Journals (Sweden)

    Eri H. Jubhari

    2007-06-01

    Full Text Available Many people ignore their oral hygiene and do not use denture after extraction. This may caused by their thinking pattern. Thinking pattern indicates the degree of comprehension to solve a problem. This research aims to find out the thinking pattern of first year students towards edentulous replacement. The questionnaire was filled in by students. The oral cavity state of students who have edentulous was inspected. The study finds that only 3 men and 27 women had edentulous, all of them did not use denture. However, more than 96% of the edentulous and not-edentulous groups said that edentulous need denture, due to aesthetic factor. The reasons for not using denture are, for example, not enough time, not disturbed by the absence of denture, and its cost. It can be concluded that the 2005 batch students of Faculty of Dentistry (FKG UNHAS had shown a good understanding about edentulous replacement. Their views on the profits and detriments using denture are the main reasons to determine whether they will use denture.

  2. Learning design thinking online : studying students' learning experience in shared virtual reality

    OpenAIRE

    Lau, Kung Wong

    2010-01-01

    Learning Design Thinking Online: Studying Students' Learning Experience in Shared Virtual Reality My study attempts to deepen understanding about the learning experiences of design students in undertaking design-thinking exercises in a shared virtual reality. This study has identified the areas of an appropriate pedagogy for E-Learning and the use of a shared virtual environment for students in tertiary design education. Specific questions arising ji"Om this research are: (1...

  3. Validating the Persian Version of Reflective Thinking Questionnaire and Probing Iranian University Students' Reflective Thinking and Academic Achievement

    Directory of Open Access Journals (Sweden)

    Afsaneh Ghanizadeh

    2017-07-01

    Full Text Available Scholars in higher education deem reflective thinking as integral to the development of professional disciplinary practices. One of the major issues in studying reflective thinking pivots around its conceptualization and assessment. Over the years, researchers have used several methods and scales to measure reflective thinking. One of the most widely known scales of reflective thinking was constructed and validated by Kember et al. (2000. It is entitled 'Reflective Thinking Questionnaire (RTQ' and includes 16 items measuring four types of reflective thinking: understanding (UND; reflection (REF; critical reflection (CREF; habitual action (HA. The present study aimed at validating the Persian version of RTQ among one hundred ninety six English as a foreign language (EFL university students. It then scrutinized the role of reflective thinking in academic achievements measured by grade point average (GPA. The association of learners' reflective thinking style with their educational level and gender was also estimated. To conduct the research, the scale was first translated into Persian and its validity (computed via confirmatory factor analysis, convergent, and divergent validity estimates and reliability (computed via Cronbach's alpha were substantiated. It was indicated that among the comprising factors of reflective thinking, UND received the highest mean followed by REF and CREF

  4. Narrative thematic analysis of baccalaureate nursing students' reflections: critical thinking in the clinical education context.

    Science.gov (United States)

    Naber, Jessica L; Hall, Joanne; Schadler, Craig Matthew

    2014-09-01

    This study sought to identify characteristics of clinically situated critical thinking in nursing students' reflections, originally part of a study guided by Richard Paul's model of critical thinking. Nurses are expected to apply critical thinking in all practice situations to improve health outcomes, including patient safety and satisfaction. In a previous study, Paul's model of critical thinking was used to develop questions for reflective writing assignments. Within that study, 30 nursing students completed six open-ended narratives of nurse-patient clinical encounters during an 8-week period. Improvements were seen in critical thinking scores after the intervention. This article reports the qualitative analysis of the content of six open-ended narratives. Six overarching themes were identified and combined into a tentative conceptual model. Faculty's understanding of the characteristics of critical thinking in the context of clinical education will help them to teach and evaluate students' progress and competencies for future practice.

  5. Student-generated reading questions: diagnosing student thinking with diverse formative assessments.

    Science.gov (United States)

    Offerdahl, Erika G; Montplaisir, Lisa

    2014-01-01

    Formative assessment has long been identified as a critical element to teaching for conceptual development in science. It is therefore important for university instructors to have an arsenal of formative assessment tools at their disposal which enable them to effectively uncover and diagnose all students' thinking, not just the most vocal or assertive. We illustrate the utility of one type of formative assessment prompt (reading question assignment) in producing high-quality evidence of student thinking (student-generated reading questions). Specifically, we characterized student assessment data using three distinct analytic frames to exemplify their effectiveness in diagnosing student learning in relationship to three sample learning outcomes. Our data will be useful for university faculty, particularly those engaged in teaching upper-level biochemistry courses and their prerequisites, as they provide an alternative mechanism for uncovering and diagnosing student understanding. © 2013 by The International Union of Biochemistry and Molecular Biology.

  6. Assessing Postgraduate Students' Critical Thinking Ability

    Science.gov (United States)

    Javed, Muhammad; Nawaz, Muhammad Atif; Qurat-Ul-Ain, Ansa

    2015-01-01

    This paper addresses to assess the critical thinking ability of postgraduate students. The target population was the male and female students at University level in Pakistan. A small sample of 45 male and 45 female students were selected randomly from The Islamia University of Bahawalpur, Pakistan. Cornell Critical Thinking Test Series, The…

  7. The Development of Students' Writing Skills by Teaching Critical Thinking

    OpenAIRE

    久保田, 祐歌

    2011-01-01

    The purpose of this paper is to present some approaches to teaching critical thinking to college students for developing their Japanese academic writing skills. By examining the literature of critical thinking and writing, this paper shows the following. (1)How philosophy faculty can teach critical thinking skills to their own students the way they can improve their skills necessary for writing argumentative essays. (2)By what class and curriculum students' academic writing skills can be fost...

  8. Developing critical thinking, creativity and innovation skills of undergraduate students

    Science.gov (United States)

    Shoop, Barry L.

    2014-07-01

    A desirable goal of engineering education is to teach students how to be creative and innovative. However, the speed of technological innovation and the continual expansion of disciplinary knowledge leave little time in the curriculum for students to formally study innovation. At West Point we have developed a novel upper-division undergraduate course that develops the critical thinking, creativity and innovation of undergraduate science and engineering students. This course is structured as a deliberate interactive engagement between students and faculty that employs the Socratic method to develop an understanding of disruptive and innovative technologies and a historical context of how social, cultural, and religious factors impact the acceptance or rejection of technological innovation. The course begins by developing the background understanding of what disruptive technology is and a historical context about successes and failures of social, cultural, and religious acceptance of technological innovation. To develop this framework, students read The Innovator's Dilemma by Clayton M. Christensen, The Structure of Scientific Revolutions by Thomas S. Kuhn, The Discoverers by Daniel J. Boorstin, and The Two Cultures by C.P. Snow. For each class meeting, students survey current scientific and technical literature and come prepared to discuss current events related to technological innovation. Each student researches potential disruptive technologies and prepares a compelling argument of why the specific technologies are disruptive so they can defend their choice and rationale. During course meetings students discuss the readings and specific technologies found during their independent research. As part of this research, each student has the opportunity to interview forward thinking technology leaders in their respective fields of interest. In this paper we will describe the course and highlight the results from teaching this course over the past five years.

  9. Make Us Question, Think, Reflect and Understand: Secondary Students' Beliefs and Attitudes towards the Inclusion of LGBTQ Themed Literature in the English Classroom

    Science.gov (United States)

    Greathouse, Paula

    2016-01-01

    There are innumerable subcultures within American society, all of which come to interact within the walls of a school and all of which should be recognized and valued by the classroom teacher. This article shares secondary students' beliefs and attitudes about reading and studying lesbian, gay, bisexual, transgender and/or questioning (LGBTQ)…

  10. Effect of caring behavior on disposition toward critical thinking of nursing students.

    Science.gov (United States)

    Pai, Hsiang-Chu; Eng, Cheng-Joo; Ko, Hui-Ling

    2013-01-01

    The purpose of this study was to explore the relationship between caring behavior and the disposition toward critical thinking of nursing students in clinical practice. A structural equation model was used to test the hypothesized relationship between caring behavior and critical thinking skills. Caring is the core of nursing practice, and the disposition toward critical thinking is needed for competent nursing care. In a fast-paced and complex environment, however, "caring" may be lost. Because nursing students will become professional nurses, it is essential to explore their caring behaviors and critical thinking skills and to understand how to improve their critical thinking skills based on their caring behavior. A cross-sectional study was used, with convenience sampling of students who were participating in associate degree nursing programs at 3 colleges of nursing. The following instruments were used: critical thinking disposition inventory Chinese version and caring behaviors scale. The study found that individuals with a higher frequency of caring behaviors had a higher score on critical thinking about nursing practice (β = .44, t = 5.14, P critical thinking. The findings of this study revealed the importance of caring behavior and its relationship with the disposition toward critical thinking. Thus, it is recommended that nursing education should emphasize a curriculum related to caring behavior to improve the disposition toward critical thinking of nursing students. Copyright © 2013 Elsevier Inc. All rights reserved.

  11. What Makes Critical Thinking Critical for Adult ESL Students

    Science.gov (United States)

    Miekley, Joshua P.

    2014-01-01

    Critical-thinking skills help to prepare adult education students for a successful transition to college degree programs and for job advancement. Yet fostering critical thinking poses a challenge to ESL instructors. Brookfield (2012) provides a way forward for adult educators when he explains that the crux of critical thinking is to discover one's…

  12. Helping Students Acquire Thinking Skills through Mathematics Instruction.

    Science.gov (United States)

    Van Devender, Evelyn M.

    1992-01-01

    Describes three activities that the teacher can employ to help students develop thinking skills through mathematics instruction: (1) memorization using the technique of chunking; (2) higher order thinking with magic squares; and (3) predicting games. Identifies eight facets of the teacher's role in promoting thinking skills. (MDH)

  13. Exploring the association between parental rearing styles and medical students' critical thinking disposition in China.

    Science.gov (United States)

    Huang, Lei; Wang, Zhaoxin; Yao, Yuhong; Shan, Chang; Wang, Haojie; Zhu, Mengyi; Lu, Yuan; Sun, Pengfei; Zhao, Xudong

    2015-05-14

    Critical thinking is an essential ability for medical students. However, the relationship between parental rearing styles and medical students' critical thinking disposition has rarely been considered. The aim of this study was to investigate whether parental rearing styles were significant predictors of critical thinking disposition among Chinese medical students. 1,075 medical students from the first year to the fifth year attending one of three medical schools in China were recruited via multistage stratified cluster sampling. The Chinese Critical Thinking Disposition Inventory(CTDI-CV) and The Egna Minnen av Barndoms Uppfostran (EMBU) questionnaire were applied to collect data and to conduct descriptive analysis. Stepwise multiple linear regression was used to analyze the data. The critical thinking disposition average mean score was 287.44 with 632 participants (58.79%) demonstrating positive critical thinking disposition. Stepwise multiple linear regression analysis revealed that the rearing styles of fathers, including "overprotection", "emotional warmth and understanding", "rejection" and "over-interference" were significant predictors of medical students' critical thinking disposition that explained 79.0% of the variance in critical thinking ability. Rearing styles of mothers including "emotional warmth and understanding", "punishing" and "rejection" were also found to be significant predictors, and explained 77.0% of the variance. Meaningful association has been evidenced between parental rearing styles and Chinese medical students' critical thinking disposition. Parental rearing styles should be considered as one of the many potential determinant factors that contribute to the cultivation of medical students' critical thinking capability. Positive parental rearing styles should be encouraged in the cultivation of children's critical thinking skills.

  14. Characterizing the Development of Students' Understandings regarding the Second Law of Thermodynamics: Using Learning Progressions to Illuminate Thinking in High School Chemistry

    Science.gov (United States)

    Cunningham, Kevin D.

    2011-01-01

    As demonstrated by their emphasis in the new, national, science education standards, learning progressions (LPs) have become a valuable means of informing teaching and learning. LPs serve this role by isolating the key components of central skills and understandings, and by describing how those abilities and concepts tend to develop over time…

  15. Development of children's understanding of connections between thinking and feeling.

    Science.gov (United States)

    Flavell, J H; Flavell, E R; Green, F L

    2001-09-01

    Two studies assessed the development of children's understanding that thoughts and feelings are closely interlinked. These studies showed that, unlike 8-year-olds and adults, 5-year-olds seldom explained a sudden change in emotion that had no apparent external cause by appeal to the occurrence of a thought. They also tended not to recognize that a person who is feeling sad is probably also thinking sad thoughts, or that people may be able to make themselves feel happy just by thinking of something happy. These results are consistent with evidence that young children tend to be unaware of the stream of consciousness and have poor introspective skills. A possible developmental sequence leading to an understanding of these thought-feeling links is proposed.

  16. Upgrading geometry conceptual understanding and strategic competence through implementing rigorous mathematical thinking (RMT)

    Science.gov (United States)

    Nugraheni, Z.; Budiyono, B.; Slamet, I.

    2018-03-01

    To reach higher order thinking skill, needed to be mastered the conceptual understanding and strategic competence as they are two basic parts of high order thinking skill (HOTS). RMT is a unique realization of the cognitive conceptual construction approach based on Feurstein with his theory of Mediated Learning Experience (MLE) and Vygotsky’s sociocultural theory. This was quasi-experimental research which compared the experimental class that was given Rigorous Mathematical Thinking (RMT) as learning method and the control class that was given Direct Learning (DL) as the conventional learning activity. This study examined whether there was different effect of two learning model toward conceptual understanding and strategic competence of Junior High School Students. The data was analyzed by using Multivariate Analysis of Variance (MANOVA) and obtained a significant difference between experimental and control class when considered jointly on the mathematics conceptual understanding and strategic competence (shown by Wilk’s Λ = 0.84). Further, by independent t-test is known that there was significant difference between two classes both on mathematical conceptual understanding and strategic competence. By this result is known that Rigorous Mathematical Thinking (RMT) had positive impact toward Mathematics conceptual understanding and strategic competence.

  17. Using Graffiti to Teach Students How to Think Like Historians

    Science.gov (United States)

    Franco, Eric V.

    2010-01-01

    "Thinking Like a Historian" (TLH) is a tool for framing the past to teach students the elements of historical thinking while, at the same time, grounding students' knowledge of the past through inquiry and evidentiary support. The framework's design allows for a separation of the ways historians study the past from the ways historians organize…

  18. Students' Understanding of Quadratic Equations

    Science.gov (United States)

    López, Jonathan; Robles, Izraim; Martínez-Planell, Rafael

    2016-01-01

    Action-Process-Object-Schema theory (APOS) was applied to study student understanding of quadratic equations in one variable. This required proposing a detailed conjecture (called a genetic decomposition) of mental constructions students may do to understand quadratic equations. The genetic decomposition which was proposed can contribute to help…

  19. Understanding Student Motivation

    Science.gov (United States)

    Seifert, Timothy

    2004-01-01

    Contemporary theories of academic motivation seek to explain students' behaviours in academic settings. While each theory seems to possess its own constructs and unique explanations, these theories are actually closely tied together. In this theoretical study of motivation, several theories of motivation were described and an underlying theme of…

  20. Incorporation of an Explicit Critical-Thinking Curriculum to Improve Pharmacy Students' Critical-Thinking Skills.

    Science.gov (United States)

    Cone, Catherine; Godwin, Donald; Salazar, Krista; Bond, Rucha; Thompson, Megan; Myers, Orrin

    2016-04-25

    Objective. The Health Sciences Reasoning Test (HSRT) is a validated instrument to assess critical-thinking skills. The objective of this study was to determine if HSRT results improved in second-year student pharmacists after exposure to an explicit curriculum designed to develop critical-thinking skills. Methods. In December 2012, the HSRT was administered to students who were in their first year of pharmacy school. Starting in August 2013, students attended a 16-week laboratory curriculum using simulation, formative feedback, and clinical reasoning to teach critical-thinking skills. Following completion of this course, the HSRT was readministered to the same cohort of students. Results. All students enrolled in the course (83) took the HSRT, and following exclusion criteria, 90% of the scores were included in the statistical analysis. Exclusion criteria included students who did not finish more than 60% of the questions or who took less than 15 minutes to complete the test. Significant changes in the HSRT occurred in overall scores and in the subdomains of deduction, evaluation, and inference after students completed the critical-thinking curriculum. Conclusions. Significant improvement in HSRT scores occurred following student immersion in an explicit critical-thinking curriculum. The HSRT was useful in detecting these changes, showing that critical-thinking skills can be learned and then assessed over a relatively short period using a standardized, validated assessment tool like the HSRT.

  1. Critical thinking instruction and technology enhanced learning from the student perspective: A mixed methods research study.

    Science.gov (United States)

    Swart, Ruth

    2017-03-01

    Critical thinking is acclaimed as a valuable asset for graduates from higher education programs. Technology has advanced in quantity and quality; recognized as a requirement of 21st century learners. A mixed methods research study was undertaken, examining undergraduate nursing student engagement with critical thinking instruction, platformed on two technology-enhanced learning environments: a classroom response system face-to-face in-class and an online discussion forum out-of-class. The Community of Inquiry framed the study capturing constructivist collaborative inquiry to support learning, and facilitate critical thinking capability. Inclusion of quantitative and qualitative data sources aimed to gather a comprehensive understanding of students' development of critical thinking and engagement with technology-enhanced learning. The findings from the students' perspectives were positive toward the inclusion of technology-enhanced learning, and use in supporting their development of critical thinking. Students considered the use of two forms of technology beneficial in meeting different needs and preferences, offering varied means to actively participate in learning. They valued critical thinking instruction being intentionally aligned with subject-specific content facilitating understanding, application, and relevance of course material. While the findings are limited to student participants, the instructional strategies and technology-enhanced learning identified as beneficial can inform course design for the development of critical thinking. Copyright © 2017 Elsevier Ltd. All rights reserved.

  2. Thinking Science: A Way to Change Teacher Practice in Order to Raise Students' Ability to Think

    Science.gov (United States)

    Hueppauff, Sonia

    2016-01-01

    This article describes key facets of the Cognitive Acceleration through Science Education (CASE), a curriculum that emerged in the United Kingdom, enabling teachers to accelerate the process of cognitive development so that more students could attain the higher-order thinking skills (formal operational thinking) required (Lecky, 2012). CASE, also…

  3. Critical thinking skills of undergraduate nursing students: description and demographic predictors.

    Science.gov (United States)

    Hunter, Sharyn; Pitt, Victoria; Croce, Nic; Roche, Jan

    2014-05-01

    This study investigated the critical thinking skills among undergraduate nursing students in Australia to obtain a profile and determine demographic predictors of critical thinking. There is universal agreement that being a critical thinker is an outcome requirement for many accreditation and registering nursing bodies. Most studies provide descriptive statistical information about critical thinking skills while some have studied the changes in critical thinking after an intervention. Limited research about factors that predict critical thinking skills is available. A cross-sectional descriptive study was conducted using convenience sampling. Two hundred and sixty-nine students were recruited across three years of an undergraduate programme in 2009. Most students' age ranged from under 20 to 34 years (58%), 87% were female, 91% were Australian and 23% of first and second year students had nursing associated experience external to the university. Data about critical thinking skills were collected via the Health Science Reasoning Test (HSRT). Linear regression analysis investigated the predictors of nursing students' critical thinking skills. The students in third year had a profile of critical thinking skills comparable with HSRT norms. Year of study predicted higher critical thinking scores for all domains (p<0.001) except the subscale, analysis. Nationality predicted higher scores for total CT skill scores (p<0.001) and subscales, inductive (p=0.001) and deductive reasoning (p=0.001). Nursing associated experience predicted higher scores for the subscale, analysis (p<0.001). Age and gender were not predictive. However, these demographic predictors only accounted for a small variance obtained for the domains of CT skills. An understanding of factors that predict nursing students' CT skills is required. Despite this study finding a number of significant predictors of nursing students' CT skills, there are others yet to be understood. Future research is recommended

  4. The characteristics of failure among students who experienced pseudo thinking

    Science.gov (United States)

    Anggraini, D.; Kusmayadi, T. A.; Pramudya, I.

    2018-04-01

    The purpose of this research is to describe the thinking process of students who experienced pseudo thinking when solving the straight line equation. The result of this study shows the characteristics of error that caused students to experience pseudo thinking when solving the problem and their relation with students’ metacognition skill. This qualitative research was conducted in State 16 Junior High School in Surakarta, Indonesia during the odd semester of 2017/2018 academic year. The subjects of the study were students Junior High School students of 8th grade chosen using purposive sampling technique. Data were collected through the administration of think aloud method. The result showed that the characteristics of errors among the subjects are: 1) the answers resulted from pseudo thinking when solving the problem were obtained from the spontaneous, fast, unconscious and uncontrolled thinking process; 2) students had misconception; 3) students had tendency to memorize the formula and imitate the completion procedure; 4) students experienced fuzzy memory when solving the problem. From the mistakes among students who experienced pseudo thinking, their metacognition ability could be inferred.

  5. The Effect of Logical Thinking and Two Cognitive Styles on Understanding the Structure of Matter: An Analysis with the Random Walk Method

    Science.gov (United States)

    Stamovlasis, Dimitrios; Tsitsipis, Georgios; Papageorgiou, George

    2010-01-01

    This work uses the concepts and tools of complexity theory to examine the effect of logical thinking and two cognitive styles, such as, the degree of field dependence/independence and the convergent/divergent thinking on students' understanding of the structure of matter. Students were categorized according to the model they adopted for the…

  6. Progression Trend of Critical Thinking among Nursing Students in Iran.

    OpenAIRE

    Simin Sharif; Azizollah Arbabisarjou; Nasrin Mahmoudi

    2017-01-01

    Critical thinking is defined as a basic skill for nurses which leads to the best performance based on the best existing evidence. Although acquisition of this skill is highly emphasized, still there is no single definition for it. considering importance of critical thinking in performing nursing clinical care, current study was conducted aiming at investigating critical thinking progressive trend among nursing students in a nine-year period using library approach. Methods: This sy...

  7. Exploring the Writing Process of Indonesian EFL Students: The Effectiveness of Think-Aloud Protocol

    Science.gov (United States)

    Abas, Imelda Hermilinda; Aziz, Noor Hashima Abd

    2016-01-01

    The objectives of this study were to explore the writing process of the Indonesian English as a Foreign Language (EFL) students and to find out the effectiveness of using think-aloud protocol to understand the writing process. The data were obtained from six proficient EFL students who were doing Postgraduate English Language Studies Program in…

  8. The longitudinal effect of concept map teaching on critical thinking of nursing students.

    Science.gov (United States)

    Lee, Weillie; Chiang, Chi-Hua; Liao, I-Chen; Lee, Mei-Li; Chen, Shiah-Lian; Liang, Tienli

    2013-10-01

    Concept map is a useful cognitive tool for enhancing a student's critical thinking by encouraging students to process information deeply for understanding. However, there is limited understanding of longitudinal effects of concept map teaching on students' critical thinking. The purpose of the study was to investigate the growth and the other factors influencing the development of critical thinking in response to concept map as an interventional strategy for nursing students in a two-year registered nurse baccalaureate program. The study was a quasi-experimental and longitudinal follow-up design. A convenience sample was drawn from a university in central Taiwan. Data were collected at different time points at the beginning of each semester using structured questionnaires including Critical Thinking Scale and Approaches to Learning and Studying. The intervention of concept map teaching was given at the second semester in the Medical-Surgical Nursing course. The results of the findings revealed student started with a mean critical thinking score of 41.32 and decreased at a rate of 0.42 over time, although not significant. After controlling for individual characteristics, the final model revealed that the experimental group gained a higher critical thinking score across time than the control group. The best predictive variables of initial status in critical thinking were without clinical experience and a higher pre-test score. The growth in critical thinking was predicted best by a lower pre-test score, and lower scores on surface approach and organized study. Our study suggested that concept map is a useful teaching strategy to enhance student critical thinking. Copyright © 2012 Elsevier Ltd. All rights reserved.

  9. Defining and assessing critical thinking skills for student radiographers

    International Nuclear Information System (INIS)

    Castle, Alan

    2009-01-01

    Developing critical thinking skills is a key aim of higher education and is important in preparing student radiographers for their future careers in clinical practice. The aim of this paper was to attempt to devise and assess six key components of critical thinking appropriate for radiographic practice. Each of the six components was divided into three dimensions and a Critical Thinking Skills Scoring Chart (CTSSC) devised to assess students' written performance against each dimension. Scores revealed that approximately 30% of students were rated as good and approximately 10% of students were rated as poor in each component, although there was some variability between different dimensions. It is suggested that educators need to encourage and support students to develop their critical thinking skills by reviewing their curriculum to clearly define specific skills and ensure that they are appropriately taught and assessed

  10. Student teachers' pedagogical content knowledge for teaching systems thinking: effects of different interventions

    Science.gov (United States)

    Rosenkränzer, Frank; Hörsch, Christian; Schuler, Stephan; Riess, Werner

    2017-09-01

    Systems' thinking has become increasingly relevant not only in education for sustainable development but also in everyday life. Even if teachers know the dynamics and complexity of living systems in biology and geography, they might not be able to effectively explain it to students. Teachers need an understanding of systems and their behaviour (content knowledge), and they also need to know how systems thinking can be fostered in students (pedagogical content knowledge (PCK)). But the effective development of teachers' professional knowledge in teaching systems thinking is empirically uncertain. From a larger study (SysThema) that investigated teaching systems thinking, this article reports the effects of the three different interventions (technical course, didactic course and mixed course) in student teachers' PCK for teaching systems thinking. The results show that student teachers' PCK for teaching systems thinking can be promoted in teacher education. The conclusion to be drawn from our findings is that a technically orientated course without didactical aspects seems to be less effective in fostering student teachers' PCK for teaching systems thinking. The results inform educators in enhancing curricula of future academic track and non-academic track teacher education.

  11. Change in Thinking Demands for Students Across the Phases of a Science Task: An Exploratory Study

    Science.gov (United States)

    Tekkumru-Kisa, Miray; Schunn, Christian; Stein, Mary Kay; Reynolds, Bertha

    2017-08-01

    Science education communities around the world have increasingly emphasized engaging students in the disciplinary practices of science as they engage in high levels of reasoning about scientific ideas. Consistently, this is a critical moment in time in the USA as it goes through a new wave of science education reform within the context of Next Generation Science Standards (NGSS). We argue that the placement of high demands on students' thinking (i.e., a high level of thinking) in combination with positioning students to use disciplinary practices as they try to make sense of scientific ideas (i.e., a deep kind of thinking) constitute critical aspects of the reform. The main purpose of this paper is to identify and describe the kinds and levels of thinking in which students engage when they are invited to think and reason as demanded by NGSS-aligned curricular tasks. Our analysis of video records of classrooms in which an NGSS-aligned, cognitively demanding task was used, revealed many ways in which the aspirational level and kind of student thinking will not be met in many science classrooms. We propose a way of characterizing and labeling the differences among these kinds and levels of thinking during the implementation of a reform-based biology curriculum. These categories, which focus on two important features emphasized in the NGSS, can help us to better understand, diagnose, and communicate issues during the implementation of high-level tasks in science classrooms.

  12. On multi-level thinking and scientific understanding

    Science.gov (United States)

    McIntyre, Michael Edgeworth

    2017-10-01

    Professor Duzheng YE's name has been familiar to me ever since my postdoctoral years at MIT with Professors Jule CHARNEY and Norman PHILLIPS, back in the late 1960s. I had the enormous pleasure of meeting Professor YE personally in 1992 in Beijing. His concern to promote the very best science and to use it well, and his thinking on multi-level orderly human activities, reminds me not only of the communication skills we need as scientists but also of the multi-level nature of science itself. Here I want to say something (a) about what science is; (b) about why multi-level thinking—and taking more than one viewpoint—is so important for scientific as well as for other forms of understanding; and (c) about what is meant, at a deep level, by "scientific understanding" and trying to communicate it, not only with lay persons but also across professional disciplines. I hope that Professor YE would approve.

  13. Profile of student critical thinking ability on static fluid concept

    Science.gov (United States)

    Sulasih; Suparmi, A.; Sarwanto

    2017-11-01

    Critical thinking ability is an important part of educational goals. It has higher complex processes, such as analyzing, synthesizing and evaluating, drawing conclusion and reflection. This study is aimed to know the critical thinking ability of students in learning static fluids of senior high school students. This research uses the descriptive method which its instruments based on the indicator of critical thinking ability developed according to Ennis. The population of this research is XIth grade science class Public Senior High School, SMA N 1, Sambungmacan, Sragen, Central Java. The static fluid teaching material is delivered using Problem Based Learning Model through class experiment. The results of this study shows that the average student of XIth science class have high critical thinking skills, particularly in the ability of providing simple explanation, build basic skill, and provide advanced explanation, but they do not have high enough in ability of drawing conclusion and strategic and tactical components of critical thinking ability in the study of static fluid teaching material. The average of students critical thinking ability is 72.94, with 27,94% of students are in a low category and 72,22% of students in the high category of critical thinking ability.

  14. Assessment of the critical thinking skills of student radiographers

    Energy Technology Data Exchange (ETDEWEB)

    Castle, Alan [University of Portsmouth, Centre for Radiography Education, St George' s Building, Portsmouth PO1 2HY (United Kingdom)]. E-mail: alan.castle@port.ac.uk

    2006-05-15

    Purpose: Enabling students to develop critical thinking skills is one of the key aims of higher education and in preparing student radiographers for the future, there are increasing demands on educators to teach critical thinking skills to facilitate reflective, evidence-based practice and inter-professional working. The aim of the paper is to attempt to compare students' self-perception of their critical thinking skills to their actual written assessment performance. Methods: Students were asked to self-report how they thought the course had developed their critical thinking skills and the outcomes of this exercise were compared to the scores of previous assessments that required the demonstration of these skills. Results: The results suggest that whilst students report having developed critical thinking skills during the course, the results of their written assessments requiring the demonstration of these skills all had a mean score of less than 60% which indicates (in terms of the university's grade criteria guidelines) 'little attempt to use critical discussion in their work.' Discussion: Thirteen components of critical thinking are proposed, together with ways in which they could be incorporated into a radiographic curriculum. Conclusions: It is suggested that educators may need to review the constructive alignment of their curricula and re-assess their teaching and assessment strategies in order to effectively develop students' critical thinking skills.

  15. Assessment of the critical thinking skills of student radiographers

    International Nuclear Information System (INIS)

    Castle, Alan

    2006-01-01

    Purpose: Enabling students to develop critical thinking skills is one of the key aims of higher education and in preparing student radiographers for the future, there are increasing demands on educators to teach critical thinking skills to facilitate reflective, evidence-based practice and inter-professional working. The aim of the paper is to attempt to compare students' self-perception of their critical thinking skills to their actual written assessment performance. Methods: Students were asked to self-report how they thought the course had developed their critical thinking skills and the outcomes of this exercise were compared to the scores of previous assessments that required the demonstration of these skills. Results: The results suggest that whilst students report having developed critical thinking skills during the course, the results of their written assessments requiring the demonstration of these skills all had a mean score of less than 60% which indicates (in terms of the university's grade criteria guidelines) 'little attempt to use critical discussion in their work.' Discussion: Thirteen components of critical thinking are proposed, together with ways in which they could be incorporated into a radiographic curriculum. Conclusions: It is suggested that educators may need to review the constructive alignment of their curricula and re-assess their teaching and assessment strategies in order to effectively develop students' critical thinking skills

  16. The relationship between students critical thinking measured by science virtual test and students logical thinking on eighth grade secondary school

    Science.gov (United States)

    Nurismawati, R.; Sanjaya, Y.; Rusyati, L.

    2018-05-01

    The aim of this study is to examine the relationship between students’ critical thinking skill and students’ logical thinking skill of Junior High School students in Tasikmalaya city. The respondent consists of 168 students from eighth grade at three public schools in Tasikmalaya City. Science Virtual Test and Test of Logical Thinking were used in this research study. Science virtual test instrument consist of 26 questions with 5 different topics. IBM SPSS 23.00 program was used for analysis of the data. By the findings; students’ critical thinking skill has significant differences in elements of generating purpose, embodying point of view, utilizing concept and making implication and consequence. By Post Hoc LSD Test, from those four elements, there are significant differences between concrete - transitional groups and transitional – concrete groups. There is positive and weak correlation between students’ critical thinking and students’ logical thinking attainment.

  17. Caring behaviours directly and indirectly affect nursing students' critical thinking.

    Science.gov (United States)

    Chen, Shu-Yueh; Chang, Hsing-Chi; Pai, Hsiang-Chu

    2018-03-01

    The purpose of this study was to determine the effect of caring behaviours on critical thinking and to examine whether self-reflection mediates the effect of caring on critical thinking. We also tested whether caring behaviours moderated the relationship between self-reflection and critical thinking. For this descriptive, correlational, cross-sectional study, we recruited 293 fifth-year nursing students from a junior college in southern Taiwan. Data were collected in 2014 on critical thinking, caring behaviours and self-reflection with insight using the Taiwan Critical Thinking Disposition Inventory, a Chinese version of the Caring Assessment Report Evaluation Q-sort, and a Chinese version of the Self-Reflection and Insight Scale, respectively. Relationships among variables were analysed by structural equation modelling, with the partial least squares method and Sobel test. The results showed that caring behaviours significantly positively affected critical thinking (β = 0.56, t = 12.37, p critical thinking (β = 0.34, t = 6.48, p critical thinking. Caring behaviours did not, however, moderate the relationship between self-reflection (β = 0.001, t = 0.021, p > 0.05) and critical thinking. Caring behaviours directly affect self-reflection with insight and critical thinking. In addition, caring behaviours also indirectly affect critical thinking through self-reflection and insight. © 2017 Nordic College of Caring Science.

  18. Teach Your Students to Fail Better with Design Thinking

    Science.gov (United States)

    Long, Christian

    2012-01-01

    Design thinking is about using design to improve the human experience. It combines collaboration, systems thinking, and a balance of creative and analytical habits. It also fuels what the students want for themselves: making an impact on the real world in real time and having adults take their passions seriously. The process essentially comes down…

  19. DNA → RNA: What Do Students Think the Arrow Means?

    Science.gov (United States)

    Fisk, J. Nick; Newman, Dina L.

    2014-01-01

    The central dogma of molecular biology, a model that has remained intact for decades, describes the transfer of genetic information from DNA to protein though an RNA intermediate. While recent work has illustrated many exceptions to the central dogma, it is still a common model used to describe and study the relationship between genes and protein products. We investigated understanding of central dogma concepts and found that students are not primed to think about information when presented with the canonical figure of the central dogma. We also uncovered conceptual errors in student interpretation of the meaning of the transcription arrow in the central dogma representation; 36% of students (n = 128; all undergraduate levels) described transcription as a chemical conversion of DNA into RNA or suggested that RNA existed before the process of transcription began. Interviews confirm that students with weak conceptual understanding of information flow find inappropriate meaning in the canonical representation of central dogma. Therefore, we suggest that use of this representation during instruction can be counterproductive unless educators are explicit about the underlying meaning. PMID:26086664

  20. DNA → RNA: What Do Students Think the Arrow Means?

    Science.gov (United States)

    Wright, L Kate; Fisk, J Nick; Newman, Dina L

    2014-01-01

    The central dogma of molecular biology, a model that has remained intact for decades, describes the transfer of genetic information from DNA to protein though an RNA intermediate. While recent work has illustrated many exceptions to the central dogma, it is still a common model used to describe and study the relationship between genes and protein products. We investigated understanding of central dogma concepts and found that students are not primed to think about information when presented with the canonical figure of the central dogma. We also uncovered conceptual errors in student interpretation of the meaning of the transcription arrow in the central dogma representation; 36% of students (n = 128; all undergraduate levels) described transcription as a chemical conversion of DNA into RNA or suggested that RNA existed before the process of transcription began. Interviews confirm that students with weak conceptual understanding of information flow find inappropriate meaning in the canonical representation of central dogma. Therefore, we suggest that use of this representation during instruction can be counterproductive unless educators are explicit about the underlying meaning. © 2014 L. K. Wright et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  1. Critical Thinking for Mass Communications Students.

    Science.gov (United States)

    Shoemaker, Pamela J.

    1993-01-01

    Describes one way of systematically teaching critical thinking skills in a journalism-mass communication program. Begins with a general discussion of critical thinking. Proceeds to the theory and structure underlying the course as it is taught at the Ohio State University School of Journalism. (RS)

  2. Enhancing Critical Thinking Skills among Authoritarian Students

    Science.gov (United States)

    Henderson Hurley, Martha; Hurley, David

    2013-01-01

    This article focuses on assignments designed to enhance critical thinking skills for authoritarian personality types. This paper seeks to add to the literature by exploring instructional methods to overcome authoritarian traits that could inhibit the development of critical thinking skills. The article presents a strategy which can be employed…

  3. Critical Thinking Skills for Language Students

    Science.gov (United States)

    Djiwandono, Patrisius Istiarto

    2013-01-01

    Recent developments in language teaching increasingly put a stronger importance on critical thinking skills. While studies in this area have begun to emerge, it is believed that a probe into the learners' mind when they process information can contribute significantly to the effort of identifying exactly how our learners think. This study was…

  4. Critical Thinking Skills of an Eighth Grade Male Student with High Mathematical Ability in Solving Problem

    Science.gov (United States)

    Ismail

    2018-01-01

    This study aims to describe student’s critical thinking skill of grade VIII in solving mathematical problem. A qualitative research was conducted to a male student with high mathematical ability. Student’s critical thinking skill was obtained from a depth task-based interview. The result show that male student’s critical thinking skill of the student as follows. In understanding the problem, the student did categorization, significance decoding, and meaning clarification. In devising a plan he examined his ideas, detected his argument, analyzed his argument and evaluated his argument. During the implementation phase, the skill that appeared were analyzing of the argument and inference skill such as drawing conclusion, deliver alternative thinking, and problem solving skills. At last, in rechecking all the measures, they did self-correcting and self-examination.

  5. Thinking processes used by high-performing students in a computer programming task

    Directory of Open Access Journals (Sweden)

    Marietjie Havenga

    2011-07-01

    Full Text Available Computer programmers must be able to understand programming source code and write programs that execute complex tasks to solve real-world problems. This article is a trans- disciplinary study at the intersection of computer programming, education and psychology. It outlines the role of mental processes in the process of programming and indicates how successful thinking processes can support computer science students in writing correct and well-defined programs. A mixed methods approach was used to better understand the thinking activities and programming processes of participating students. Data collection involved both computer programs and students’ reflective thinking processes recorded in their journals. This enabled analysis of psychological dimensions of participants’ thinking processes and their problem-solving activities as they considered a programming problem. Findings indicate that the cognitive, reflective and psychological processes used by high-performing programmers contributed to their success in solving a complex programming problem. Based on the thinking processes of high performers, we propose a model of integrated thinking processes, which can support computer programming students. Keywords: Computer programming, education, mixed methods research, thinking processes.  Disciplines: Computer programming, education, psychology

  6. Learning to think like a nurse: the development of clinical judgment in nursing students.

    Science.gov (United States)

    Ashley, Jane; Stamp, Kelly

    2014-09-01

    The purpose of this project was to examine the clinical judgment and reasoning skills of nursing students in high-fidelity simulation. Two levels of students (N = 104), novices and those who are slightly more advanced, participated in individual videotaped simulations. Afterward, interviews were conducted to explore what the student was thinking and feeling during simulation. Five themes emerged from the interviews: thinking like a nurse, assessment, looking for answers, communication, and magical or reflective thinking. There was a clear distinction in the reasoning skills of the novice students compared with students with more clinical experience. Tanner's model of clinical judgment in nursing is used to understand the findings of the study. Copyright 2014, SLACK Incorporated.

  7. Thinking Egyptian: Active Models for Understanding Spatial Representation.

    Science.gov (United States)

    Schiferl, Ellen

    This paper highlights how introductory textbooks on Egyptian art inhibit understanding by reinforcing student preconceptions, and demonstrates another approach to discussing space with a classroom exercise and software. The alternative approach, an active model for spatial representation, introduced here was developed by adapting classroom…

  8. Systems 1 and 2 thinking processes and cognitive reflection testing in medical students.

    Science.gov (United States)

    Tay, Shu Wen; Ryan, Paul; Ryan, C Anthony

    2016-10-01

    Diagnostic decision-making is made through a combination of Systems 1 (intuition or pattern-recognition) and Systems 2 (analytic) thinking. The purpose of this study was to use the Cognitive Reflection Test (CRT) to evaluate and compare the level of Systems 1 and 2 thinking among medical students in pre-clinical and clinical programs. The CRT is a three-question test designed to measure the ability of respondents to activate metacognitive processes and switch to System 2 (analytic) thinking where System 1 (intuitive) thinking would lead them astray. Each CRT question has a correct analytical (System 2) answer and an incorrect intuitive (System 1) answer. A group of medical students in Years 2 & 3 (pre-clinical) and Years 4 (in clinical practice) of a 5-year medical degree were studied. Ten percent (13/128) of students had the intuitive answers to the three questions (suggesting they generally relied on System 1 thinking) while almost half (44%) answered all three correctly (indicating full analytical, System 2 thinking). Only 3-13% had incorrect answers (i.e. that were neither the analytical nor the intuitive responses). Non-native English speaking students (n = 11) had a lower mean number of correct answers compared to native English speakers (n = 117: 1.0 s 2.12 respectfully: p System 2 answers increased and the percentage of intuitive answers decreased in both the pre-clinical and clinical students. Up to half of the medical students demonstrated full or partial reliance on System 1 (intuitive) thinking in response to these analytical questions. While their CRT performance has no claims to make as to their future expertise as clinicians, the test may be used in helping students to understand the importance of awareness and regulation of their thinking processes in clinical practice.

  9. Investigating Elementary Teachers' Thinking About and Learning to Notice Students' Science Ideas

    Science.gov (United States)

    Luna, Melissa Jo

    Children naturally use observations and everyday thinking to construct explanations as to why phenomena happen in the world. Science instruction can benefit by starting with these ideas to help children build coherent scientific understandings of how the physical world works. To do so, science teaching must involve attending to students' ideas so that those ideas become the basis for learning. Yet while science education reform requires teachers to pay close attention to their students' ideas, we know little about what teachers think this means in practice. To examine this issue, my dissertation research is two-fold. First, I examine teacher thinking by investigating how teachers understand what it means to pay attention to students' science ideas. Specifically, using new digital technology, three participating teachers captured moments of student thinking in the midst of instruction. Analysis of these moments reveals that teachers capture many different kinds of moments containing students' ideas and think about students' science ideas in different ways at different times. In particular, these three teachers most often think about students' ideas as being (a) from authority, (b) from experience, and (c) under construction. Second, I examine teacher learning through the development of an innovative science teaching video club model. The model differs from previous research on video clubs in several key ways in an attempt to focus teachers on student thinking in a sustained way. I investigate the ways in which this model was effective for engaging teachers in noticing and making sense of their students' science ideas during one implementation. Results indicate that teachers talked about student thinking early, often, and in meaningful ways. Science education leaders have recognized the potential of science teaching video clubs as a form of professional development, and the model presented in this work promotes the conditions for successful teacher learning. This

  10. Forming and actualization of cognitive motives as means for development of students' analytical thinking.

    Directory of Open Access Journals (Sweden)

    Shevchenko Svetlana Nikolaevna

    2011-10-01

    Full Text Available Considered different approaches to understanding the concepts of motivation and motive. Species analyzed motives of educational activity. Established that cognitive motives are most effective for the development of analytical thinking of students. The study used data from test 1-4 grade students. An interconnection between the level of academic achievement and student motivation level of its training. Isolated areas of forming and maintaining cognitive motives of students in the learning process. It is established that the formation and activation of the cognitive motivation of students affected: the content of educational material, organizing training activities, style of teaching. Each component provides the motivational aspect of students to study.

  11. Critical Thinking Skills among Elementary School Students: Comparing Identified Gifted and General Education Student Performance

    Science.gov (United States)

    Kettler, Todd

    2014-01-01

    Education reform efforts, including the current adoption of Common Core State Standards, have increased attention to teaching critical thinking skills to all students. This study investigated the critical thinking skills of fourth-grade students from a school district in Texas, including 45 identified gifted students and 163 general education…

  12. Problem Solving and Critical Thinking Skills of Undergraduate Nursing Students

    Directory of Open Access Journals (Sweden)

    Yalçın KANBAY

    2013-12-01

    Full Text Available Due to the fact that critical thinking and problem solving skills are essential components of educational and social lives of individuals, this present study which investigate critical thinking and problem solving skills of undergraduate students of nursing was planned. This is a descriptive study. The study population consisted of undergraduate nursing students of a university during the 2011-2012 academic year. Any specific sampling method was not determined and only the voluntary students was enrolled in the study . Several participants were excluded due to incomplete questionnaires, and eventually a total of 231 nursing students were included in the final sampling. Socio Demographic Features Data Form and the California Critical Thinking Disposition Scale and Problem Solving Inventory were used for data collection. The mean age of 231 subjects (148 girls, 83 boys was 21.34. The mean score of critical thinking was 255.71 for the first-grade, 255.57 for the second-grade, 264.73 for the third-grade, and 256.468 for the forth-grade students. The mean score of critical thinking was determined as 257.41 for the sample, which can be considered as an average value. Although there are mean score differences of critical thinking between the classes , they were not statistically significant (p> 0.05. With regard to the mean score of problem solving, the first-grade students had 92.86, the second-grade students had 94. 29, the third-grade students had 87.00, and the forth-grade students had 92.87. The mean score of problem solving was determined as 92.450 for the sample. Although there are differences between the classes in terms of mean scores of problem solving, it was not found statistically significant (p> 0.05. In this study, statistically significant correlation could not be identified between age and critical thinking skills of the subjects (p>0.05. However, a negative correlation was identified at low levels between critical thinking skills and

  13. Developing Critical Thinking Skills of Students in Mathematics Learning

    Directory of Open Access Journals (Sweden)

    Firdaus Firdaus

    2015-08-01

    Full Text Available Critical thinking skills should be owned by students. Therefore, schools should be responsible to develop and  evaluate critical thinking skills through teaching and learning process in schools. This study aims to identify the effects of mathematical learning modules based on problem-based learning to critical thinking skills at secondary school students in District of Bone. Assessment of critical thinking skills in mathematical problem solving non-routine includes three parts;  the identification and interpretation of information, information analysis, and evaluate of evidence and arguments. This study involved a total of 68 students grade 12 science state secondary school (SMAN in Bone District of South Sulawesi, Indonesia in academic year 2014-2015. The sample consists of 38 students in the city and 30 rural students. The design of the study was quasi experimental one group pretest-posttest. The data was analysed using the inferential t-test with SPSS 20.0 for windows. The study found that there are effects of the use of mathematical learning module based PBL to enhance the ability of critical thinking skills in mathematics students in all three components, namely, identifying and interpreting information, information analysis, and evaluate of evidence and argument.

  14. Think Pair Share with Formative Assessment for Junior High School Student

    Science.gov (United States)

    Pradana, O. R. Y.; Sujadi, I.; Pramudya, I.

    2017-09-01

    Geometry is a science related to abstract thinking ability so that not many students are able to understand this material well. In this case, the learning model plays a crucial role in improving student achievement. This means that a less precise learning model will cause difficulties for students. Therefore, this study provides a quantitative explanation of the Think Pair Share learning model combined with the formative assessment. This study aims to test the Think Pair Share with the formative assessment on junior high school students. This research uses a quantitative approach of Pretest-Posttest in control group and experiment group. ANOVA test and Scheffe test used to analyse the effectiveness this learning. Findings in this study are student achievement on the material geometry with Think Pair Share using formative assessment has increased significantly. This happens probably because this learning makes students become more active during learning. Hope in the future, Think Pair Share with formative assessment be a useful learning for teachers and this learning applied by the teacher around the world especially on the material geometry.

  15. Checkmate: Capturing Gifted Students' Logical Thinking Using Chess.

    Science.gov (United States)

    Rifner, Philip J.; Feldhusen, John F.

    1997-01-01

    Describes the use of chess instruction to develop abstract thinking skills and problem solving among gifted students. Offers suggestions for starting school chess programs, teaching and evaluating chess skills, and measuring the success of both student-players and the program in general. (PB)

  16. Encouraging Student Autonomy through Higher Order Thinking Skills

    Science.gov (United States)

    Smith, Victoria D.; Darvas, Janet W.

    2017-01-01

    This article discusses how to empower students to work, think, and act independently in the higher education setting. Inspiring students to progress through the stages of Bloom's Taxonomy emboldens them to discover intrinsic motivation and self-regulated learning. This article defines and focuses on the importance of teaching intrinsic motivation…

  17. Improving Students' Critical Thinking, Creativity, and Communication Skills

    Science.gov (United States)

    Geissler, Gary L.; Edison, Steve W.; Wayland, Jane P.

    2012-01-01

    Business professors continue to face the challenge of truly preparing their students for the workplace. College students often lack skills that are valued by employers, such as critical thinking, creativity, communication, conflict resolution, and teamwork skills. Traditional classroom methods, such as lectures, may fail to produce adequate…

  18. A Study on Metacognitive Thinking Skills of University Students

    Science.gov (United States)

    Coskun, Yemliha

    2018-01-01

    The purpose of this study is to investigate the university students' metacognition thinking skills. The research is a descriptive study in the screening model.The study was carried out with 407 students from the faculties of physical education and sports, education science and letters, business administration, theology, engineering, forestry and…

  19. Critical and Creative Thinking Nexus: Learning Experiences of Doctoral Students

    Science.gov (United States)

    Brodin, Eva M.

    2016-01-01

    Critical and creative thinking constitute important learning outcomes at doctoral level across the world. While the literature on doctoral education illuminates this matter through the lens of experienced senior researchers, the doctoral students' own perspective is missing. Based upon interviews with 14 doctoral students from four disciplines at…

  20. "Methods of Inquiry": Using Critical Thinking to Retain Students

    Science.gov (United States)

    Ahuna, Kelly H.; Tinnesz, Christine Gray; VanZile-Tamsen, Carol

    2011-01-01

    In the late 1980s a large northeastern university implemented a critical thinking course for undergraduate students. Combining insights from cognitive psychology and philosophy, this class was designed to give students concrete strategies to promote self-regulated learning and ensure academic success. The analyses in this study are based on…

  1. Inking and Thinking: Honors Students and Tattoos

    Science.gov (United States)

    Dundes, Lauren; Francis, Antonia

    2016-01-01

    This study examines whether academically accelerated students in a college Honors program are as likely as other students to acquire a tattoo and to spend the same amount of time contemplating this decision. A convenience sample of 71 honors students and 135 non-honors students completed a survey at a small mid-Atlantic liberal arts college in…

  2. Student Teachers' Pedagogical Content Knowledge for Teaching Systems Thinking: Effects of Different Interventions

    Science.gov (United States)

    Rosenkränzer, Frank; Hörsch, Christian; Schuler, Stephan; Riess, Werner

    2017-01-01

    Systems' thinking has become increasingly relevant not only in education for sustainable development but also in everyday life. Even if teachers know the dynamics and complexity of living systems in biology and geography, they might not be able to effectively explain it to students. Teachers need an understanding of systems and their behaviour…

  3. Student Strategies Suggesting Emergence of Mental Structures Supporting Logical and Abstract Thinking: Multiplicative Reasoning

    Science.gov (United States)

    Carrier, Jim

    2014-01-01

    For many students, developing mathematical reasoning can prove to be challenging. Such difficulty may be explained by a deficit in the core understanding of many arithmetical concepts taught in early school years. Multiplicative reasoning is one such concept that produces an essential foundation upon which higher-level mathematical thinking skills…

  4. Investigating Elementary Teachers' Thinking about and Learning to Notice Students' Science Ideas

    Science.gov (United States)

    Luna, Melissa Jo

    2013-01-01

    Children naturally use observations and everyday thinking to construct explanations as to why phenomena happen in the world. Science instruction can benefit by starting with these ideas to help children build coherent scientific understandings of how the physical world works. To do so, science teaching must involve attending to students'…

  5. Understanding boys': thinking through boys, masculinity and suicide.

    Science.gov (United States)

    Mac An Ghaill, Mairtin; Haywood, Chris

    2012-02-01

    In the UK, the media are reporting increasing rates of childhood suicide, while highlighting that increasing numbers of pre-adolescent boys (in relation to girls) are diagnosed as mentally ill. In response, academic, professional and political commentators are explaining this as a consequence of gender. One way of doing this has been to apply adult defined understandings of men and masculinities to the attitudes and behaviours of pre-adolescent boys. As a consequence, explanations of these trends point to either 'too much' masculinity, such as an inability to express feelings and seek help, or 'not enough' masculinity that results in isolation and rejection from significant others, such as peer groups. Using a discourse analysis of semi-structured interviews with 28 children aged 9-13 (12 male, 16 females) and 12 school staff at a school in North East England, this article questions the viability of using normative models of masculinity as an explanatory tool for explaining boys' behaviours and suggests that researchers in the field of gender and suicide consider how boys' genders may be constituted differently. We develop this argument in three ways. First, it is argued that studies that use masculinity tend to reduce the formation of gender to the articulation of power across and between men and other men and women. Second, we argue that approaches to understanding boys' behaviours are simplistically grafting masculinity as a conceptual frame onto boy's attitudes and behaviours. In response, we suggest that it is important to re-think how we gender younger boys. The final section focuses specifically on the ways that boys engage in friendships. The significance of this section is that we need to question how notions of communication, integration and isolation, key features of suicide behaviours, are framed through the local production of friendships. Copyright © 2010 Elsevier Ltd. All rights reserved.

  6. Exploring Middle School Students' Heuristic Thinking about Probability

    OpenAIRE

    Mistele, Jean May

    2014-01-01

    ABSTRACT This descriptive qualitative study examines six eighth-grade students' thinking while solving probability problems. This study aimed to gather direct information on students' problem solving processes informed by the heuristics and biases framework. This study used purposive sampling (Patton, 1990) to identify eighth-grade students who were knowledgeable about probability and had reached the formal operational stage of cognitive development. These criterion were necessary to redu...

  7. Improving critical thinking : Effects of dispositions and instructions oneconomics students' reasoning skills

    NARCIS (Netherlands)

    Heijltjes, Anita; van Gog, Tamara; Leppink, Jimmie; Paas, Fred

    2014-01-01

    This experiment investigated the impact of critical thinking dispositions and instructions on economics students' performance on reasoning skills. Participants (. N=. 183) were exposed to one of four conditions: critical thinking instruction, critical thinking instruction with self-explanation

  8. Negative Thinking versus Positive Thinking in a Singaporean Student Sample: Relationships with Psychological Well-Being and Psychological Maladjustment

    Science.gov (United States)

    Wong, Shyh Shin

    2012-01-01

    This study examines the relationships of positive thinking versus negative thinking with psychological well-being and psychological maladjustment. Three hundred and ninety-eight undergraduate students from Singapore participated in this study. First, positive thinking were positively correlated with indicators psychological well-being--life…

  9. Cooperative learning model with high order thinking skills questions: an understanding on geometry

    Science.gov (United States)

    Sari, P. P.; Budiyono; Slamet, I.

    2018-05-01

    Geometry, a branch of mathematics, has an important role in mathematics learning. This research aims to find out the effect of learning model, emotional intelligence, and the interaction between learning model and emotional intelligence toward students’ mathematics achievement. This research is quasi-experimental research with 2 × 3 factorial design. The sample in this research included 179 Senior High School students on 11th grade in Sukoharjo Regency, Central Java, Indonesia in academic year of 2016/2017. The sample was taken by using stratified cluster random sampling. The results showed that: the student are taught by Thinking Aloud Pairs Problem-Solving using HOTs questions provides better mathematics learning achievement than Make A Match using HOTs questions. High emotional intelligence students have better mathematics learning achievement than moderate and low emotional intelligence students, and moderate emotional intelligence students have better mathematics learning achievement than low emotional intelligence students. There is an interaction between learning model and emotional intelligence, and these affect mathematics learning achievement. We conclude that appropriate learning model can support learning activities become more meaningful and facilitate students to understand material. For further research, we suggest to explore the contribution of other aspects in cooperative learning modification to mathematics achievement.

  10. Understanding Think Tank-University Relationships in Latin America ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    policy knowledge sector" as an ecosystem. The research team will apply qualitative and quantitative research methods. They will examine case studies for 10 countries in the region and conduct a regional study of collaboration between think tanks ...

  11. Characteristic of critical and creative thinking of students of mathematics education study program

    Science.gov (United States)

    Rochmad; Agoestanto, A.; Kharis, M.

    2018-03-01

    Critical and creative thinking give important role in learning matematics for mathematics education students. This research to explored the characteristic of critical and creative thinking of students of mathematics study program in mathematics department. Critical thinking and creative thinking can be illustrated as two sides of a coin, which one is associated to the other. In elementary linear algebra courses, however, critical thinking can be seen as a foundation to build students’ creative thinking.

  12. Understanding Global Change: Frameworks and Models for Teaching Systems Thinking

    Science.gov (United States)

    Bean, J. R.; Mitchell, K.; Zoehfeld, K.; Oshry, A.; Menicucci, A. J.; White, L. D.; Marshall, C. R.

    2017-12-01

    The scientific and education communities must impart to teachers, students, and the public an understanding of how the various factors that drive climate and global change operate, and why the rates and magnitudes of these changes related to human perturbation of Earth system processes today are cause for deep concern. Even though effective educational modules explaining components of the Earth and climate system exist, interdisciplinary learning tools are necessary to conceptually link the causes and consequences of global changes. To address this issue, the Understanding Global Change Project at the University of California Museum of Paleontology (UCMP) at UC Berkeley developed an interdisciplinary framework that organizes global change topics into three categories: (1) causes of climate change, both human and non-human (e.g., burning of fossil fuels, deforestation, Earth's tilt and orbit), (2) Earth system processes that shape the way the Earth works (e.g., Earth's energy budget, water cycle), and (3) the measurable changes in the Earth system (e.g., temperature, precipitation, ocean acidification). To facilitate student learning about the Earth as a dynamic, interacting system, a website will provide visualizations of Earth system models and written descriptions of how each framework topic is conceptually linked to other components of the framework. These visualizations and textual summarizations of relationships and feedbacks in the Earth system are a unique and crucial contribution to science communication and education, informed by a team of interdisciplinary scientists and educators. The system models are also mechanisms by which scientists can communicate how their own work informs our understanding of the Earth system. Educators can provide context and relevancy for authentic datasets and concurrently can assess student understanding of the interconnectedness of global change phenomena. The UGC resources will be available through a web-based platform and

  13. Functional Thinking Ways in Relation to Linear Function Tables of Elementary School Students

    Science.gov (United States)

    Tanisli, Dilek

    2011-01-01

    One of the basic components of algebraic thinking is functional thinking. Functional thinking involves focusing on the relationship between two (or more) varying quantities and such thinking facilitates the studies on both algebra and the notion of function. The development of functional thinking of students should start in the early grades and it…

  14. STUDY CREATIVE THINKING OF STUDENTS OF PEDAGOGICAL HIGH SCHOOL

    Directory of Open Access Journals (Sweden)

    Diana Valerievna Zhuina

    2015-05-01

    Full Text Available Purpose of conduct theoretical and methodological analysis of the problem of creative thinking subjects of the educational environment; generalization of the results of an empirical study of creative thinking of students of pedagogical high school; formulation of conclusions and recommendations based on the results of empirical research.Methodology of work in the article used the following me-thods of psycho-pedagogical studies: theoretical analysis of psychological and pedagogical literature on research; empirical methods, «Torrance Test of creativity»; quantitative method of data processing (percent.Results for Beginning Students (1st and 2nd pedagogical university have a level of creativity lower than normal. Du-ring training, under the influence of modern psychological and pedagogical technologies, through participation in research and training activities of a creative nature (competitions, contests and so on. Level of creativity senior students increases. However, you need a specially organized system of work aimed at improving the efficiency of the learning process at the university, to develop the necessary professional competencies of students (including the development of creative thinking, contributing to the formation of highly qualified professionals in demand in the labor market.Practical implications of the study results have both theoretical and practical focus is to enhance the knowledge about the features of creative thinking of students about the factors and conditions of development of creative thinking techniques in the teaching process at the university. In addition, the results of empirical research, you can use a high school teacher, se-condary vocational institutions in order to organize educatio-nal activities aimed at improving the creative (creative thin-king subjects of education.

  15. Developing design-based STEM education learning activities to enhance students' creative thinking

    Science.gov (United States)

    Pinasa, Siwa; Siripun, Kulpatsorn; Yuenyong, Chokchai

    2018-01-01

    Creative thinking on applying science and mathematics knowledge is required by the future STEM career. The STEM education should be provided for the required skills of future STEM career. This paper aimed to clarify the developing STEM education learning activities to enhance students' creative thinking. The learning activities were developed for Grade 10 students who will study in the subject of independent study (IS) of Khon Kaen Wittayayon School, Khon Kaen, Thailand. The developing STEM education learning activities for enhancing students' creative thinking was developed regarding on 6 steps including (1) providing of understanding of fundamental STEM education concept, (2) generating creative thinking from prototype, (4) revised ideas, (5) engineering ability, and (6) presentation and discussion. The paper will clarify the 18 weeks activities that will be provided based these 6 steps of developing learning activities. Then, these STEM learning activities will be discussed to provide the chance of enhancing students' creative thinking. The paper may have implication for STEM education in school setting.

  16. Systems 1 and 2 thinking processes and cognitive reflection testing in medical students

    Directory of Open Access Journals (Sweden)

    Shu Wen Tay

    2016-10-01

    Results: Ten percent (13/128 of students had the intuitive answers to the three questions (suggesting they generally relied on System 1 thinking while almost half (44% answered all three correctly (indicating full analytical, System 2 thinking. Only 3-13% had incorrect answers (i.e. that were neither the analytical nor the intuitive responses. Non-native English speaking students (n = 11 had a lower mean number of correct answers compared to native English speakers (n = 117: 1.0 s 2.12 respectfully: p < 0.01. As students progressed through questions 1 to 3, the percentage of correct System 2 answers increased and the percentage of intuitive answers decreased in both the pre-clinical and clinical students. Conclusions: Up to half of the medical students demonstrated full or partial reliance on System 1 (intuitive thinking in response to these analytical questions. While their CRT performance has no claims to make as to their future expertise as clinicians, the test may be used in helping students to understand the importance of awareness and regulation of their thinking processes in clinical practice.

  17. Entrepreneurial Thinking in Interdisciplinary Student Teams

    Science.gov (United States)

    Neumeyer, Xaver; McKenna, Ann

    2016-01-01

    Our work investigates students' perception of collaborative expertise and the role of inquiry-based learning in the context of team-based entrepreneurship education. Specifically, we examine students' perception of communication, division of work, shared goals, team conflicts and leadership in their respective teams. In addition, we look at the…

  18. Thinking through Quality Questioning: Deepening Student Engagement

    Science.gov (United States)

    Walsh, Jackie Acree; Sattes, Beth Dankert

    2011-01-01

    This groundbreaking book provides teachers with an accessible, research-based blueprint for developing student metacognitive skills and ensuring that students take responsibility for their own learning. The authors use the findings of cognitive scientists to highlight quality questioning behaviors and explain how to apply them for improved student…

  19. Lectures in medical educaton: what students think?

    Science.gov (United States)

    Mustafa, Tajammal; Farooq, Zerwa; Asad, Zunaira; Amjad, Rabbia; Badar, Iffat; Chaudhry, Abdul Majeed; Khan, Mohammad Amer Zaman; Rafique, Farida

    2014-01-01

    The volume of medical knowledge has increased exponentially and so has the need to improve the efficiency of current teaching practices.With increasing emphasis on interactive and problem based learning, the place of lectures in modern medical education has become a questionable issue. Objectives were to assess the perspective of undergraduate medical students regarding the role and effectiveness of lectures as a mode of instruction as well as the ways and means that can be employed to enhance the effectiveness of lectures. A cross sectional study was carried out among 2nd to final year medical students from five medical colleges including both private and public sector institutions. A total of 347 students participated by completing a structured questionnaire. Data was analyzed using SPSS-17. Sixty seven percent students considered lectures as a useful mode of instruction (47% males and 77% females), whereas 83% of the students reported that clinical sessions were superior to lectures because of small number of students in clinical sessions, active student participation, enhanced clinical orientation, and interaction with patients. About 64% responded that lectures should be replaced by clinical sessions. Majority of the students (92%) reported not being able to concentrate during a lecture beyond 30 minutes, whereas 70% skipped lectures as they were boring. A significantly greater proportion of male respondents, students from clinical years, and those who skipped lectures, considered lectures to be boring, a poor utilization of time and resources, and could not concentrate for the full duration of a lecture compared to females, students from preclinical years, and those who do not skip lectures, respectively. Lecturing techniques need to be improvised. The traditional passive mode of instruction has to be replaced with active learning and inquiry based approach to adequately utilize the time and resources spent on lectures.

  20. Curriculum Development for Enhancing Grade Nine Students' Systems Thinking

    Science.gov (United States)

    Hernthaisong, Preeyanan; Sitti, Somsong; Sonsupap, Kanyarat

    2015-01-01

    The objectives of this research were to study the development of a curriculum for enhancing grade 9 students' cognitive skills using a curriculum based on Systems Thinking Process. There were 3 phases: 1) studying of the problem; 2) development of tentative curriculum; and 3) implementation of the curriculum in a pilot study. The samples were 32…

  1. Developing Critical Thinking and Communication Skills in Students ...

    African Journals Online (AJOL)

    Critical thinking and communication competence are recognized by educators as vital skills required for mastery of school subjects. However, it is observed that these two skills are underdeveloped in students. In order, to fill this void, this paper aims at constructing a framework that would be employed by teachers in ...

  2. The Meaning of Visual Thinking Strategies for Nursing Students

    Science.gov (United States)

    Moorman, Margaret M.

    2013-01-01

    Nurse educators are called upon to provide creative, innovative experiences for students in order to prepare nurses to work in complex healthcare settings. As part of this preparation, teaching observational and communication skills is critical for nurses and can directly affect patient outcomes. Visual thinking strategies (VTS) are a teaching…

  3. Critical Thinking Skills Evidenced in Graduate Students Blogs

    Science.gov (United States)

    Cain, Holly Reed; Giraud, Vivana; Stedman, Nicole L. P.; Adams, Brittany L.

    2012-01-01

    The objective of this research was to identify Facione's six critical thinking skills using graduate students blogs as a reflection tool in the context of leadership using structured and unstructured blogs. The skills researched were (a) Interpretation, (b) Analysis, (c) Evaluation, (d) Inference, (e) Explanation, and (f) Self-Regulation (Facione,…

  4. Matriculation, Degree Structures, and Levels of Student Thinking.

    Science.gov (United States)

    Collis, Kevin F.; Biggs, John B.

    1983-01-01

    The functions of Australian higher education institutions are examined in terms of the knowledge and skill needs of each sector. A new evaluation technique that clarifies the complexity of student thinking required at each level is applied to the programs, producing a rationale for admission and degree structure. (MSE)

  5. Critical thinking ability of 3rd year radiography students

    African Journals Online (AJOL)

    Tracey Pieterse

    Background: Developing the critical thinking skills of student radiographers is imperative in ... Peer review under responsibility of Johannesburg University. .... the need to teach such skills, and to guide facilitators carefully ..... doctor. In the current study participants could identify the problem but were unable to propose ...

  6. Formation of Social Competencies and Socially Responsible Thinking of Students

    OpenAIRE

    Belousov, Artyom; Redko, Lyudmila Anatolevna; Tichonova, Evgeniya; Yanushevskaya, Marina Nikolaevna

    2017-01-01

    The research is focused on the preparation of undergraduate students enrolled in the quality management program in Tomsk Polytechnic University. The subject of the research is organizational and pedagogical conditions necessary for the formation of social competencies and socially responsible thinking in future undergraduate students enrolled in the quality management program. The research aims to identify and present the theoretical basis for organizational and pedagogical conditions to form...

  7. How student teachers understand African philosophy

    Directory of Open Access Journals (Sweden)

    Matsephe M. Letseka

    2012-10-01

    Full Text Available The question ‘What constitutes African philosophy?’ was first raised with the publication of Placide Tempels’s seminal work Bantu philosophy in 1959. Tempels’s book inevitably elicited considerable critical response from African philosophers, which culminated in a wide range of publications such as Wiredu’s (1980 Philosophy and an African culture, Hountondji’s (1983 African philosophy: Myth and reality, Oruka’s (1990 Sage philosophy: Indigenous thinkers and modern debate on African philosophy, Shutte’s (1993 Philosophy for Africa, Masolo’s (1994 African philosophy in search of identity and Gyekye’s (1995 An essay of African philosophical thought: The Akan conceptual scheme. It has been over 60 years since the publication of Temples’s book and there continues to be serious debate about African philosophy. This article sought to contribute to the debate on the various conceptions of African philosophy, but with a focus on the challenges of teaching African philosophy to Philosophy of Education students at an open distance learning institution in South Africa. This article discussed the tendency amongst undergraduate Philosophy of Education students to conflate and reduce African philosophy to African cultures and traditions, and to the notion of ubuntu, and sought to understand the reasons for students’ inclination to treat African philosophy in this way. It examined students’ background knowledge of African philosophy, their critical thinking skills and whether their official study materials are selected and packaged in a manner that, in fact, adds to the challenges they face. Finally, the article explored the ways in which Philosophy of Education lecturers can adapt their pedagogy to provide students with a better understanding of African philosophy.

  8. Motivation, Critical Thinking and Academic Verification of High School Students' Information-seeking Behavior

    Directory of Open Access Journals (Sweden)

    Z Hidayat

    2017-06-01

    Full Text Available High school students have known as Gen Y or Z and their media using can be understand on their information-seeking behavior. This research’s purposes were: 1 to analyze the students’ motivation; 2 to analyze the critical thinking and academic verification; 3 to analyze the information-seeking behavior. This study used quantitative approach through survey among 1125 respondents in nine clusters, i.e. Central, East, North, West, and South of Jakarta, Tangerang, Bekasi, Depok, and Bogor. Schools sampling based on "the best schools rank" by the government, while respondents have taken by accidental in each school. Construct of questionnaire included measurement of motivation, critical thinking and academic verification, and the information-seeking behavior at all. The results showed that the motivations of the use of Internet were dominated by habit to interact and be entertained while on the academic needs are still relatively small but increasing significantly. Students’ self-efficacy, performance and achievement goals tend to be high motives, however the science learning value, and learning environment stimulation were average low motives. High school students indicated that they think critically about the various things that become content primarily in social media but less critical of the academic information subjects. Unfortunately, high school students did not conducted academic verification on the data and information but students tend to do plagiarism. Key words: Student motivation, critical thinking, academic verification, information-seeking behavior, digital generation.

  9. PBL and critical thinking disposition in Chinese medical students

    DEFF Research Database (Denmark)

    Du, Xiangyun; Emmersen, Jeppe; Toft, Egon

    2013-01-01

    The purpose of this study was to explore the relationship of problem-based learning (PBL) and the development of critical thinking disposition (CT) and academic achievement in Chinese medical students using a cross-sectional randomized design. Medical students from China Medical University (CMU....... Total CT score was higher in PBL students (n=170) than non-PBL students (n=83) (304.7±36.8 vs. 279.2±39.4, p ...). There was no significant difference in terms of gender on the total CT score, though minor differences were seen in subscales favoring female PBL students. PBL students had higher CCS scores than non-PBL students, but not significantly (112.8±20.6 vs. 107.3±16.5; p=0.11). There was no significant correlation between CCS...

  10. Developing the critical thinking skills of astrobiology students through creative and scientific inquiry.

    Science.gov (United States)

    Foster, Jamie S; Lemus, Judith D

    2015-01-01

    Scientific inquiry represents a multifaceted approach to explore and understand the natural world. Training students in the principles of scientific inquiry can help promote the scientific learning process as well as help students enhance their understanding of scientific research. Here, we report on the development and implementation of a learning module that introduces astrobiology students to the concepts of creative and scientific inquiry, as well as provide practical exercises to build critical thinking skills. The module contained three distinct components: (1) a creative inquiry activity designed to introduce concepts regarding the role of creativity in scientific inquiry; (2) guidelines to help astrobiology students formulate and self-assess questions regarding various scientific content and imagery; and (3) a practical exercise where students were allowed to watch a scientific presentation and practice their analytical skills. Pre- and post-course surveys were used to assess the students' perceptions regarding creative and scientific inquiry and whether this activity impacted their understanding of the scientific process. Survey results indicate that the exercise helped improve students' science skills by promoting awareness regarding the role of creativity in scientific inquiry and building their confidence in formulating and assessing scientific questions. Together, the module and survey results confirm the need to include such inquiry-based activities into the higher education classroom, thereby helping students hone their critical thinking and question asking skill set and facilitating their professional development in astrobiology.

  11. Determination of Factors Related to Students' Understandings of Heat, Temperature and Internal Energy Concepts

    Science.gov (United States)

    Gurcay, Deniz; Gulbas, Etna

    2018-01-01

    The purpose of this research is to investigate the relationships between high school students' learning approaches and logical thinking abilities and their understandings of heat, temperature and internal energy concepts. Learning Approach Questionnaire, Test of Logical Thinking and Three-Tier Heat, Temperature and Internal Energy Test were used…

  12. Understanding of Evolution May Be Improved by Thinking about People

    Directory of Open Access Journals (Sweden)

    Daniel Nettle

    2010-04-01

    Full Text Available The theory of evolution is poorly understood in the population at large, even by those with some science education. The recurrent misunderstandings can be partly attributed to failure to distinguish between processes which individual organisms undergo and those which populations undergo. They may be so pervasive because we usually explain evolutionary ideas with examples from non-human animals, and our everyday cognition about animals does not track individuals as distinct from the species to which they belong. By contrast, everyday cognition about other people tracks unique individuals as well as general properties of humans. In Study 1, I present experimental evidence that categorization by species occurs more strongly for non-human animals than for other people in 50 British university students. In Study 2, I show, in the same population, that framing evolutionary scenarios in terms of people produces fewer conceptual errors than when logically identical scenarios are framed terms of non-human animals. I conclude that public understanding of evolution might be improved if we began instruction by considering the organisms which are most familiar to us.

  13. SUSTAINABLE ARCHITECTURE : WHAT ARCHITECTURE STUDENTS THINK

    OpenAIRE

    SATWIKO, PRASASTO

    2013-01-01

    Sustainable architecture has become a hot issue lately as the impacts of climate change become more intense. Architecture educations have responded by integrating knowledge of sustainable design in their curriculum. However, in the real life, new buildings keep coming with designs that completely ignore sustainable principles. This paper discusses the results of two national competitions on sustainable architecture targeted for architecture students (conducted in 2012 and 2013). The results a...

  14. Students Thinking Process in Compiling Mathematical Proof with Semantics Strategy

    Directory of Open Access Journals (Sweden)

    Abdussakir Abdussakir

    2015-03-01

    Full Text Available Proses Berpikir Mahasiswa dalam Menyusun Bukti Matematis dengan Strategi Semantik   Abstract: This study is aimed to reveal the thinking process in proof construction performed by students with semantic strategy. This study use descriptive-qualitative approach. The thinking process of students will be analyzed using theoretical framework of David Tall about the three worlds of mathematical thinking. The result are three ways of thinking in semantic strategy, namely (1 started from formal world  then move into the symbolic or embodied-symbolic world with possibility of more than once and ends within or outside of the formal world, (2 started from symbolic world or embodied-symbolic world then move to the formal world with possibility of more than once and ends within or outside of the formal world, and (3 all thinking processes performed outside of formal world that does not obtain formal proof. Key Words: thinking process, mathematical proof, semantic strategy   Abstrak: Penelitian ini bertujuan untuk menjelaskan proses berpikir mahasiswa dalam menyusun bukti matematis dengan strategi semantik. Penelitian ini menggunakan pendekatan deskiptif-kualitatif. Analisis data dilakukan dengan menggunakan kerangka kerja David Tall tentang tiga dunia berpikir matematik. Hasil penelitian menunjukkan bahwa terdapat enam kemungkinan jalur dalam strategi semantik ditinjau dari teori tiga dunia berpikir matematis. Hasil penelitian menunjukkan ada tiga jalur berpikir mahasiswa dalam menyusun bukti matematis dengan strategi semantik, yaitu (1 bermula dari dunia berpikir formal berpindah ke dunia berpikir wujud-simbolik atau dunia berpikir simbolik dengan proses perpindahan dimungkinkan lebih dari satu kali dan berakhir di dalam atau di luar dunia berpikir formal, (2 bermula dari dunia berpikir wujud simbolik atau dunia berpikir simbolik (non RSP lalu pindah ke dunia berpikir formal dengan proses perpindahan dimungkinkan lebih dari satu kali dan berakhir di

  15. Investigating the Impact of Using a CAD Simulation Tool on Students' Learning of Design Thinking

    Science.gov (United States)

    Taleyarkhan, Manaz; Dasgupta, Chandan; Garcia, John Mendoza; Magana, Alejandra J.

    2018-02-01

    Engineering design thinking is hard to teach and still harder to learn by novices primarily due to the undetermined nature of engineering problems that often results in multiple solutions. In this paper, we investigate the effect of teaching engineering design thinking to freshmen students by using a computer-aided Design (CAD) simulation software. We present a framework for characterizing different levels of engineering design thinking displayed by students who interacted with the CAD simulation software in the context of a collaborative assignment. This framework describes the presence of four levels of engineering design thinking—beginning designer, adept beginning designer, informed designer, adept informed designer. We present the characteristics associated with each of these four levels as they pertain to four engineering design strategies that students pursued in this study—understanding the design challenge, building knowledge, weighing options and making tradeoffs, and reflecting on the process. Students demonstrated significant improvements in two strategies—understanding the design challenge and building knowledge. We discuss the affordances of the CAD simulation tool along with the learning environment that potentially helped students move towards Adept informed designers while pursuing these design strategies.

  16. CRITICAL THINKING SKILLS OF ACCOUNTING STUDENTS

    Directory of Open Access Journals (Sweden)

    EDGARD B. CORNACHIONE JR.

    2007-01-01

    Full Text Available Sistemas educacionales alrededor del mundo evalúan el desempeño académico de alumnos con base en habilidades de lectura y redacción, con evidencias sobre el papel esencial del raciocinio crítico. Para apurar la educación en la área de negocios es necesa-rio un mejor entendimiento sobre el raciocinio crítico de los alumnos, así como sobre sus habilidades de comunicación. Esta pesquisa se centró en la evaluación de habilidades de lectura, redacción y raciocinio crítico de alumnos de contabilidad utilizando instrumentos validados: (a Cuestionario de Estrategias Motivadoras para Aprendizaje (Motivated Stra-tegies sea Learning Questionnaire, MSLQ, (b Prueba Escrita de Raciocinio Crítico de Ennis-Weir (Ennis-Weir Critical Thinking Essay Test, EW-CTET, y (c Indicador Flesch de Facilidad de Lectura (Flesch Reading Ease, en Inglés y versión adaptada para el Portu-gués. Los participantes escribieron una pequeña redacción que fue evaluada en térmi-nos de calidad de escritura y raciocinio crítico con base en el EW-CTET. Los resultados trajeron indicaciones de buena calidad de escritura y evidencia de niveles elevados de raciocinio crítico. Diferencias significativas (por ejemplo, género, maternidad/paternidad, nivel de estudios, y nivel en el programa no fueron observadas en las métricas sobre niveles de facilidad de lectura de los productos escritos generados por los participantes. Elementos para el esmero de desempeño de los participantes alineados con sus habi-lidades de raciocinio crítico son discutidos juntamente con ponderación profunda sobre comportamiento de educadores como agentes de cambio en este escenario. Se sugiere que diferencias culturales sobre raciocinio crítico observadas en este estudio relaciona-das con la percepción de autoridad sean examinadas en futuras averiguaciones.

  17. Student teachers’ mathematical questioning and courage in metaphorical thinking learning

    Science.gov (United States)

    Hendriana, H.; Hidayat, W.; Ristiana, M. G.

    2018-01-01

    This study was designed in the form of experiments with control group design and post-test only which aimed to examine the role of metaphorical thinking learning in the mathematical questioning ability of student teachers based on the level of mathematical courage. The population of this study was student teachers of mathematics education study program in West Java Province, while the sample of this study was 152 student teachers which were set purposively and then randomly to be included in the experimental class and control class. Based on the results and discussion, it was concluded that: (a) the mathematical questioning ability of student teachers who received Metaphorical Thinking learning was better than those who received conventional learning seen from mathematical courage level; (b) learning and mathematical courage level factors affected the achievement of student teachers’ mathematical questioning ability. In addition, there was no interaction effect between learning and mathematical courage level (high, medium, and low) simultaneously in developing student teachers’ mathematical questioning ability; (c) achievement of mastering mathematical questioning ability of student teacher was still not well achieved on indicator of problem posing in the form of non-routine question and open question.

  18. Do Biomimetic Students Think Outside the Box?

    DEFF Research Database (Denmark)

    Lenau, Torben Anker

    2017-01-01

    analysed. The empirical material comprises 111 students working on 28 different functional design problems. On average teams identify 9.0 relevant biological phenomena and manage to produce a physical proof-of-principle for the selected biological analogy. 39% of the analogies can be characterised as well...... phenomena? If they concentrate on animals and plants, which they beforehand have knowledge about, it could be expected that solutions will remind of what they would have found without using biomimetics. To investigate this question, the empirical results from a university course in biomimetics have been...

  19. Critical thinking skills in nursing students: a comparison between freshmen and senior students.

    Science.gov (United States)

    Azizi-Fini, Ismail; Hajibagheri, Ali; Adib-Hajbaghery, Mohsen

    2015-03-01

    Critical thinking is one of the most important concepts in the field of education. Despite studies published on nursing students' critical thinking skills (CTS), some suggest that there is not enough evidence supporting the relationship between content of nursing education programs and nursing students' CTS. Given the existing discrepancies, this study aimed to compare the critical thinking skills of freshmen and senior nursing students. This comparative study was conducted on 150 undergraduate freshmen and senior nursing students in Kashan University of Medical Sciences, during 2012. The students in the first and the last semesters of their study in nursing were entered in the study using the census method. Data were collected using a questionnaire including questions on demographic data and the California Critical Thinking Skills Test, form B. Data analysis was performed using the SPSS v.13 software. Descriptive statistics were calculated. Moreover, independent sample t-test and Spearman and Pearson's correlation coefficients were used in the data analysis. Both the freshmen and senior nursing students had low CTS. The mean critical thinking scores were 11.79 ± 4.80 and 11.21 ± 3.17 for the freshmen and the senior students, respectively (P = 0.511). Moreover, no significant correlation was found between the students' score in CTS and their age, gender, high school grade point average (GPA), rank in university entrance examination (RUEE) and interest in the nursing profession. The students were low skilled in critical thinking and their CTS did not significantly change during their nursing degree. Thus it may be concluded that the nursing education program did not affect the CTS of its students. Longitudinal studies are suggested for assessing nursing students' critical thinking over time. Moreover, revising the curriculum and preparing nursing educators for implementing innovative and active teaching strategies are suggested.

  20. The Effect of Problem-Based Learning on the Creative Thinking and Critical Thinking Disposition of Students in Visual Arts Education

    Science.gov (United States)

    Ulger, Kani

    2018-01-01

    The problem-based learning (PBL) approach was implemented as a treatment for higher education visual arts students over one semester to examine its effect on the creative thinking and critical thinking disposition of these students. PBL had a significant effect on creative thinking, but critical thinking disposition was affected to a lesser…

  1. Critical Thinking Dispositions of Undergraduate Nursing Students and Nursing Faculty in Southwestern Nigeria

    Science.gov (United States)

    Ojewole, Foluso O.

    2013-01-01

    The purpose of this quantitative research study was to identify the critical thinking dispositions of undergraduate nursing students and nursing faculty in Southwestern Nigeria. Critical thinking dispositions are required for critical thinking skills. People who have critical thinking disposition exhibit seven traits: truth-seeking,…

  2. Consistency Study About Critical Thinking Skill of PGSD Students (Teacher Candidate of Elementary School) on Energy Material

    Science.gov (United States)

    Wijayanti, M. D.; Raharjo, S. B.; Saputro, S.; Mulyani, S.

    2017-09-01

    This study aims to examine the consistency of critical thinking ability of PGSD students in Energy material. The study population is PGSD students in UNS Surakarta. Samples are using cluster random sampling technique obtained by 101 students. Consistency of student’s response in knowing the critical thinking ability of PGSD students can be used as a benchmark of PGSD students’ understanding to see the equivalence of IPA problem, especially in energy material presented with various phenomena. This research uses descriptive method. Data are obtained through questionnaires and interviews. The research results that the average level of critical thinking in this study is divided into 3 levels, i.e.: level 1 (54.85%), level 2 (19.93%), and level 3 (25.23%). The data of the research result affect to the weak of students’ Energy materials’ understanding. In addition, indicators identify that assumptions and arguments analysis are also still low. Ideally, the consistency of critical thinking ability as a whole has an impact on the expansion of students’ conceptual understanding. The results of the study may become a reference to improve the subsequent research in order to obtain positive changes in the ability of critical thinking of students who directly improve the concept of students’ better understanding, especially in energy materials at various real problems occured.

  3. Subject Comprehension and Critical Thinking: An Intervention for Subject Comprehension and Critical Thinking in Mixed-Academic-Ability University Students

    Science.gov (United States)

    Bellaera, Lauren; Debney, Lauren; Baker, Sara T.

    2016-01-01

    Subject comprehension and critical thinking are both key goals of higher education. However, while the former is, on the whole, successfully cultivated in undergraduate students, the latter is not. Few empirical studies have investigated the relationship between subject comprehension and critical thinking. In the present article we suggest that…

  4. [Development of critical thinking skill evaluation scale for nursing students].

    Science.gov (United States)

    You, So Young; Kim, Nam Cho

    2014-04-01

    To develop a Critical Thinking Skill Test for Nursing Students. The construct concepts were drawn from a literature review and in-depth interviews with hospital nurses and surveys were conducted among students (n=607) from nursing colleges. The data were collected from September 13 to November 23, 2012 and analyzed using the SAS program, 9.2 version. The KR 20 coefficient for reliability, difficulty index, discrimination index, item-total correlation and known group technique for validity were performed. Four domains and 27 skills were identified and 35 multiple choice items were developed. Thirty multiple choice items which had scores higher than .80 on the content validity index were selected for the pre test. From the analysis of the pre test data, a modified 30 items were selected for the main test. In the main test, the KR 20 coefficient was .70 and Corrected Item-Total Correlations range was .11-.38. There was a statistically significant difference between two academic systems (p=.001). The developed instrument is the first critical thinking skill test reflecting nursing perspectives in hospital settings and is expected to be utilized as a tool which contributes to improvement of the critical thinking ability of nursing students.

  5. Rubric Assessment on Science and Creative Thinking Skills of Students

    Science.gov (United States)

    Ratnasusanti, H.; Ana, A.; Nurafiati, P.; Umusyaadah, L.

    2018-02-01

    The result of the monitoring and evaluation of the latest Indonesian curriculum (the 2013 curriculum) implementation at junior high school level year of 2014 showed that one of the difficult things that learners had in implementation 2013 curriculum is doing the result. The characteristic of applying the 2013 curriculum is to emphasize the modern pedagogic dimension of learning, which is using scientific approach, which requires learners to have highlevel thinking skills, one of which is creative thinking skills. The aims of this research is to implement performance assessment in measuring the creative thinking of junior high school students on subject Prakarya. The form of the main performance assessment is the task and assessment criteria. The experimental method that been used is the Quasi Experiment with Non-Equivalent Design Group Research. Population in this study is the students of VIII class of junior high school in Bandung, Indonesia which consists of six classes. And two classes are selected for the sample from that six classes and VIII A class were chosen, while VIII F class has been chosen as control class. The result of this research showed that the rubics of performance assessment can be measure or identify the creative thinking skill, its prove by the result of pre-test dan post-test are more dominant. In material of identification student’s creative thinking skills are reached an average 85 compare 79 with the control class. while in the presentation the experimental class got an average of 85 bigger than the control class which only reached 79.

  6. Effects of Classroom Assessment on the Critical Thinking and Academic Performance of Students

    Directory of Open Access Journals (Sweden)

    DR. EDGAR M. BAYLON, JR.

    2014-02-01

    Full Text Available The study was undertaken to evaluate the classroom assessment employed by the teachers, the critical-thinking and academic performance of the students in the laboratory high schools (LHS of Central Bicol State University of Agriculture, school year 2012-2013. The descriptive-evaluative, descriptive-correlation and descriptive-comparative methods of research were used. The findings revealed that only 11 out of 50 types of classroom assessment techniques are being used in the two laboratory high schools of CBSUA, namely: CDE-LHS and CDE–CSHB. Except for the use of human tableau or class modeling and application cards in few instances, the other techniques used by the teachers were classified as low-order thinking skills like “remembering” and “understanding”. “Applying”, “analyzing”, “evaluating” and “creating” were rarely used by the teachers. There were significant differences in the levels of critical thinking among the second year students in the two LHS along remembering, understanding, analyzing and evaluating while for third year high school students in the two LHS there was significant difference in evaluating but not significantly different with the rest of the levels. In terms of students’ academic performance in Science and “remembering”; English and “evaluating” in school A, there was a significant relationship between the level of critical thinking among students and their academic performance in the three subjects. The teacher-related factors along gender, marital status, employment status, and number of awards received, were significantly associated with the questioning skills of the teachers. In general, the findings indicated that there were significant association between the student-related factors and the different levels of critical thinking.

  7. The essence of student visual-spatial literacy and higher order thinking skills in undergraduate biology.

    Science.gov (United States)

    Milner-Bolotin, Marina; Nashon, Samson Madera

    2012-02-01

    Science, engineering and mathematics-related disciplines have relied heavily on a researcher's ability to visualize phenomena under study and being able to link and superimpose various abstract and concrete representations including visual, spatial, and temporal. The spatial representations are especially important in all branches of biology (in developmental biology time becomes an important dimension), where 3D and often 4D representations are crucial for understanding the phenomena. By the time biology students get to undergraduate education, they are supposed to have acquired visual-spatial thinking skills, yet it has been documented that very few undergraduates and a small percentage of graduate students have had a chance to develop these skills to a sufficient degree. The current paper discusses the literature that highlights the essence of visual-spatial thinking and the development of visual-spatial literacy, considers the application of the visual-spatial thinking to biology education, and proposes how modern technology can help to promote visual-spatial literacy and higher order thinking among undergraduate students of biology.

  8. Students' Thinking about Effort and Ability: The Role of Developmental, Contextual, and Individual Difference Factors

    Science.gov (United States)

    Muenks, Katherine; Miele, David B.

    2017-01-01

    Students' thinking about the relation between effort and ability can influence their motivation, affect, and academic achievement. Students sometimes think of effort as inversely related to ability (such that people with low ability must work harder than people with high ability) and other times think of effort as positively related to ability…

  9. Concept-Mapping Tools and the Development of Students' Critical-Thinking Skills

    Science.gov (United States)

    Tseng, Sheng-Shiang

    2015-01-01

    Developing students' critical-thinking skills has recently received attention at all levels of education. This article proposes the use of concept-mapping tools to improve students' critical-thinking skills. The article introduces a Web-based concept-mapping tool--Popplet--and demonstrates its application for teaching critical-thinking skills in…

  10. Critical Thinking Disposition and Skills in Dental Students: Development and Relationship to Academic Outcomes.

    Science.gov (United States)

    Whitney, Eli M; Aleksejuniene, Jolanta; Walton, Joanne N

    2016-08-01

    Critical thinking is a key element of complex problem-solving and professional behavior. An ideal critical thinking measurement instrument would be able to accurately predict which dental students are predisposed to and capable of thinking critically and applying such thinking skills to clinical situations. The aims of this study were to describe critical thinking disposition and skills in dental students at the beginning and end of their first year, examine cohort and gender effects, and compare their critical thinking test scores to their first-year grades. Volunteers from three student cohorts at the University of British Columbia were tested using the California Critical Thinking Disposition Inventory and California Critical Thinking Skills instruments at the beginning and end of their first year. Based on the preliminary findings, one cohort was retested at graduation when their final-year grades and clinical advisor rankings were compared to their critical thinking test scores. The results showed that students who entered dental school with higher critical thinking scores tended to complete their first year with higher critical thinking scores, achieve higher grades, and show greater disposition to think critically at the start of the program. Students who demonstrated an ability to think critically and had a disposition to do so at the start of the program were also likely to demonstrate those same attributes at the completion of their training. High critical thinking scores were associated with success in both didactic and clinical settings in dental school.

  11. Critical thinking of student nurses during clinical accompaniment.

    Science.gov (United States)

    Uys, B Y; Meyer, S M

    2005-08-01

    The purpose of this study was to investigate the methods of clinical accompaniment used by clinical facilitators in practice. The findings of the study also reflected facilitators' perceptions regarding critical thinking and the facilitation thereof. A quantitative research design was used. A literature study was conducted to identify the methods of accompaniment that facilitate critical thinking. Data was collected by means of a questionnaire developed for that purpose. Making a content-related validity judgment, and involving seven clinical facilitators in an academic institution, ensured the validity of the questionnaire. The results of the study indicated that various clinical methods of accompaniment were used. To a large extent, these methods correlated with those discussed in the literature review. The researcher further concluded that the concepts 'critical thinking' and 'facilitation' were not interpreted correctly by the respondents, and would therefore not be implemented in a proper manner in nursing practice. Furthermore, it seemed evident that tutor-driven learning realised more often than student-driven learning. In this regard, the requirement of outcomes-based education was not satisfied. The researcher is therefore of the opinion that a practical programme for the development of critical thinking skills during clinical accompaniment must be developed within the framework of outcomes-based education.

  12. The Van Hiele geometry thinking levels of mild mental retardation students

    Science.gov (United States)

    Shomad, Z. A.; Kusmayadi, T. A.; Riyadi

    2017-12-01

    This research is to investigate the level of mild mental retardation geometry students thinking. This research focuses on the geometry thinking level based on Van Hiele theory. This study uses qualitative methods with case study strategy. Data obtained from observation and tests result. The subjects are 12 mental retardation students. The result show that ability of mild mental retardation students with each other is different but have same level of level thinking geometry. The geometry thinking level of mental retardation students was identified in level 1 of the Van Hiele theory. Based on the level thinking geometry of mental retardation students simplify geometry thinking teachers in selecting appropriate learning methods, choose the materials in accordance with ability, and can modify the material following the geometry thinking level of mental retardation students.

  13. Diagnosing Students' Understanding of the Nature of Models

    Science.gov (United States)

    Gogolin, Sarah; Krüger, Dirk

    2017-10-01

    Students' understanding of models in science has been subject to a number of investigations. The instruments the researchers used are suitable for educational research but, due to their complexity, cannot be employed directly by teachers. This article presents forced choice (FC) tasks, which, assembled as a diagnostic instrument, are supposed to measure students' understanding of the nature of models efficiently, while being sensitive enough to detect differences between individuals. In order to evaluate if the diagnostic instrument is suitable for its intended use, we propose an approach that complies with the demand to integrate students' responses to the tasks into the validation process. Evidence for validity was gathered based on relations to other variables and on students' response processes. Students' understanding of the nature of models was assessed using three methods: FC tasks, open-ended tasks and interviews ( N = 448). Furthermore, concurrent think-aloud protocols ( N = 30) were performed. The results suggest that the method and the age of the students have an effect on their understanding of the nature of models. A good understanding of the FC tasks as well as a convergence in the findings across the three methods was documented for grades eleven and twelve. This indicates that teachers can use the diagnostic instrument for an efficient and, at the same time, valid diagnosis for this group. Finally, the findings of this article may provide a possible explanation for alternative findings from previous studies as a result of specific methods that were used.

  14. Improving the critical thinking skills of junior high school students on Earth and Space Science (ESS) materials

    Science.gov (United States)

    Marlina, L.; Liliasari; Tjasyono, B.; Hendayana, S.

    2018-05-01

    Critical thinking skills need to be developed in students. With critical thinking skills, students will be able to understand the concept with more depth easily, be sensitive with problems that occur, understand and solve problems that occur in their surroundings, and apply the concepts in different situations. Earth and Space Science (ESS) material is part of the science subjects given from elementary school to college. This research is a test of research program with quantitative method. This study aims to investigate the improvement of critical thinking skills of students through training of science teachers in junior high school in designing learning media for teaching ESS. With samples of 24 science teachers and 32 students of grade 7th in junior high school which are chosen by purposive sampling in a school in Ogan Ilir District, South Sumatra, obtained average pre-test and post-test scores of students’ critical thinking skills are 52.26 and 67.06 with an average N-gain of 0.31. A survey and critical thinking skills based-test were conducted to get the data. The results show positive impact and an increase in students’ critical thinking skills on the ESS material.

  15. The Value of Understanding Indigenous Thinking in the Geosciences: The Understudied Genius of Hawaiian Schoolchildren

    Science.gov (United States)

    Slater, S. J.; Dye, A.; Veincent, L.; Slater, T. F.; CenterAstronomy; Physics Education Research

    2011-12-01

    The national effort to describe the "learning progressions" that students undertake as they come to master the Big Ideas of science has evolved into a machine that is making a great deal of motion, but that may not actually be taking us into new territory. The original vision of thoughtful, long-term collaborations between scientists, anthropologists, linguists, and other who could shed new light on students' science learning has been replaced by a research agenda that sounds rigorous, but may or may not provide new insight. Moreover, there is little evidence that the learning pathways of under-represented populations are being taken into account in this work, even though these are the very students that were intended to benefit from potential learning progression-driven curricular changes. Our observations of a sample of Native Hawaiian elementary school children indicate that their particular scientific strengths provide sufficient cause to slow the engines of the learning progressions movement to allow for careful research into the thinking of underrepresented populations. This paper presents preliminary results of our mixed methods analysis of interviews and artifacts related to K-2 students' understanding of the celestial sphere. Our findings indicate that contrary to all previous research and rationale tasks analyses, these students possess full mastery of the constellations, starlines, right ascension and declination within the celestial sphere, and can generatively use this knowledge. This knowledge is flexible to include two culture's starmaps and languages. This study suggests that in order to respond to the needs of underrepresented minorities, further research across indigenous populations is warranted prior to the nationalization of learning progression-based curriculum materials.

  16. Inculcating and encouraging the use of critical thinking skills in science student teachers in Malaysia

    Science.gov (United States)

    Osman, Kamisah

    Malaysia is a multi-racial, largely Muslim, country rapidly emerging from a colonialist past and preparing itself to compete in a global society. The Malaysian government whilst striving to retain its moral and cultural identity has recently introduced long term plans through its Vision 2020 programme, giving direction to its educational thrust at primary, secondary and tertiary levels well into the new millennium. It is envisaged that important among the skills Malaysians will need to have to take advantage of their new position in the world order is the ability to think creatively and critically and be capable of solving problems and making decisions between an awesome array of choice. The importance of education in developing such skills is explicitly recognised in Vision 2020. This thesis looks specifically at how this might be accomplished in the training of secondary school science teachers. This study uses an array of instruments, including the California Critical Thinking Disposition Inventory, the Cornell Critical Thinking Test, Level X, the Science Teaching Observation Schedule, and a number of instruments specifically developed for the study, all of whose reliability and validity are carefully established. The study seeks to explore the effectiveness of an intervention strategy in changing pre-service science teachers' dispositions towards critical thinking, their level of professional knowledge and understanding of critical thinking in the secondary science curriculum, and their changing behaviour in the science classroom as a result of this intervention strategy. Using a quasi-experimental research design, data is collected from some 142 science student teachers in the Universiti Kebangsaan Malaysia. The students were subdivided into a control and two experimental groups, the latter receiving two different instructional programmes. Multiple analysis of variance techniques demonstrated a correlation between intervention strategy and improved attitude

  17. Understanding the Complex Relationship between Critical Thinking and Science Reasoning among Undergraduate Thesis Writers.

    Science.gov (United States)

    Dowd, Jason E; Thompson, Robert J; Schiff, Leslie A; Reynolds, Julie A

    2018-01-01

    Developing critical-thinking and scientific reasoning skills are core learning objectives of science education, but little empirical evidence exists regarding the interrelationships between these constructs. Writing effectively fosters students' development of these constructs, and it offers a unique window into studying how they relate. In this study of undergraduate thesis writing in biology at two universities, we examine how scientific reasoning exhibited in writing (assessed using the Biology Thesis Assessment Protocol) relates to general and specific critical-thinking skills (assessed using the California Critical Thinking Skills Test), and we consider implications for instruction. We find that scientific reasoning in writing is strongly related to inference , while other aspects of science reasoning that emerge in writing (epistemological considerations, writing conventions, etc.) are not significantly related to critical-thinking skills. Science reasoning in writing is not merely a proxy for critical thinking. In linking features of students' writing to their critical-thinking skills, this study 1) provides a bridge to prior work suggesting that engagement in science writing enhances critical thinking and 2) serves as a foundational step for subsequently determining whether instruction focused explicitly on developing critical-thinking skills (particularly inference ) can actually improve students' scientific reasoning in their writing. © 2018 J. E. Dowd et al. CBE—Life Sciences Education © 2018 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  18. Improving Students' Achievement in Reading Comprehension Through Think Pair Share Strategy

    OpenAIRE

    Handayani, Umami -

    2014-01-01

    This research is designed to improve the students' reading comprehension in English through Think Pair Share strategy. the objective of the research is to develop Think Pair Share to improve the students' reading comprehension. The research was conducted by using classroom action research. The finding showed that Think Pair Share strategy was successful in improving students' reading comprehension. The improvement couls be seen from the increase of students' reading scores. Besides, the fin...

  19. Understanding Disabilities & Online Student Success

    Science.gov (United States)

    Betts, Kristen; Welsh, Bill; Pruitt, Cheryl; Hermann, Kelly; Dietrich, Gaeir; Trevino, Jorge G.; Watson, Terry L.; Brooks, Michael L.; Cohen, Alex H.; Coombs, Norman

    2013-01-01

    Online learning has been growing at an exponential rate over the past decade, providing new opportunities for students seeking quality courses and programs offered through flexible formats. However, as higher education continues to expand online offerings, services must be expanded simultaneously to support all students. This article focuses on…

  20. Can goal-free problems facilitating students' flexible thinking?

    Science.gov (United States)

    Maulidya, Sity Rahmy; Hasanah, Rusi Ulfa; Retnowati, Endah

    2017-08-01

    Problem solving is the key of doing and also learning mathematics. It takes also the fundamental role of developing mathematical knowledge. Responding to the current reform movement in mathematics, students are expected to learn to be a flexible thinker. The ability to think flexible is challenged by the globalisation, hence influence mathematics education. A flexible thinking includes ability to apply knowledge in different contexts rather than simply use it in similar context when it is studied. Arguably problem solving activities can contribute to the development of the ability to apply skills to unfamiliar situations. Accordingly, an appropriate classroom instructional strategy must be developed. A cognitive load theory suggests that by reducing extraneous cognitive load during learning could enhance transfer learning. A goal-free problem strategy that is developed based in cognitive load theory have been showed to be effective for transfer learning. This strategy enables students to learn a large numbers of problem solving moves from a mathematics problem. The instruction in a goal-free problem directs students to `calculate as many solution as you can' rather than to calculate a single given goal. Many experiment research evident goal-free problem enhance learning. This literature review will discuss evidence goal-free problem facilitate students to solve problems flexibly and thus enhance their problem solving skills, including how its implication in the classroom.

  1. Critical thinking dispositions of nursing students in Asian and non-Asian countries: a literature review.

    Science.gov (United States)

    Salsali, Mahvash; Tajvidi, Mansooreh; Ghiyasvandian, Shahrzad

    2013-09-26

    Critical thinking disposition represents an inclination of a person to use possessed skills in relation to critical thinking. The trend of critical thinking has been described as inner motivation to solve problems and make decisions by thinking. In nursing as a practical profession, the concept of critical thinking dispositions is important component in helping to manage complex health situations and to deal with patient issues effectively. Willingness to think critically is a prerequisite for safe and subtly performance. The results of studies show critical thinking dispositions of nursing students in Asian countries are different from non-Asian countries. Aim of this literature review was to compare critical thinking dispositions of nursing students in Asian and non-Asian countries. Literature review was done in English and Persian databases. The results showed of the 795 articles published in English and Persian language that studied critical thinking, 73 ones studied critical thinking skills and dispositions in nursing education, and relationship between teaching methods and critical thinking skills and dispositions in nursing education of different countries. Fifteen of seventy three articles assessed critical thinking dispositions in nursing students. Limited studies showed that the Asian nursing students had mostly undermining score of the critical thinking dispositions, while non-Asian countries tend to positive scores. The reasons for these differences could be due to issues such as environmental, educational methods and cultural differences. However, future studies should measure critical thinking disposition by discipline-based tools.

  2. Critical Thinking Dispositions of Nursing Students in Asian and Non-Asian Countries: A Literature Review

    Science.gov (United States)

    Salsali, Mahvash; Tajvidi, Mansooreh; Ghiyasvandian, Shahrzad

    2013-01-01

    Critical thinking disposition represents an inclination of a person to use possessed skills in relation to critical thinking. The trend of critical thinking has been described as inner motivation to solve problems and make decisions by thinking. In nursing as a practical profession, the concept of critical thinking dispositions is important component in helping to manage complex health situations and to deal with patient issues effectively. Willingness to think critically is a prerequisite for safe and subtly performance. The results of studies show critical thinking dispositions of nursing students in Asian countries are different from non-Asian countries. Aim of this literature review was to compare critical thinking dispositions of nursing students in Asian and non-Asian countries. Literature review was done in English and Persian databases. The results showed of the 795 articles published in English and Persian language that studied critical thinking, 73 ones studied critical thinking skills and dispositions in nursing education, and relationship between teaching methods and critical thinking skills and dispositions in nursing education of different countries. Fifteen of seventy three articles assessed critical thinking dispositions in nursing students. Limited studies showed that the Asian nursing students had mostly undermining score of the critical thinking dispositions, while non-Asian countries tend to positive scores. The reasons for these differences could be due to issues such as environmental, educational methods and cultural differences. However, future studies should measure critical thinking disposition by discipline-based tools. PMID:24171885

  3. ANALYSIS OF STUDENT CREATIVE THINKING SKILLS IN SOLVING PROBLEM PATTERN NUMBERS WITH PARTITION TECHNIQUES BASED ON METACOGNITION SKILLS

    OpenAIRE

    Nila Herawati1, Dafik 2,3 & I Made Tirta4

    2018-01-01

    High-order thinking or Higher Order Thinking Skill (HOTS) is one of the most needed thinking skills in a person's life. Creative thinking is the highest level of thinking skills. Creative thinking skills in students have the characteristics of fluency (fluency), flexibility (flexibility), elaboration and originality (originality). Metacognition is the ability of one's thinking in using strategies to produce problem solving in their learning. This ability helps students get personal feedback a...

  4. Creating meaningful learning experiences: Understanding students' perspectives of engineering design

    Science.gov (United States)

    Aleong, Richard James Chung Mun

    There is a societal need for design education to prepare holistic engineers with the knowledge, skills, and attitudes to innovate and compete globally. Design skills are paramount to the espoused values of higher education, as institutions of higher learning strive to develop in students the cognitive abilities of critical thinking, problem solving, and creativity. To meet these interests from industry and academia, it is important to advance the teaching and learning of engineering design. This research aims to understand how engineering students learn and think about design, as a way for engineering educators to optimize instructional practice and curriculum development. Qualitative research methodology was used to investigate the meaning that engineering students' ascribe to engineering design. The recruitment of participants and corresponding collection of data occurred in two phases using two different data collection techniques. The first phase involved the distribution of a one-time online questionnaire to all first year, third year, and fourth year undergraduate engineering students at three Canadian Universities. After the questionnaire, students were asked if they would be willing to participate in the second phase of data collection consisting of a personal interview. A total of ten students participated in interviews. Qualitative data analysis procedures were conducted on students' responses from the questionnaire and interviews. The data analysis process consisted of two phases: a descriptive phase to code and categorize the data, followed by an interpretative phase to generate further meaning and relationships. The research findings present a conceptual understanding of students' descriptions about engineering design, structured within two educational orientations: a learning studies orientation and a curriculum studies orientation. The learning studies orientation captured three themes of students' understanding of engineering design: awareness

  5. Motivation, Critical Thinking and Academic Verification of High School Students' Information-seeking Behavior

    Directory of Open Access Journals (Sweden)

    Z Hidayat

    2018-01-01

    Full Text Available High school students have known as Gen Y or Z and their media using can be understand on their information-seeking behavior. This research’s purposes were: 1 to analyze the students’ motivation; 2 to analyze the critical thinking and academic verification; 3 to analyze the information-seeking behavior. This study used quantitative approach through survey among 1125 respondents in nine clusters, i.e. Central, East, North, West, and South of Jakarta, Tangerang, Bekasi, Depok, and Bogor. Schools sampling based on "the best schools rank" by the government, while respondents have taken by accidental in each school. Construct of questionnaire included measurement of motivation, critical thinking and academic verification, and the information-seeking behavior at all. The results showed that the motivations of the use of Internet were dominated by habit to interact and be entertained while on the academic needs are still relatively small but increasing significantly. Students’ self-efficacy, performance and achievement goals tend to be high motives, however the science learning value, and learning environment stimulation were average low motives. High school students indicated that they think critically about the various things that become content primarily in social media but less critical of the academic information subjects. Unfortunately, high school students did not conducted academic verification on the data and information but students tend to do plagiarism.

  6. Using visual thinking strategies with nursing students to enhance nursing assessment skills: A qualitative design.

    Science.gov (United States)

    Nanavaty, Joanne

    2018-03-01

    This qualitative design study addressed the enhancement of nursing assessment skills through the use of Visual Thinking Strategies and reflection. This study advances understanding of the use of Visual Thinking Strategies and reflection as ways to explore new methods of thinking and observing patient situations relating to health care. Sixty nursing students in a licensed practical nursing program made up the sample of participants who attended an art gallery as part of a class assignment. Participants replied to a survey of interest for participation at the art gallery. Participants reviewed artwork at the gallery and shared observations with the larger group during a post-conference session in a gathering area of the museum at the end of the visit. A reflective exercise on the art gallery experience exhibited further thoughts about the art gallery experience and demonstrated the connections made to clinical practice by the student. The findings of this study support the use of Visual Thinking Strategies and reflection as effective teaching and learning tools for enhancing nursing skills. Copyright © 2017 Elsevier Ltd. All rights reserved.

  7. FUNCTIONS OF THE IMAGE IN SHAPING THE TECHNICAL THINKING OF STUDENTS

    Directory of Open Access Journals (Sweden)

    Mariusz Śniadkowski

    2014-11-01

    Full Text Available The world of technology can be a tool to support development processes, primarily cognitive, emotional and motivational. Adoption issues shaping the image function in the technical thinking of students is justified in many ways: a – impact on the development of human image; b – multidimensional image and diversity of its media resources; c – the influence of the image on shaping the attitudes and behaviors of education; d – state of research on the evolution of technical thinking of youth. Development of the technical thinking is one of the objectives in the process of technical education. A picture taking part in it by building concepts and technical imagination fulfilling a significant role in the illustration and understanding of issues and technical products and the specific technical action. Technical education requires from teachers to enter a wide range of activities in the teaching process in the direction of the effective application and the use of image in the development of technical thinking and imagination of students. Pictures have a prominent role here.

  8. Critical Thinking and Collaboration: A Strategy to Enhance Student Learning

    Directory of Open Access Journals (Sweden)

    Ronald A. Styron, Jr.

    2014-12-01

    Full Text Available In numerous studies relative to collaboration and critical thinking, an instructional strategy called Team- Based Learning has proven to be an effective approach to teaching and learning. Team-Based Learning utilizes a specific sequence of individual work, group work and immediate feedback to create a motivational framework in which students increasingly hold each other accountable for coming to class prepared and contributing to discussion. Using an action research conceptual model diffusion of innovation theory, the process of P-20 quality enhancement using Team-Based Learning is examined.

  9. Critical thinking of student nurses during clinical accompaniment

    Directory of Open Access Journals (Sweden)

    BY Uys

    2005-09-01

    Full Text Available The purpose of this study was to investigate the methods of clinical accompaniment used by clinical facilitators in practice. The findings of the study also reflected facilitators’ perceptions regarding critical thinking and the facilitation thereof. A quantitative research design was used. A literature study was conducted to identify the methods of accompaniment that facilitate critical thinking. Data was collected by means of a questionnaire developed for that purpose. Making a content-related validity judgment, and involving seven clinical facilitators in an academic institution, ensured the validity of the questionnaire. The results of the study indicated that various clinical methods of accompaniment were used. To a large extent, these methods correlated with those discussed in the literature review. The researcher further concluded that the concepts ‘critical thinking’ and ‘facilitation’ were not interpreted correctly by the respondents, and would therefore not be implemented in a proper manner in nursing practice. Furthermore, it seemed evident that tutor-driven learning realised more often than student-driven learning. In this regard, the requirement of outcomes-based education was not satisfied. The researcher is therefore of the opinion that a practical programme for the development of critical thinking skills during clinical accompaniment must be developed within the framework of outcomes-based education.

  10. Thinking style changes among deaf, hard-of-hearing, and hearing students.

    Science.gov (United States)

    Cheng, Sanyin; Zhang, Li-fang

    2015-01-01

    This study explores how university students' thinking styles changed over a single academic year by twice administering the Thinking Styles Inventory-Revised II to 256 deaf or hard-of-hearing (DHH) students and 286 hearing students from art and design academic disciplines in China. Results showed that after having studied at the university for one academic year, hearing students showed increased use of Type I thinking styles (more creativity generated, less structured, and more complex) and less use of Type II thinking styles (more norm favoring, more structured, and more simplistic), whereas DHH students demonstrated increased use of both Type I and Type II thinking styles. Moreover, students' changes in thinking styles differed across university class levels. The contributions, limitations, and implications of the present research are discussed. © The Author 2014. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

  11. Formal and Informal Learning and First-Year Psychology Students' Development of Scientific Thinking: A Two-Wave Panel Study.

    Science.gov (United States)

    Soyyılmaz, Demet; Griffin, Laura M; Martín, Miguel H; Kucharský, Šimon; Peycheva, Ekaterina D; Vaupotič, Nina; Edelsbrunner, Peter A

    2017-01-01

    Scientific thinking is a predicate for scientific inquiry, and thus important to develop early in psychology students as potential future researchers. The present research is aimed at fathoming the contributions of formal and informal learning experiences to psychology students' development of scientific thinking during their 1st-year of study. We hypothesize that informal experiences are relevant beyond formal experiences. First-year psychology student cohorts from various European countries will be assessed at the beginning and again at the end of the second semester. Assessments of scientific thinking will include scientific reasoning skills, the understanding of basic statistics concepts, and epistemic cognition. Formal learning experiences will include engagement in academic activities which are guided by university authorities. Informal learning experiences will include non-compulsory, self-guided learning experiences. Formal and informal experiences will be assessed with a newly developed survey. As dispositional predictors, students' need for cognition and self-efficacy in psychological science will be assessed. In a structural equation model, students' learning experiences and personal dispositions will be examined as predictors of their development of scientific thinking. Commonalities and differences in predictive weights across universities will be tested. The project is aimed at contributing information for designing university environments to optimize the development of students' scientific thinking.

  12. Investigating Student Understanding of Histograms

    Science.gov (United States)

    Kaplan, Jennifer J.; Gabrosek, John G.; Curtiss, Phyllis; Malone, Chris

    2014-01-01

    Histograms are adept at revealing the distribution of data values, especially the shape of the distribution and any outlier values. They are included in introductory statistics texts, research methods texts, and in the popular press, yet students often have difficulty interpreting the information conveyed by a histogram. This research identifies…

  13. An Exponential Growth Learning Trajectory: Students' Emerging Understanding of Exponential Growth through Covariation

    Science.gov (United States)

    Ellis, Amy B.; Ozgur, Zekiye; Kulow, Torrey; Dogan, Muhammed F.; Amidon, Joel

    2016-01-01

    This article presents an Exponential Growth Learning Trajectory (EGLT), a trajectory identifying and characterizing middle grade students' initial and developing understanding of exponential growth as a result of an instructional emphasis on covariation. The EGLT explicates students' thinking and learning over time in relation to a set of tasks…

  14. Critical thinking dispositions and learning styles of baccalaureate nursing students from China.

    Science.gov (United States)

    Zhang, Huan; Lambert, Vickie

    2008-09-01

    Although considerable information exists regarding the learning styles and critical thinking dispositions of nursing students from Western countries, limited comparable information exists within China. The purposes of this study were to assess the learning styles and critical thinking dispositions of Chinese baccalaureate nursing students and to identify the relationships among the learning styles, critical thinking dispositions, and demographics. The sample consisted of 100 Chinese baccalaureate nursing students enrolled at two universities. The data were obtained through a Demographic Data Questionnaire, the California Critical Thinking Disposition Inventory, and the Index of Learning Styles. The primary learning style dimensions were found to be reflective, sensing, visual, and global, while the critically thinking abilities was found to be weak. A number of positive and negative correlations were found among the demographics, learning styles, and critical thinking dispositions. These findings suggest further examination on how to increase nursing students' critical thinking skills based upon their preferred learning styles.

  15. Critical Thinking Skills of Nursing Students in Lecture-Based Teaching and Case-Based Learning

    Science.gov (United States)

    Kaddoura, Mahmoud A.

    2011-01-01

    In today's technologically advanced healthcare world, nursing students should be active learners and think critically to provide safe patient care. A strategy that promotes students' active learning is case-based learning (CBL). The purpose of this study was to examine critical thinking (CT) abilities of nursing students from two different…

  16. Engaging New College Students in Metacognition for Critical Thinking: A Developmental Education Perspective

    Science.gov (United States)

    Cummings, Chris

    2015-01-01

    Teaching students to think critically is one of the major goals of higher education. Many educators at the college level recognize this and expect students to demonstrate critical thinking early in their college experience, however for some students, a lack of preparation for these expectations poses an immediate and substantial challenge during…

  17. The Role of Visual Learning in Improving Students' High-Order Thinking Skills

    Science.gov (United States)

    Raiyn, Jamal

    2016-01-01

    Various concepts have been introduced to improve students' analytical thinking skills based on problem based learning (PBL). This paper introduces a new concept to increase student's analytical thinking skills based on a visual learning strategy. Such a strategy has three fundamental components: a teacher, a student, and a learning process. The…

  18. Evaluation of Gifted and Talented Students' Reflective Thinking in Visual Arts Course

    Science.gov (United States)

    Genç, Mehmet Ali

    2016-01-01

    The use of higher order thinking skills is necessary for the education of gifted and talented students in order to ensure that these students, who have development potential compared to their peers, use their capacities at maximum level. This study aims to present gifted and talented students' reflective thinking skills, one of the higher order…

  19. Prior Education of Open University Students Contributes to Their Capability in Critical Thinking

    Science.gov (United States)

    Repo, Saara; Lehtinen, Taina; Rusanen, Erja; Hyytinen, Heidi

    2017-01-01

    The focus of this study is on Open University students' entry-level critical thinking skills. The research questions were: how are students' age, and level and discipline of previous education related to critical thinking skills; is the level and discipline of previous education connected to the accuracy of students' self-evaluation of their…

  20. Higher Order Thinking Skills among Secondary School Students in Science Learning

    Science.gov (United States)

    Saido, Gulistan Mohammed; Siraj, Saedah; Bin Nordin, Abu Bakar; Al Amedy, Omed Saadallah

    2015-01-01

    A central goal of science education is to help students to develop their higher order thinking skills to enable them to face the challenges of daily life. Enhancing students' higher order thinking skills is the main goal of the Kurdish Science Curriculum in the Iraqi-Kurdistan region. This study aimed at assessing 7th grade students' higher order…

  1. Does Conceptual Understanding of Limit Partially Lead Students to Misconceptions?

    Science.gov (United States)

    Mulyono, B.; Hapizah

    2017-09-01

    This article talks about the result of preliminary research of my dissertation, which will investigate student’s retention of conceptual understanding. In my preliminary research, I surveyed 73 students of mathematics education program by giving some questions to test their retention of conceptual understanding of limits. Based on the results of analyzing of students’ answers I conclude that most of the students have problems with their retention of conceptual understanding and they also have misconception of limits. The first misconception I identified is that students always used the substitution method to determine a limit of a function at a point, but they did not check whether the function is continue or not at the point. It means that they only use the substitution theorem partially, because they do not consider that the substitution theorem \\mathop{{lim}}\\limits\\text{x\\to \\text{c}}f(x)=f(c) works only if f(x) is defined at χ = c. The other misconception identified is that some students always think there must be available of variables χ in a function to determine the limit of the function. I conjecture that conceptual understanding of limit partially leads students to misconceptions.

  2. Understanding the Complex Relationship between Critical Thinking and Science Reasoning among Undergraduate Thesis Writers

    Science.gov (United States)

    Dowd, Jason E.; Thompson, Robert J., Jr.; Schif, Leslie A.; Reynolds, Julie A.

    2018-01-01

    Developing critical-thinking and scientific reasoning skills are core learning objectives of science education, but little empirical evidence exists regarding the interrelationships between these constructs. Writing effectively fosters students' development of these constructs, and it offers a unique window into studying how they relate. In this…

  3. Toolboxes and Handing Students a Hammer: The Effects of Cueing and Instruction on Getting Students to Think Critically

    Science.gov (United States)

    Holmes, N. G.; Kumar, Dhaneesh; Bonn, D. A.

    2017-01-01

    Developing critical thinking skills is a common goal of an undergraduate physics curriculum. How do students make sense of evidence and what do they do with it? In this study, we evaluated students' critical thinking behaviors through their written notebooks in an introductory physics laboratory course. We compared student behaviors in the…

  4. Promoting Student Teachers' Content Related Knowledge in Teaching Systems Thinking: Measuring Effects of an Intervention through Evaluating a Videotaped Lesson

    Science.gov (United States)

    Rosenkränzer, Frank; Kramer, Tim; Hörsch, Christian; Schuler, Stephan; Rieß, Werner

    2016-01-01

    The understanding of complex, dynamic and animate systems has a special standing in education for sustainable development and biology. Thus one important role of science teacher education is to promote student teachers' Content Related Knowledge (CRK) for teaching systems thinking, consisting of extensive Content Knowledge (CK) and well formed…

  5. An Empirical Study on the Influence of PBL Teaching Model on College Students' Critical Thinking Ability

    Science.gov (United States)

    Zhou, Zhen

    2018-01-01

    The critical thinking ability is an indispensable ability of contemporary college students, and the PBL teaching model abandons the shortcomings of traditional teaching methods, which is more suitable for the development trend of university curriculum teaching reform in China. In order to understand the influence of PBL teaching mode on college…

  6. Using Quantitative Literacy to Enhance Critical Thinking Skills in Undergraduate Nursing Students.

    Science.gov (United States)

    Asknes, Edna

    2017-04-01

    Critical thinking and quantitative literacy (QL) are similarly grounded: both focus on analyzing and evaluating evidence, identifying implications and consequences, drawing inferences, and communicating information. This teaching strategy was based on those commonalities and was designed so that undergraduate nursing students would enhance their critical thinking skills as they used their QL skills. QL skills are most effective when taught, learned, and used to solve significant, pertinent problems. Using the principles of learner-centered, team-based learning, QL was integrated into the curriculum of the Maternal-Newborn Nursing course at an urban community college with a diverse student population. Students were engaged and demonstrated enhanced and ongoing development of their critical thinking and problem-solving skills. They also reported a better understanding of data interpretation and use. The positive outcome of this project revealed further opportunities for incorporating QL into nursing curricula and highlighted the need for research on the use of QL in nursing education. [J Nurs Educ. 2017;56(4):240-242.]. Copyright 2017, SLACK Incorporated.

  7. Leadership development for dental students: what do students think?

    Science.gov (United States)

    Victoroff, Kristin Z; Schneider, Keith; Perry, Crystal

    2008-09-01

    Effective leaders are needed to move the dental profession forward, building on past accomplishments, meeting new challenges, and leading innovation and change. There is a lack of research findings regarding students' perceptions of the importance of leadership abilities and/or their interest in developing leadership skills during their dental school experience. The purpose of this study was to explore dental students' perceptions related to leadership development. A forty-seven-question, self-administered, paper and pencil survey was administered to all students enrolled in the D.M.D. program at one Midwestern dental school. The response rate was 83 percent (225/272). The majority of students agreed that it is important for dentists to have leadership skills and that leadership skills can be learned. Most reported that they expect to assume a leadership role in their dental practices (97 percent), to participate in volunteerism in dentistry (85 percent), and to participate in non-dentistry-related leadership roles in the community (72 percent). Over one-third (37 percent) anticipate participating in leadership roles in dental associations, 28 percent in academic dentistry, and 14 percent in military dentistry. Approximately two-thirds of respondents agreed (42 percent) or strongly agreed (24 percent) that they would be interested in participating in a leadership development program if one were offered at their school. Students reported interest in improving their confidence, assertiveness, ability to communicate effectively (including public speaking), ability to listen to others, organizational skills, and ability to influence others. The results of this study suggest that many dental students are interested in developing leadership skills. Insights from this study can inform the design of leadership development programs.

  8. Scope of Semantic Activation and Innovative Thinking in College Students with ADHD

    Science.gov (United States)

    White, Holly A.; Shah, Priti

    2016-01-01

    Adults with attention-deficit/hyperactivity disorder (ADHD) show high divergent thinking on standardized laboratory measures. This study assessed innovative thinking in adults with ADHD using a realistic task and investigated a possible cognitive mechanism for ADHD-related advantages in innovative thinking. College students with and without ADHD…

  9. The Correlation of Critical Thinking Disposition and Approaches to Learning among Baccalaureate Nursing Students

    Science.gov (United States)

    Kabeel, Abeer Refaat; Eisa, Sahar Abd El-Mohsen Mosa

    2016-01-01

    Background: Part of the 21st century skills is critical thinking and learning approaches of students. A part of that resurgence can be attributable to several studies on critical thinking, logic, and thinking skills. Health care professionals are challenged by the complexities of the health care environment. The practice of nursing requires…

  10. Identification of Relationships between Emotional Intelligence Skill & Critical Thinking Disposition in Undergraduate Leadership Students

    Science.gov (United States)

    Stedman, Nicole L. P.; Andenoro, Anthony C.

    2007-01-01

    Engaging students emotionally is the key to strengthening their dispositions toward critical thinking. Elder (1997) contends that it is critical thinking which leads us to a rational and reasonable emotional life. The link between thinking and emotions is essential in leadership education. With this in mind, the researchers sought to examine the…

  11. High School Students' Understanding of the Human Body System

    Science.gov (United States)

    Assaraf, Orit Ben-Zvi; Dodick, Jeff; Tripto, Jaklin

    2013-01-01

    In this study, 120 tenth-grade students from 8 schools were examined to determine the extent of their ability to perceive the human body as a system after completing the first stage in their biology curriculum--"The human body, emphasizing homeostasis". The students' systems thinking was analyzed according to the STH thinking model, which roughly…

  12. Examining patterns of change in the critical thinking skills of graduate nursing students.

    Science.gov (United States)

    McMullen, Maureen A; McMullen, William F

    2009-06-01

    Although critical thinking in undergraduate nursing education has been explored in depth, little is known about the critical thinking skills of graduate nursing students. Prior research on change in critical thinking scores is based primarily on pretest and posttest assessments that provide minimal information about change. This study used individual growth modeling to investigate how critical thinking skills change during a 2-year graduate nurse program. Scores from the evaluation, inference, and analysis subscales of the California Critical Thinking Skills Test comprised the empirical growth record. Change in the three critical thinking skills was more dynamic than that reported in previous studies. Patterns of change differed by critical thinking skill and in relation to students' initial critical thinking skill levels at program entry.

  13. The effect of critical thinking education on nursing students' problem-solving skills.

    Science.gov (United States)

    Kanbay, Yalçın; Okanlı, Ayşe

    2017-06-01

    The aim of this study is to examine the effect of critical thinking education on nursing students' problem-solving skills. This study was conducted with 93 nursing students, 49 in the control group and 44 in the education group. The California Critical Thinking Disposition Inventory and the Problem-solving Inventory were administered to them before and after 12 weeks of critical thinking education. The education group's mean critical thinking score was 253.61 on the pretest and 268.72 on the posttest. This increase was statistically significant (p skills of education group increased significantly (p critical thinking education improves problem-solving skills.

  14. Using computer simulation to improve high order thinking skills of physics teacher candidate students in Compton effect

    Science.gov (United States)

    Supurwoko; Cari; Sarwanto; Sukarmin; Fauzi, Ahmad; Faradilla, Lisa; Summa Dewi, Tiarasita

    2017-11-01

    The process of learning and teaching in Physics is often confronted with abstract concepts. It makes difficulty for students to understand and teachers to teach the concept. One of the materials that has an abstract concept is Compton Effect. The purpose of this research is to evaluate computer simulation model on Compton Effect material which is used to improve high thinking ability of Physics teacher candidate students. This research is a case study. The subject is students at physics educations who have attended Modern Physics lectures. Data were obtained through essay test for measuring students’ high-order thinking skills and quisioners for measuring students’ responses. The results obtained indicate that computer simulation model can be used to improve students’ high order thinking skill and can be used to improve students’ responses. With this result it is suggested that the audiences use the simulation media in learning

  15. Science Olympiad students' nature of science understandings

    Science.gov (United States)

    Philpot, Cindy J.

    2007-12-01

    Recent reform efforts in science education focus on scientific literacy for all citizens. In order to be scientifically literate, an individual must have informed understandings of nature of science (NOS), scientific inquiry, and science content matter. This study specifically focused on Science Olympiad students' understanding of NOS as one piece of scientific literacy. Research consistently shows that science students do not have informed understandings of NOS (Abd-El-Khalick, 2002; Bell, Blair, Crawford, and Lederman, 2002; Kilcrease and Lucy, 2002; Schwartz, Lederman, and Thompson, 2001). However, McGhee-Brown, Martin, Monsaas and Stombler (2003) found that Science Olympiad students had in-depth understandings of science concepts, principles, processes, and techniques. Science Olympiad teams compete nationally and are found in rural, urban, and suburban schools. In an effort to learn from students who are generally considered high achieving students and who enjoy science, as opposed to the typical science student, the purpose of this study was to investigate Science Olympiad students' understandings of NOS and the experiences that formed their understandings. An interpretive, qualitative, case study method was used to address the research questions. The participants were purposefully and conveniently selected from the Science Olympiad team at a suburban high school. Data collection consisted of the Views of Nature of Science -- High School Questionnaire (VNOS-HS) (Schwartz, Lederman, & Thompson, 2001), semi-structured individual interviews, and a focus group. The main findings of this study were similar to much of the previous research in that the participants had informed understandings of the tentative nature of science and the role of inferences in science, but they did not have informed understandings of the role of human imagination and creativity, the empirical nature of science, or theories and laws. High level science classes and participation in

  16. The Effect of Concept Maps on Undergraduate Nursing Students' Critical Thinking.

    Science.gov (United States)

    Garwood, Janet K; Ahmed, Azza H; McComb, Sara A

    The aim of the study was to evaluate the effect of using concept maps as a teaching and learning strategy on students' critical thinking abilities and examine students' perceptions toward concept maps utilizing the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Researchers have found that almost two thirds of nurse graduates do not have adequate critical thinking skills for a beginner nurse. Critical thinking skills are required for safe practice and mandated by accrediting organizations. Nursing educators should consider teaching and learning strategies that promote the development of critical thinking skills. A literature review was conducted using "concept maps, nursing education, and critical thinking" as the combined search terms. Inclusion criteria were studies that measured the effects of concept mapping on critical thinking in nursing students. Seventeen articles were identified. Concept maps may be useful tools to promote critical thinking in nursing education and for applying theory to practice.

  17. What do dental students think about mandatory laptop programs?

    Science.gov (United States)

    Hendricson, William; Eisenberg, Elise; Guest, Gary; Jones, Pamela; Johnson, Lynn; Panagakos, Fotinos; McDonald, James; Cintron, Laura

    2006-05-01

    In spite of efforts by many dental schools to provide information technology resources for students, only a handful of studies have been conducted to determine what dental students think about these initiatives. There are no reports in the literature describing students' perceptions of mandatory laptop programs, which are now being implemented by at least 25 percent of North American dental schools. In schools that have implemented laptop programs, students are required either to enroll with their own laptops that meet specifications or to purchase a laptop from the school at matriculation. In some schools, students are also required to purchase curriculum support software that is bundled with the laptop. This study was conducted to determine students' opinions at U.S. dental schools with mandatory laptop programs about these aspects of this information technology initiative: frequency of use, perceived necessity of use, note-typing during lectures, effectiveness of training, influence on study habits, benefits, implementation problems, added value in relation to added tuition costs, impact on quality of dental education, overall rating of the laptop experience, and impact of the laptop on use of other electronic curriculum resources. Responses of students at schools that purchased packaged curriculum support software from a commercial vendor were compared with students' responses at schools where faculty provided their own educational software. Responses were also compared among freshmen, sophomores, and upperclassmen in a cross-sectional sample. In 2004, approximately 800 dental students at fourteen dental schools responded to eleven questions that requested their impressions and evaluation of mandatory laptop programs and associated educational software. These questions comprised one section of the IREC Students' Questionnaire (IREC=Institutional Readiness for Electronic Curriculum) that assessed students' perceptions of various aspects of information technology

  18. Scientific thinking in elementary school: Children's social cognition and their epistemological understanding promote experimentation skills.

    Science.gov (United States)

    Osterhaus, Christopher; Koerber, Susanne; Sodian, Beate

    2017-03-01

    Do social cognition and epistemological understanding promote elementary school children's experimentation skills? To investigate this question, 402 children (ages 8, 9, and 10) in 2nd, 3rd, and 4th grades were assessed for their experimentation skills, social cognition (advanced theory of mind [AToM]), epistemological understanding (understanding the nature of science), and general information-processing skills (inhibition, intelligence, and language abilities) in a whole-class testing procedure. A multiple indicators multiple causes model revealed a significant influence of social cognition (AToM) on epistemological understanding, and a McNemar test suggested that children's development of AToM is an important precursor for the emergence of an advanced, mature epistemological understanding. Children's epistemological understanding, in turn, predicted their experimentation skills. Importantly, this relation was independent of the common influences of general information processing. Significant relations between experimentation skills and inhibition, and between epistemological understanding, intelligence, and language abilities emerged, suggesting that general information processing contributes to the conceptual development that is involved in scientific thinking. The model of scientific thinking that was tested in this study (social cognition and epistemological understanding promote experimentation skills) fitted the data significantly better than 2 alternative models, which assumed nonspecific, equally strong relations between all constructs under investigation. Our results support the conclusion that social cognition plays a foundational role in the emergence of children's epistemological understanding, which in turn is closely related to the development of experimentation skills. Our findings have significant implications for the teaching of scientific thinking in elementary school and they stress the importance of children's epistemological understanding in

  19. Contribution of Emotional Intelligence towards Graduate Students' Critical Thinking Disposition

    Science.gov (United States)

    Kang, Fong-Luan

    2015-01-01

    Good critical thinkers possess a core set of cognitive thinking skills, and a disposition towards critical thinking. They are able to think critically to solve complex, real-world problems effectively. Although personal emotion is important in critical thinking, it is often a neglected issue. The emotional intelligence in this study concerns our…

  20. Understanding Learning Style Variations among Undergraduate Students

    Directory of Open Access Journals (Sweden)

    N. Jayakumar

    2017-09-01

    Full Text Available A study was conducted in Vellore district of Tamil Nadu state to understand the learning styles of students. The term learning style refers to the way or method or approach by which a student learns. The study explored the possible learning style variations among agricultural, horticultural, engineering and arts & science students and their association with academic achievement. One hundred and twelve students were randomly selected from the four streams and their learning styles were analyzed. In the agricultural and horticultural streams, a majority of the students were auditory learners. They were also found to be predominantly unimodal learners. Overall, it was found that majority of the students were visual learners followed by auditory and kinesthetic style. The highest percentage of kinesthetic learners was found among engineering students. Trimodal learners scored the highest mean percentage of marks. The influence of learning styles on the academic achievements of the students did not show a significant relationship.

  1. Reflective Learning and Prospective Teachers' Conceptual Understanding, Critical Thinking, Problem Solving, and Mathematical Communication Skills

    Science.gov (United States)

    Junsay, Merle L.

    2016-01-01

    This is a quasi-experimental study that explored the effects of reflective learning on prospective teachers' conceptual understanding, critical thinking, problem solving, and mathematical communication skills and the relationship of these variables. It involved 60 prospective teachers from two basic mathematics classes of an institution of higher…

  2. Developing Students' Reasoning about Samples and Sampling Variability as a Path to Expert Statistical Thinking

    Science.gov (United States)

    Garfield, Joan; Le, Laura; Zieffler, Andrew; Ben-Zvi, Dani

    2015-01-01

    This paper describes the importance of developing students' reasoning about samples and sampling variability as a foundation for statistical thinking. Research on expert-novice thinking as well as statistical thinking is reviewed and compared. A case is made that statistical thinking is a type of expert thinking, and as such, research…

  3. New pedagogies for teaching thinking: the lived experiences of students and teachers enacting narrative pedagogy.

    Science.gov (United States)

    Ironside, Pamela M

    2003-11-01

    The need to prepare students for a rapidly changing health care system sustains teachers' interest in developing students' thinking abilities at all levels of nursing education. Although significant effort has been directed toward developing efficient and effective strategies to teach thinking, this study explores the underlying assumptions embedded in any approach to teaching and learning and how these assumptions influence students' thinking. This study, using Heideggerian hermeneutics, explored how teachers and students experience enacting a new pedagogy, Narrative Pedagogy, and this article explains how enacting this pedagogy offers new possibilities for teaching and learning thinking. Two themes emerged from this analysis and are discussed: Thinking as Questioning: Preserving Perspectival Openness and Practicing Thinking: Preserving Fallibility and Uncertainty.

  4. Students' Understandings and Misconceptions of Algebraic Inequalities

    Science.gov (United States)

    Rowntree, Rebecca V.

    2009-01-01

    The National Council of Teachers of Mathematics [NCTM] requires students in grades nine through 12 to be able to explain inequalities using mathematical relational symbols and be able to understand the meaning of inequalities and their solutions (NCTM, 2000). Studies have shown that not only middle and high school students have difficulties with…

  5. Students' Understanding of Exponential and Logarithmic Functions.

    Science.gov (United States)

    Weber, Keith

    Exponential, and logarithmic functions are pivotal mathematical concepts that play central roles in advanced mathematics. Unfortunately, these are also concepts that give students serious difficulty. This report describe a theory of how students acquire an understanding of these functions by prescribing a set of mental constructions that a student…

  6. Evaluation of Students' Conceptual Understanding of Malaria

    Science.gov (United States)

    Cheong, Irene Poh-Ai; Treagust, David; Kyeleve, Iorhemen J.; Oh, Peck-Yoke

    2010-01-01

    In this study, a two-tier diagnostic test for understanding malaria was developed and administered to 314 Bruneian students in Year 12 and in a nursing diploma course. The validity, reliability, difficulty level, discriminant indices, and reading ability of the test were examined and found to be acceptable in terms of measuring students'…

  7. Understanding Durban University of Technology Students ...

    African Journals Online (AJOL)

    African university students' perceptions and understandings of biodiversity. This paper seeks to describe the knowledge, attitudes and perceptions of students at Durban University of ..... Doctoral dissertation, New York State School of Industrial and Labor ... Journal of Counseling and Development, 85(2), 189–195.

  8. Students' Understanding of Theory in Undergraduate Education

    Science.gov (United States)

    Liff, Roy; Rovio-Johansson, Airi

    2014-01-01

    This paper investigates undergraduate students' application of theory in their analysis of problems presented in authentic leadership cases. Taking a phenomenographic research approach, the paper identifies two levels at which students understand "theory": Level 1-Theory as knowledge acquired from books; Level 2-Theory as support for…

  9. Improving Students' Understanding of Quantum Measurement

    International Nuclear Information System (INIS)

    Zhu Guangtian; Singh, Chandralekha

    2010-01-01

    We describe the difficulties advanced undergraduate and graduate students have with quantum measurement. To reduce these difficulties, we have developed research-based learning tools such as the Quantum Interactive Learning Tutorial (QuILT) and peer instruction tools. A preliminary evaluation shows that these learning tools are effective in improving students' understanding of concepts related to quantum measurement.

  10. Quantitative critical thinking: Student activities using Bayesian updating

    Science.gov (United States)

    Warren, Aaron R.

    2018-05-01

    One of the central roles of physics education is the development of students' ability to evaluate proposed hypotheses and models. This ability is important not just for students' understanding of physics but also to prepare students for future learning beyond physics. In particular, it is often hoped that students will better understand the manner in which physicists leverage the availability of prior knowledge to guide and constrain the construction of new knowledge. Here, we discuss how the use of Bayes' Theorem to update the estimated likelihood of hypotheses and models can help achieve these educational goals through its integration with evaluative activities that use hypothetico-deductive reasoning. Several types of classroom and laboratory activities are presented that engage students in the practice of Bayesian likelihood updating on the basis of either consistency with experimental data or consistency with pre-established principles and models. This approach is sufficiently simple for introductory physics students while offering a robust mechanism to guide relatively sophisticated student reflection concerning models, hypotheses, and problem-solutions. A quasi-experimental study utilizing algebra-based introductory courses is presented to assess the impact of these activities on student epistemological development. The results indicate gains on the Epistemological Beliefs Assessment for Physical Science (EBAPS) at a minimal cost of class-time.

  11. Profile of Metacognition of Mathematics and Mathematics Education Students in Understanding the Concept of Integral Calculus

    Science.gov (United States)

    Misu, La; Ketut Budayasa, I.; Lukito, Agung

    2018-03-01

    This study describes the metacognition profile of mathematics and mathematics education students in understanding the concept of integral calculus. The metacognition profile is a natural and intact description of a person’s cognition that involves his own thinking in terms of using his knowledge, planning and monitoring his thinking process, and evaluating his thinking results when understanding a concept. The purpose of this study was to produce the metacognition profile of mathematics and mathematics education students in understanding the concept of integral calculus. This research method is explorative method with the qualitative approach. The subjects of this study are mathematics and mathematics education students who have studied integral calculus. The results of this study are as follows: (1) the summarizing category, the mathematics and mathematics education students can use metacognition knowledge and metacognition skills in understanding the concept of indefinite integrals. While the definite integrals, only mathematics education students use metacognition skills; and (2) the explaining category, mathematics students can use knowledge and metacognition skills in understanding the concept of indefinite integrals, while the definite integrals only use metacognition skills. In addition, mathematics education students can use knowledge and metacognition skills in understanding the concept of both indefinite and definite integrals.

  12. Problematizing a general physics class: Understanding student engagement

    Science.gov (United States)

    Spaid, Mark Randall

    This research paper describes the problems in democratizing a high school physics course and the disparate engagement students during class activities that promote scientific inquiry. Results from the Learning Orientation Questionnaire (Martinez, 2000) guide the participant observations and semi-formal interviews. Approximately 60% of the participants self-report a "resistant" or "conforming" approach to learning science; they expect to receive science knowledge from the teacher, and their engagement is influenced by affective and conative factors. These surface learners exhibit second order thinking (Kegan, 1994), do not understand abstract science concepts, and learn best from structured inquiry. To sustain engagement, conforming learners require motivational and instructional discourse from their teacher and peers. Resisting learners do not value learning and do not engage in most science class activities. The "performing" learners are able to deal with abstractions and can see relationships between lessons and activities, but they do not usually self-reflect or think critically (they are between Kegan's second order and third order thinking). They may select a deeper learning strategy if they value the knowledge for a future goal; however, they are oriented toward assessment and rely on the science teacher as an authority. They are influenced by affective and conative factors during structured and guided inquiry-based teaching, and benefit from motivational discourse and sustain engagement if they are interested in the topic. The transforming learners are more independent, self-assessing and self-directed. These students are third order thinkers (Kegan, 1994) who hold a sophisticated epistemology that includes critical thinking and reflection. These students select deep learning strategies without regard to affective and conative factors. They value instructional discourse from the teacher, but prefer less structured inquiry activities. Although specific

  13. HIGHER EDUCATION IN THE CONTEXT OF FORMATION OF PROFESSIONAL THINKING OF STUDENTS

    Directory of Open Access Journals (Sweden)

    Irina V. Taraskina

    2016-03-01

    Full Text Available Introduction: the article examines the current state of higher education. The author discusses the possibility of formation of professional thinking of students in the process of organizing and conducting educational process at the University. Organization of study at the University is a complex managerial and technological process. All substantial components of this process, vzaimoponimanie, complement each other that provides a focused, comprehensive manner to build it. The first and basic procedural understanding of the learning process in higher education is his perception of how the educational process at the level of all other components – the target, the subject-object, content, technology, effective. We cannot forget that teaching students is focused on achieving other goals of educational process – the success of socialization of specialists in modern conditions and the self-development of man as the subjec t of activity, personality, individuality. Materials and Methods: to solve the set tasks were used the following research methods: studying and analysis of philosophical, psycho-pedagogical and methodical literature on the research problem; monitoring the educational process; questionnaires, interviews with teachers and students; peer evaluation of research materials; address the training and professional issues; mathematical methods of data processing of the experiment. Results: the author reveals the theoretical (rational thinking as the basis of professionalism. Special attention is paid to objective and subjective psychological conditions of forming of professional thinking of future specialists. The results of the study can be used in the formation of educational policy in higher education. Discussion and conclusions: thus, it becomes obvious that professional education should focus on training specialists with General knowledge that will help them to independently, critically and creatively to think, develop beliefs and

  14. Development of E-Book Multimedia Model to Increase Critical Thinking of Senior High School Students

    OpenAIRE

    Suparno Suparno

    2018-01-01

    This study aims to develop the interactive e-book multimedia model to improve the students' critical thinking ability (KBK). Critical thinking is very important to develop because it provides a high level of reasoning thinking that provides permanent experience to students through conscious and controlled decision making in a rational, reflective, responsible manner with the optimization of potential. Flash-based e-book media is capable of interactively loading videos, pictures, practice ques...

  15. Using journal writing to evoke critical thinking skills of students in teacher education

    OpenAIRE

    Baldwin, Dolly Angela Serreno

    1991-01-01

    There has been little research which shows that students use critical thinking skills when they write. The use of journal writing has been studied for a variety of purposes, but little evidence exists that journal writing can enhance critical thinking skills. The writing assignments presented in this study were designed to enhance the critical thinking skills of college students enrolled in a reading methods course at a small college in southern West Virginia. Case studies were used to descri...

  16. The relationships of coping, negative thinking, life satisfaction, social support, and selected demographics with anxiety of young adult college students.

    Science.gov (United States)

    Mahmoud, Jihan S R; Staten, Ruth Topsy; Lennie, Terry A; Hall, Lynne A

    2015-05-01

    Understanding young adults' anxiety requires applying a multidimensional approach to assess the psychosocial, behavioral, and cognitive aspects of this phenomenon. A hypothesized model of the relationships among coping style, thinking style, life satisfaction, social support, and selected demographics and anxiety among college students was tested using path analysis. A total of 257 undergraduate students aged 18-24 years completed an online survey. The independent variables were measured using the Multidimensional Scale of Perceived Social Support, the Brief Students' Multidimensional Life Satisfaction Scale, the Brief COPE Inventory, the Positive Automatic Thoughts Questionnaire, and the Cognition Checklist-Anxiety. The outcome, anxiety, was measured using the Anxiety subscale of the 21-item Depression Anxiety and Stress Scale. Only negative thinking and maladaptive coping had a direct relationship with anxiety. Negative thinking was the strongest predictor of both maladaptive coping and anxiety. These findings suggest that helping undergraduates manage their anxiety by reducing their negative thinking is critical. Designing and testing interventions to decrease negative thinking in college students is recommended for future research. © 2015 Wiley Periodicals, Inc.

  17. Is Critical Thinking a Mediator Variable of Student Performance in School?

    Science.gov (United States)

    Walter, Christel; Walter, Paul

    2018-01-01

    The study explores the influences of critical thinking and interests on students' performance at school. The tested students attended German grammar schools ("Gymnasien"). Separate regression analyses showed the expected moderate positive influences of critical thinking and interests on school performance. But analyzed simultaneously,…

  18. Constructing the Syllabus: Devising a Framework for Helping Students Learn to Think like Historians

    Science.gov (United States)

    Estes, Todd

    2007-01-01

    In this article, the author describes a syllabus which he designed in his United States history survey courses to help his students learn to think like historians. It contains important information about the way historians work and think, along with descriptions of the reading materials the student will use to further their practice of history.…

  19. Developing Students' Functional Thinking in Algebra through Different Visualisations of a Growing Pattern's Structure

    Science.gov (United States)

    Wilkie, Karina J,; Clarke, Doug

    2014-01-01

    This design-based research project investigated the development of functional thinking in algebra for the upper primary years of schooling. Ten teachers and their students were involved in a sequence of five cycles of collaborative planning, team-teaching, evaluating and revising five lessons on functional thinking for their students over one…

  20. Do Instructional Interventions Influence College Students' Critical Thinking Skills? A Meta-Analysis

    Science.gov (United States)

    Niu, Lian; Behar-Horenstein, Linda S.; Garvan, Cyndi W.

    2013-01-01

    Promoting students' critical thinking skills is an important task of higher education. Colleges and universities have designed various instructional interventions to enhance students' critical thinking skills. Empirical studies have yielded inconsistent results in terms of the effects of such interventions. This meta-analysis presents a synthesis…

  1. Enhancement of Students' Independent Learning through Their Critical Thinking Skills Development

    Science.gov (United States)

    Kopzhassarova, Umit; Akbayeva, Gulden; Eskazinova, Zhanar; Belgibayeva, Gulbarshyn; Tazhikeyeva, Akerke

    2016-01-01

    The article focuses on the problem of developing students' critical thinking skills, which help them become independent learners. Analysis of research works of educators and scholars enable the authors to reveal qualities, necessary for students to enhance their critical thinking skills and become independent learners. Different points of view on…

  2. The Relationship between Higher Order Thinking Skills and Academic Performance of Student in Mathematics Instruction

    Science.gov (United States)

    Tanujaya, Benidiktus; Mumu, Jeinne; Margono, Gaguk

    2017-01-01

    Higher order thinking skills (HOTS) is one of important aspects in education. Students with high level of higher order thinking skills tend to be more successful. However, do this phenomenon also happen in the learning of Mathematics? To answer this question, this research aims to study the relationship between HOTS and students' academic…

  3. Nursing students' critical thinking disposition according to academic level and satisfaction with nursing.

    Science.gov (United States)

    Kim, Dong Hee; Moon, Seongmi; Kim, Eun Jung; Kim, Young-Ju; Lee, Sunhee

    2014-01-01

    The development of critical thinking dispositions has become an important issue in nursing education in Korea. Nursing colleges in Korea have developed teaching strategies and curricula that focus on developing critical thinking dispositions. It is an imperative step that evaluates the changing pattern and development of students' critical thinking dispositions. This study identified critical thinking dispositions of Korean nursing students according to academic level and satisfaction with nursing. A cross-sectional questionnaire survey was conducted among 1074 students in four colleges who completed the self-reported Critical Thinking Disposition Scale. Descriptive and univariate general linear model analyses were performed. The critical thinking disposition score increased according to academic level until junior year, after which it decreased in the senior year. Nursing students who were satisfied with nursing reported higher levels of critical thinking than those who were not satisfied or who responded neutrally. The critical thinking scores of nursing students not satisfied with nursing dropped greatly in the senior year. These results suggest the importance of targeting the development of curriculum and teaching methods for seniors and students who have a lower level of satisfaction with nursing to increase their critical thinking dispositions. Copyright © 2013 Elsevier Ltd. All rights reserved.

  4. Upper High School Students' Understanding of Electromagnetism

    Science.gov (United States)

    Saglam, Murat; Millar, Robin

    2006-01-01

    Although electromagnetism is an important component of upper secondary school physics syllabuses in many countries, there has been relatively little research on students' understanding of the topic. A written test consisting of 16 diagnostic questions was developed and used to survey the understanding of electromagnetism of upper secondary school…

  5. Determining Students' Conceptual Understanding Level of Thermodynamics

    Science.gov (United States)

    Saricayir, Hakan; Ay, Selahattin; Comek, Arif; Cansiz, Gokhan; Uce, Musa

    2016-01-01

    Science students find heat, temperature, enthalpy and energy in chemical reactions to be some of the most difficult subjects. It is crucial to define their conceptual understanding level in these subjects so that educators can build upon this knowledge and introduce new thermodynamics concepts. This paper reports conceptual understanding levels of…

  6. Educating Grade 6 students for higher-order thinking and its influence on creativity

    Directory of Open Access Journals (Sweden)

    Wajeeh Daher

    2017-08-01

    Full Text Available Educating students for higher-order thinking provides them with tools that turn them into more critical thinkers. This supports them in overcoming life problems that they encounter, as well as becoming an integral part of the society. This students’ education is attended to by educational organisations that emphasise the positive consequences of educating students for higher-order thinking, including creative thinking. One way to do that is through educational programmes that educate for higher-order thinking. One such programme is the Cognitive Research Trust (CoRT thinking programme. The present research intended to examine the effect of the participation of Grade 6 students in a CoRT programme on their creative thinking. Fifty-three students participated in the research; 27 participated in a CoRT programme, while 26 did not participate in such programme. The ANCOVA test showed that the students who participated in the CoRT programme outperformed significantly, in creative thinking, the students who did not. Moreover, the students in the CoRT programme whose achievement scores were between 86 and 100 outperformed significantly the other achievement groups of students. Furthermore, students with reported high ability outperformed significantly the other ability groups of students. The results did not show statistically significant differences in students’ creativity attributed to gender.

  7. Understanding student use of differentials in physics integration problems

    Directory of Open Access Journals (Sweden)

    Dehui Hu

    2013-07-01

    Full Text Available This study focuses on students’ use of the mathematical concept of differentials in physics problem solving. For instance, in electrostatics, students need to set up an integral to find the electric field due to a charged bar, an activity that involves the application of mathematical differentials (e.g., dr, dq. In this paper we aim to explore students’ reasoning about the differential concept in physics problems. We conducted group teaching or learning interviews with 13 engineering students enrolled in a second-semester calculus-based physics course. We amalgamated two frameworks—the resources framework and the conceptual metaphor framework—to analyze students’ reasoning about differential concept. Categorizing the mathematical resources involved in students’ mathematical thinking in physics provides us deeper insights into how students use mathematics in physics. Identifying the conceptual metaphors in students’ discourse illustrates the role of concrete experiential notions in students’ construction of mathematical reasoning. These two frameworks serve different purposes, and we illustrate how they can be pieced together to provide a better understanding of students’ mathematical thinking in physics.

  8. Challenges of assessing critical thinking and clinical judgment in nurse practitioner students.

    Science.gov (United States)

    Gorton, Karen L; Hayes, Janice

    2014-03-01

    The purpose of this study was to determine whether there was a relationship between critical thinking skills and clinical judgment in nurse practitioner students. The study used a convenience, nonprobability sampling technique, engaging participants from across the United States. Correlational analysis demonstrated no statistically significant relationship between critical thinking skills and examination-style questions, critical thinking skills and scores on the evaluation and reevaluation of consequences subscale of the Clinical Decision Making in Nursing Scale, and critical thinking skills and the preceptor evaluation tool. The study found no statistically significant relationships between critical thinking skills and clinical judgment. Educators and practitioners could consider further research in these areas to gain insight into how critical thinking is and could be measured, to gain insight into the clinical decision making skills of nurse practitioner students, and to gain insight into the development and measurement of critical thinking skills in advanced practice educational programs. Copyright 2014, SLACK Incorporated.

  9. Understanding policy research in liminal spaces: Think tank responses to diverging principles of legitimacy.

    Science.gov (United States)

    McLevey, John

    2015-04-01

    Research on scientific, social scientific, and technical knowledge is increasingly focused on changes in institutionalized fields, such as the commercialization of university-based knowledge. Much less is known about how organizations produce and promote knowledge in the 'thick boundaries' between fields. In this article, I draw on 53 semi-structured interviews with Canadian think-tank executives, researchers, research fellows, and communication officers to understand how think-tank knowledge work is linked to the liminal spaces between institutionalized fields. First, although think-tank knowledge work has a broadly utilitarian epistemic culture, there are important differences between organizations that see intellectual simplicity and political consistency as the most important marker of credibility, versus those that emphasize inconsistency. A second major difference is between think tanks that argue for the separation of research and communication strategies and those that conflate them from beginning to end, arguably subordinating research to demands from more powerful fields. Finally, think tanks display different degrees of instrumentalism toward the public sphere, with some seeking publicity as an end in itself and others using it as a means to influence elite or public opinion. Together, we can see these differences as responses to diverging principles of legitimacy.

  10. Assessing critical thinking in medical sciences students in two sequential semesters: Does it improve?

    Science.gov (United States)

    Athari, Zeinab-Sadat; Sharif, Sayyed-Mostafa; Nasr, Ahmad Reza; Nematbakhsh, Mehdi

    2013-01-01

    Critical thinking is an important outcome criterion of higher education in any discipline. Medical and paramedical students always encounter with many new problems in clinical settings and medicinal laboratory, and critical thinking is an essential skill in obtaining a better approach for problem solving. We performed a pre-and post-test to evaluate the change of critical thinking skills in medical sciences students who enrolled in Isfahan University of Medical Sciences in Iran during the academic years 2008-2010. In a longitudinal design study, the critical thinking skills were compared in medical sciences students in two sequential semesters using the California Critical Thinking Skills Test. The test is divided into two parts (parts 1 and 2), including 17 items in each part. Based on proportional stratified sampling, a groups of students (group 1, n=159) were selected from the university population, who enrolled in medicine, pharmacy, nursing, and rehabilitation colleges. The students in group 1 were asked to complete the part 1 of the test (phase I). After one semester, another group (group 2, n=138) from the same population was randomly selected, and they were asked to complete the part two (phase II). The students' demographic data also were recorded. The California critical thinking skills test was translated and it validity and reliability were approved before. No significant difference was observed between the two groups in the demographic data. The students critical thinking scores in phase II significantly reduced in comparison with phase 1 (pstudents' critical thinking.

  11. Mathematical thinking styles of undergraduate students and their achievement in mathematics

    Science.gov (United States)

    Risnanosanti

    2017-08-01

    The main purpose of this study is to analyze the role of mathematical thinking styles in students' achievement in mathematics. On the basis of this study, it is also to generate recommendation for classroom instruction. The two specific aims are; first to observe students' mathematical thinking styles during problem solving, the second to asses students' achievement in mathematics. The data were collected by using Mathematical Thinking Styles questionnaires and test of students' achievement in mathematics. The subject in this study was 35 students from third year at mathematics study program of Muhammadiyah University of Bengkulu in academic year 2016/2017. The result of this study was that the students have three mathematical thinking styles (analytic, visual, and integrated), and the students who have analytic styles have better achievement than those who have visual styles in mathematics.

  12. Fostering 21st-Century Evolutionary Reasoning: Teaching Tree Thinking to Introductory Biology Students.

    Science.gov (United States)

    Novick, Laura R; Catley, Kefyn M

    2016-01-01

    The ability to interpret and reason from Tree of Life (ToL) diagrams has become a vital component of science literacy in the 21st century. This article reports on the effectiveness of a research-based curriculum, including an instructional booklet, laboratory, and lectures, to teach the fundamentals of such tree thinking in an introductory biology class for science majors. We present the results of a study involving 117 undergraduates who received either our new research-based tree-thinking curriculum or business-as-usual instruction. We found greater gains in tree-thinking abilities for the experimental instruction group than for the business-as-usual group, as measured by performance on our novel assessment instrument. This was a medium size effect. These gains were observed on an unannounced test that was administered ∼5-6 weeks after the primary instruction in tree thinking. The nature of students' postinstruction difficulties with tree thinking suggests that the critical underlying concept for acquiring expert-level competence in this area is understanding that any specific phylogenetic tree is a subset of the complete, unimaginably large ToL. © 2016 L. R. Novick and K. M. Catley. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  13. Exploring Finnish university students' perceived level of critical thinking

    OpenAIRE

    Orszag, Aaron

    2015-01-01

    Critical thinking is believed to be a 21 st century skill that many employers consider crucial when hiring recent graduates. However, it is debated whether critical thinking should be taught in academic foreign language courses at the tertiary level, which primarily aim to develop students’ language and communication skills. This localized, exploratory research examines Finnish university students’ self-reported critical thinking skills a...

  14. Knowledge mobilized by a critical thinking process deployed by nursing students in practical care situations: a qualitative study.

    Science.gov (United States)

    Lechasseur, Kathleen; Lazure, Ginette; Guilbert, Louise

    2011-09-01

    This paper is a report of a qualitative study of mobilization of knowledge within the critical thinking process deployed by female undergraduate nursing students in practical care situations. Holistic practice is based on variety of knowledge mobilized by a critical thinking process. Novices and, more specifically, students experience many difficulties in this regard. Therefore, a better understanding of the knowledge they mobilize in their practice is important for nurse educators. A qualitative study, guided by grounded theory, was carried out. Sixteen nursing students, registered in an undergraduate programme in an Eastern Canadian university, were recruited. Descriptions of practical care situations were obtained through explicitation interviews in 2007. A sociodemographic questionnaire, semi-structured interviews and field notes were also used. Data were analysed using an approach based on grounded theory. An additional stage of analysis involved data condensation. Various types of knowledge guide nursing students' practice. These include intrapersonal, interpersonal, perceptual, moral/ethical, experiential, practical, scientific and contextual knowledge. The mobilization of these types of knowledge is only possible when the process of critical thinking has attained a higher level, giving rise to a new knowledge that we have termed combinational constructive knowledge rather than aesthetic knowledge. Clarification of the types of knowledge guiding the practice of student nurses and of the role of critical thinking in their mobilization could lead to innovative educational strategies. The findings provide guidance for the revision and development of both academic and clinical training programmes. © 2011 Blackwell Publishing Ltd.

  15. Clinical concept mapping: Does it improve discipline-based critical thinking of nursing students?

    Science.gov (United States)

    Moattari, Marzieh; Soleimani, Sara; Moghaddam, Neda Jamali; Mehbodi, Farkhondeh

    2014-01-01

    Enhancing nursing students' critical thinking is a challenge faced by nurse educators. This study aimed at determining the effect of clinical concept mapping on discipline-based critical thinking of nursing students. In this quasi-experimental post-test only design, a convenient sample of 4(th) year nursing students (N = 32) participated. They were randomly divided into two groups. The experimental group participated in a 1-day workshop on clinical concept mapping. They were also assigned to use at least two clinical concepts mapping during their clinical practice. Post-test was done using a specially designed package consisting of vignettes for measurement of 17 dimensions of critical thinking in nursing under two categories of cognitive critical thinking skills and habits of mind. They were required to write about how they would use a designated critical thinking skills or habits of mind to accomplish the nursing actions. The students' responses were evaluated based on identification of critical thinking, justification, and quality of the student's response. The mean score of both groups was compared by Mann-Whitney test using SPSS version 16.5. The results of the study revealed a significant difference between the two groups' critical thinking regarding identification, justification, and quality of responses, and overall critical thinking scores, cognitive thinking skills, and habits of mind. The two groups also differed significantly from each other in 11 out of 17 dimensions of critical thinking. Clinical concept mapping is a valuable strategy for improvement of critical thinking of nursing students. However, further studies are recommended to generalize this result to nursing students in their earlier stage of education.

  16. Industrial Student Apprenticeship: Understanding Health and Safety

    Science.gov (United States)

    Simanjuntak, M. V.; Abdullah, A. G.; Puspita, R. H.; Mahdan, D.; Kamaludin, M.

    2018-02-01

    The level of accident in industry is very high caused by lack of knowledge and awareness of workers toward the health and safety. Health and Safety are efforts to create a comfortable and productive atmosphere to accomplish a purpose or goal as maximum risk in the workplace. Vocational Education students must conduct training on business and industry, prior to that they should have a clear understanding on occupational health and safety. The purpose of this research is to analyze the understanding, preparation, and implementation of work health and safety of the students. Method used is descriptive method and data are collected using instrument, observation and interview. The result of study is conclusion of understanding occupational health and safety of vocational education students.

  17. Current Trends in Developing Medical Students' Critical Thinking Abilities

    Directory of Open Access Journals (Sweden)

    Peter H. Harasym

    2008-07-01

    Full Text Available Health care is fallible and prone to diagnostic and management errors. The major categories of diagnostic errors include: (1 no-fault errors—the disease is present but not detected; (2 system errors—a diagnosis is delayed or missed because of the imperfection in the health care system; and (3 cognitive errors—a misdiagnosis from faulty data collection or interpretation, flawed reasoning, or incomplete knowledge. Approximately one third of patient problems are mismanaged because of diagnostic errors. Part of the solution lies in improving the diagnostic skills and critical thinking abilities of physicians as they progress through medical school and residency training. However, this task is challenging since both medical problem-solving and the learning environments are complex and not easily understood. There are many interacting variables including the motivation of the medical student (e.g. deep versus surface learning, the acquisition and evolution of declarative and conditional knowledge (e.g. reduced, dispersed, elaborated, scheme, and scripted, problem-solving strategies (e.g. procedural knowledge—guessing, hypothetical deductive, scheme inductive, and pattern recognition, curricular models (e.g. apprenticeship, discipline-based, body system-based, case-based, clinical presentation-based, teaching strategies (e.g. teaching general to specific or specific to general, the presented learning opportunities (PBL versus scheme inductive PBL, and the nature of the learning environment (e.g. modeling critical thinking and expert problem-solving. This paper elaborates on how novices differ from experts and how novices can be educated in a manner that enhances their level of expertise and diagnostic abilities as they progress through several years of medical training.

  18. Understanding adolescent student perceptions of science education

    Science.gov (United States)

    Ebert, Ellen Kress

    This study used the Relevance of Science Education (ROSE) survey (Sjoberg & Schreiner, 2004) to examine topics of interest and perspectives of secondary science students in a large school district in the southwestern U.S. A situated learning perspective was used to frame the project. The research questions of this study focused on (a) perceptions students have about themselves and their science classroom and how these beliefs may influence their participation in the community of practice of science; (b) consideration of how a future science classroom where the curriculum is framed by the Next Generation Science Standards might foster students' beliefs and perceptions about science education and their legitimate peripheral participation in the community of practice of science; and (c) reflecting on their school science interests and perspectives, what can be inferred about students' identities as future scientists or STEM field professionals? Data were collected from 515 second year science students during a 4-week period in May of 2012 using a Web-based survey. Data were disaggregated by gender and ethnicity and analyzed descriptively and by statistical comparison between groups. Findings for Research Question 1 indicated that boys and girls showed statistically significant differences in scientific topics of interest. There were no statistical differences between ethnic groups although. For Research Question 2, it was determined that participants reported an increase in their interest when they deemed the context of the content to be personally relevant. Results for Research Question 3 showed that participants do not see themselves as youthful scientists or as becoming scientists. While participants value the importance of science in their lives and think all students should take science, they do not aspire to careers in science. Based on this study, a need for potential future work has been identified in three areas: (a) exploration of the perspectives and

  19. Students' Understanding of Stern Gerlach Experiment

    International Nuclear Information System (INIS)

    Zhu Guangtian; Singh, Chandralekha

    2009-01-01

    The Stern Gerlach experiment has played a central role in the discovery of spin angular momentum and it has also played a pivotal role in elucidating foundational issues in quantum mechanics. Here, we discuss investigation of students' difficulties related to the Stern Gerlach experiment by giving written tests and interviewing advanced undergraduate and graduate students in quantum mechanics. We also discuss preliminary data that suggest that the Quantum Interactive Learning Tutorial (QuILT) related to the Stern Gerlach experiment is helpful in improving students' understanding of these concepts.

  20. An investigation of student thinking regarding calorimetry, entropy, and the second law of thermodynamics

    Science.gov (United States)

    Christensen, Warren Michael

    This thesis constitutes an investigation into student understanding of concepts in thermal physics in an introductory calculus-based university physics course. Nearly 90% of students enrolled in the course had previous exposure to thermodynamics concepts in chemistry and/or high-school physics courses. The two major thrusts of this work are (1) an exploration of student approaches to solving calorimetry problems involving two substances with differing specific heats, and (2) a careful probing of student ideas regarding certain aspects of entropy and the second law of thermodynamics. We present extensive free-response, interview, and multiple-choice data regarding students' ideas, collected both before and after instruction from a diverse set of course semesters and instructors. For topics in calorimetry, we found via interviews that students frequently get confused by, or tend to overlook, the detailed proportional reasoning or algebraic procedures that could lead to correct solutions. Instead, students often proceed with semi-intuitive reasoning that at times may be productive, but more often leads to inconsistencies and non-uniform conceptual understanding. Our investigation of student thinking regarding entropy suggests that prior to instruction, students have consistent and distinct patterns of incorrect or incomplete responses that often persist despite deliberate and focused efforts by the instructor. With modified instruction based on research-based materials, significant learning gains were observed on certain key concepts, e.g., that the entropy of the universe increases for all non-ideal processes. The methodology for our work is described, the data are discussed and analyzed, and a description is given of goals for future work in this area.

  1. Developing seventh grade students' systems thinking skills in the context of the human circulatory system.

    Science.gov (United States)

    Raved, Lena; Yarden, Anat

    2014-01-01

    Developing systems thinking skills in school can provide useful tools to deal with a vast amount of medical and health information that may help learners in decision making in their future lives as citizen. Thus, there is a need to develop effective tools that will allow learners to analyze biological systems and organize their knowledge. Here, we examine junior high school students' systems thinking skills in the context of the human circulatory system. A model was formulated for developing teaching and learning materials and for characterizing students' systems thinking skills. Specifically, we asked whether seventh grade students, who studied about the human circulatory system, acquired systems thinking skills, and what are the characteristics of those skills? Concept maps were used to characterize students' systems thinking components and examine possible changes in the students' knowledge structure. These maps were composed by the students before and following the learning process. The study findings indicate a significant improvement in the students' ability to recognize the system components and the processes that occur within the system, as well as the relationships between different levels of organization of the system, following the learning process. Thus, following learning students were able to organize the systems' components and its processes within a framework of relationships, namely the students' systems thinking skills were improved in the course of learning using the teaching and learning materials.

  2. Towards an understanding of students’ thinking in learning new and unfamiliar concepts: Focus on the factorial function

    Directory of Open Access Journals (Sweden)

    Satsope Maoto

    2015-11-01

    Full Text Available This study used participant observation to explore students’ thinking when learning the concept of factorial functions. First-year university students undertaking a mathematics methodology course were asked to find the number of ways in which five people could sit around a circular table with five seats. Using grounded theory as a qualitative research strategy, we analysed student responses and written reflections according to the sequence of their experiential realities: practical and textual experiences. This was followed by an analysis of their reflections on both experiences in a pedagogical context. We found that the way basic mathematics operations are learned impacts on the student’s ability to experience components of new problems as familiar. Consequently, they encounter these problems as new and unfamiliar. At the same time we found that engagement with practical experience does allow for the emergence of representations that have the potential to be used as foundations for learning new and unfamiliar concepts. The blending of practical, textual and teaching experiences provoked students’ thinking and ultimately their understanding of a given new and unfamiliar mathematics concept.

  3. Using Student Writing and Lexical Analysis to Reveal Student Thinking about the Role of Stop Codons in the Central Dogma.

    Science.gov (United States)

    Prevost, Luanna B; Smith, Michelle K; Knight, Jennifer K

    2016-01-01

    Previous work has shown that students have persistent difficulties in understanding how central dogma processes can be affected by a stop codon mutation. To explore these difficulties, we modified two multiple-choice questions from the Genetics Concept Assessment into three open-ended questions that asked students to write about how a stop codon mutation potentially impacts replication, transcription, and translation. We then used computer-assisted lexical analysis combined with human scoring to categorize student responses. The lexical analysis models showed high agreement with human scoring, demonstrating that this approach can be successfully used to analyze large numbers of student written responses. The results of this analysis show that students' ideas about one process in the central dogma can affect their thinking about subsequent and previous processes, leading to mixed models of conceptual understanding. © 2016 L. B. Prevost et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  4. Analitycal Descriptive Study of Students' Critical Mathematic Thinking Ability Through Graded Response Model (Grm)

    OpenAIRE

    nurul, didin; zahra anasha, zara

    2013-01-01

    Critical mathematic thinking ability is very important to solve daily problems. But in reality, junior high school students' critical mathematic thinking ability is still low. Ability measurement such as measurement of critical mathematic thinking ability cannot be measured through multiple choices test. In that case, an essay test in which graded scoring is used as scoring technique more suitable than multiple choices test. The result of the essay test will be analyzed to describe...

  5. A Cognition Analysis of QUASAR's Mathematics Performance Assessment Tasks and Their Sensitivity to Measuring Changes in Middle School Students' Thinking and Reasoning.

    Science.gov (United States)

    Cai, Jinfa, And Others

    1996-01-01

    Presents a conceptual framework for analyzing students' mathematical understanding, reasoning, problem solving, and communication. Analyses of student responses indicated that the tasks appear to measure the complex thinking and reasoning processes that they were designed to assess. Concludes that the QUASAR assessment tasks can capture changes in…

  6. University Students' Understanding of Chemical Thermodynamics

    Science.gov (United States)

    Sreenivasulu, Bellam; Subramaniam, R.

    2013-01-01

    This study explored undergraduate students' understanding of the chemistry topic of thermodynamics using a 4-tier diagnostic instrument, comprising 30 questions, and follow-up interviews. An additional objective of the study was to assess the utility of the 4-tier instrument for use in studies on alternative conceptions (ACs) as there has been no…

  7. Investigating student understanding of simple harmonic motion

    Science.gov (United States)

    Somroob, S.; Wattanakasiwich, P.

    2017-09-01

    This study aimed to investigate students’ understanding and develop instructional material on a topic of simple harmonic motion. Participants were 60 students taking a course on vibrations and wave and 46 students taking a course on Physics 2 and 28 students taking a course on Fundamental Physics 2 on the 2nd semester of an academic year 2016. A 16-question conceptual test and tutorial activities had been developed from previous research findings and evaluated by three physics experts in teaching mechanics before using in a real classroom. Data collection included both qualitative and quantitative methods. Item analysis and whole-test analysis were determined from student responses in the conceptual test. As results, most students had misconceptions about restoring force and they had problems connecting mathematical solutions to real motions, especially phase angle. Moreover, they had problems with interpreting mechanical energy from graphs and diagrams of the motion. These results were used to develop effective instructional materials to enhance student abilities in understanding simple harmonic motion in term of multiple representations.

  8. Effects of using the developing nurses' thinking model on nursing students' diagnostic accuracy.

    Science.gov (United States)

    Tesoro, Mary Gay

    2012-08-01

    This quasi-experimental study tested the effectiveness of an educational model, Developing Nurses' Thinking (DNT), on nursing students' clinical reasoning to achieve patient safety. Teaching nursing students to develop effective thinking habits that promote positive patient outcomes and patient safety is a challenging endeavor. Positive patient outcomes and safety are achieved when nurses accurately interpret data and subsequently implement appropriate plans of care. This study's pretest-posttest design determined whether use of the DNT model during 2 weeks of clinical postconferences improved nursing students' (N = 83) diagnostic accuracy. The DNT model helps students to integrate four constructs-patient safety, domain knowledge, critical thinking processes, and repeated practice-to guide their thinking when interpreting patient data and developing effective plans of care. The posttest scores of students from the intervention group showed statistically significant improvement in accuracy. Copyright 2012, SLACK Incorporated.

  9. Context and clinical reasoning : Understanding the medical student perspective.

    Science.gov (United States)

    McBee, Elexis; Ratcliffe, Temple; Schuwirth, Lambert; O'Neill, Daniel; Meyer, Holly; Madden, Shelby J; Durning, Steven J

    2018-04-27

    Studies have shown that a physician's clinical reasoning performance can be influenced by contextual factors. We explored how the clinical reasoning performance of medical students was impacted by contextual factors in order to expand upon previous findings in resident and board certified physicians. Using situated cognition as the theoretical framework, our aim was to evaluate the verbalized clinical reasoning processes of medical students in order to describe what impact the presence of contextual factors has on their reasoning performance. Seventeen medical student participants viewed three video recordings of clinical encounters portraying straightforward diagnostic cases in internal medicine with explicit contextual factors inserted. Participants completed a computerized post-encounter form as well as a think-aloud protocol. Three authors analyzed verbatim transcripts from the think-aloud protocols using a constant comparative approach. After iterative coding, utterances were analyzed and grouped into categories and themes. Six categories and ten associated themes emerged, which demonstrated overlap with findings from previous studies in resident and attending physicians. Four overlapping categories included emotional disturbances, behavioural inferences about the patient, doctor-patient relationship, and difficulty with closure. Two new categories emerged to include anchoring and misinterpretation of data. The presence of contextual factors appeared to impact clinical reasoning performance in medical students. The data suggest that a contextual factor can be innate to the clinical scenario, consistent with situated cognition theory. These findings build upon our understanding of clinical reasoning performance from both a theoretical and practical perspective.

  10. Clinical concept mapping: Does it improve discipline-based critical thinking of nursing students?

    Science.gov (United States)

    Moattari, Marzieh; Soleimani, Sara; Moghaddam, Neda Jamali; Mehbodi, Farkhondeh

    2014-01-01

    Background: Enhancing nursing students’ critical thinking is a challenge faced by nurse educators. This study aimed at determining the effect of clinical concept mapping on discipline-based critical thinking of nursing students. Materials and Methods: In this quasi-experimental post-test only design, a convenient sample of 4th year nursing students (N = 32) participated. They were randomly divided into two groups. The experimental group participated in a 1-day workshop on clinical concept mapping. They were also assigned to use at least two clinical concepts mapping during their clinical practice. Post-test was done using a specially designed package consisting of vignettes for measurement of 17 dimensions of critical thinking in nursing under two categories of cognitive critical thinking skills and habits of mind. They were required to write about how they would use a designated critical thinking skills or habits of mind to accomplish the nursing actions. The students’ responses were evaluated based on identification of critical thinking, justification, and quality of the student's response. The mean score of both groups was compared by Mann-Whitney test using SPSS version 16.5. Results: The results of the study revealed a significant difference between the two groups’ critical thinking regarding identification, justification, and quality of responses, and overall critical thinking scores, cognitive thinking skills, and habits of mind. The two groups also differed significantly from each other in 11 out of 17 dimensions of critical thinking. Conclusion: Clinical concept mapping is a valuable strategy for improvement of critical thinking of nursing students. However, further studies are recommended to generalize this result to nursing students in their earlier stage of education. PMID:24554963

  11. Refractive Thinking Profile In Solving Mathematical Problem Reviewed from Students Math Capability

    Science.gov (United States)

    Maslukha, M.; Lukito, A.; Ekawati, R.

    2018-01-01

    Refraction is a mental activity experienced by a person to make a decision through reflective thinking and critical thinking. Differences in mathematical capability have an influence on the difference of student’s refractive thinking processes in solving math problems. This descriptive research aims to generate a picture of refractive thinking of students in solving mathematical problems in terms of students’ math skill. Subjects in this study consisted of three students, namely students with high, medium, and low math skills based on mathematics capability test. Data collection methods used are test-based methods and interviews. After collected data is analyzed through three stages that are, condensing and displaying data, data display, and drawing and verifying conclusion. Results showed refractive thinking profiles of three subjects is different. This difference occurs at the planning and execution stage of the problem. This difference is influenced by mathematical capability and experience of each subject.

  12. Critical Thinking Skills Of Junior High School Female Students With High Mathematical Skills In Solving Contextual And Formal Mathematical Problems

    Science.gov (United States)

    Ismail; Suwarsono, St.; Lukito, A.

    2018-01-01

    Critical thinking is one of the most important skills of the 21st century in addition to other learning skills such as creative thinking, communication skills and collaborative skills. This is what makes researchers feel the need to conduct research on critical thinking skills in junior high school students. The purpose of this study is to describe the critical thinking skills of junior high school female students with high mathematical skills in solving contextual and formal mathematical problems. To achieve this is used qualitative research. The subject of the study was a female student of eight grade junior high school. The students’ critical thinking skills are derived from in-depth problem-based interviews using interview guidelines. Interviews conducted in this study are problem-based interviews, which are done by the subject given a written assignment and given time to complete. The results show that critical thinking skills of female high school students with high math skills are as follows: In solving the problem at the stage of understanding the problem used interpretation skills with sub-indicators: categorization, decode, and clarify meaning. At the planning stage of the problem-solving strategy is used analytical skills with sub-indicators: idea checking, argument identification and argument analysis and evaluation skills with sub indicators: assessing the argument. In the implementation phase of problem solving, inference skills are used with subindicators: drawing conclusions, and problem solving and explanatory skills with sub-indicators: problem presentation, justification procedures, and argument articulation. At the re-checking stage all steps have been employed self-regulatory skills with sub-indicators: self-correction and selfstudy.

  13. Independent learning modules enhance student performance and understanding of anatomy.

    Science.gov (United States)

    Serrat, Maria A; Dom, Aaron M; Buchanan, James T; Williams, Alison R; Efaw, Morgan L; Richardson, Laura L

    2014-01-01

    Didactic lessons are only one part of the multimodal teaching strategies used in gross anatomy courses today. Increased emphasis is placed on providing more opportunities for students to develop lifelong learning and critical thinking skills during medical training. In a pilot program designed to promote more engaged and independent learning in anatomy, self-study modules were introduced to supplement human gross anatomy instruction at Joan C. Edwards School of Medicine at Marshall University. Modules use three-dimensional constructs to help students understand complex anatomical regions. Resources are self-contained in portable bins and are accessible at any time. Students use modules individually or in groups in a structured self-study format that augments material presented in lecture and laboratory. Pilot outcome data, measured by feedback surveys and examination performance statistics, suggest that the activity may be improving learning in gross anatomy. Positive feedback on both pre- and post-examination surveys showed that students felt the activity helped to increase their understanding of the topic. In concordance with student perception, average examination scores on module-related laboratory and lecture questions were higher in the two years of the pilot program compared with the year before its initiation. Modules can be fabricated on a modest budget using minimal resources, making implementation practical for smaller institutions. Upper level medical students assist in module design and upkeep, enabling continuous opportunities for vertical integration across the curriculum. This resource offers a feasible mechanism for enhancing independent and lifelong learning competencies, which could be a valuable complement to any gross anatomy curriculum. © 2014 American Association of Anatomists.

  14. The contribution of research on expertise to understanding of expert thinking

    Directory of Open Access Journals (Sweden)

    Krnjaić Zora

    2013-01-01

    Full Text Available Expertise is determined based on the high level of mastery of knowledge and skills in different areas of human activities (science, art, sports and other less formal domains. This paper explores the contribution of empirical research on expertise to understanding of the nature of expert thinking. For that purpose we have compiled an overview and performed an analysis of the findings of relevant research on expertise based on different approaches and paradigms. We have included the studies that researched experts singled out based on their exceptional performances in different domains (absolute expertise and the studies based on comparing experts with novices (relative expertise. We have analyzed the studies using different paradigms: psychometric and cognitive paradigms, as well as the new offshoot, the paradigm based on viewing giftedness as developing expertise. Research results provide empirically grounded findings on the characteristics of expert thinking and consistently point to the fact that knowledge is the core of expertise. The characteristics of expert knowledge are operationalized via the quantity and organization of knowledge and the mastery of deep contents and knowledge systems, which enables the recognition of rules, models and information sets, as well as the use of knowledge in further studying, detecting and solving different problems. It can be concluded that research findings on expertise are one of the foundations in the conceptualization of expert thinking. They significantly contribute to obtaining an insight into the way in which knowledge shapes thought and into understanding the mechanisms of demonstrating knowledge in the mental processes of experts.

  15. Assessing High Order Thinking of Students Participating in the "WISE" Project in Israel.

    Science.gov (United States)

    Tal, Revital; Hochberg, Nurit

    2003-01-01

    Studied the higher order thinking of 53 Israeli ninth graders in 3 schools using the Web-Based Inquiry Science Environment (WISE) learning environment to study about malaria. Findings show that all students used higher order thinking skills and that their English was good enough to use the WISE learning environment in the Israeli setting. (SLD)

  16. Designscholar: Examining Creative Thinking in an Online Learning Community for Interior Design Graduate Students

    Science.gov (United States)

    Ransdell, Marlo Evelyn

    2009-01-01

    This study examined the creative thinking of interior design graduate students in an online learning community. This study considered potential changes in creative thinking (fluency, flexibility, originality, and elaboration) about design research resulting from peer-led online discussions. It further studied the learner characteristics of…

  17. Learning Critical Thinking in Saudi Arabia: Student Perceptions of Secondary Pre-Service Teacher Education Programs

    Science.gov (United States)

    Allamnakhrah, Alhasan

    2013-01-01

    Saudi scholars have been agitating for education reforms to incorporate critical thinking in education programs. This paper is a qualitative case study undertaken at King Abdul Aziz University and Arab Open University and examines students' perception of learning critical thinking in secondary pre-service teacher education programs in Saudi…

  18. Unraveling the Effects of Critical Thinking Instructions, Practice, and Self-Explanation on Students' Reasoning Performance

    Science.gov (United States)

    Heijltjes, Anita; van Gog, Tamara; Leppink, Jimmie; Paas, Fred

    2015-01-01

    Acquisition of critical thinking skills is considered an important goal in higher education, but it is still unclear which specific instructional techniques are effective for fostering it. The main aim of this study was to unravel the impact of critical thinking instructions, practice, and self-explanation prompts during practice, on students'…

  19. Nursing student stories on learning how to think like a nurse.

    Science.gov (United States)

    Di Vito-Thomas, Pam

    2005-01-01

    The ability to think critically, improve clinical systems, and decrease errors in clinical judgments are ever the vision of nursing practice. The author describes the thinking processes of nursing students as they make clinical judgments and the most important teaching/learning strategies that help develop their clinical judgment.

  20. Teachers' learning about research for enhancing students' thinking skills in science learning

    Science.gov (United States)

    Nammungkhun, Wisanugorn; Satchukorn, Sureerat; Saenpuk, Nudchanard; Yuenyong, Chokchai; Chantharanuwong, Warawun

    2018-01-01

    This paper aimed to clarify teachers' learning about research for enhancing students' thinking skills in science learning. The study applied the lens of sociocultural view of learning to discuss teachers' learning about research. Participants included teachers who participated in the project of thinking research schools: research for enhancing students' thinking skills. The project of thinking research schools provided participants chance to learn knowledge about research and thinking research, doing research and publication, and participate in the international conference. Methodology regarded ethnographic research. The tools of interpretation included participant observation, interview, and document analysis. The researchers as participants of the research project of thinking research schools tried to clarify what they learned about research from their way of seeing the view of research about enhancing students' thinking skills through participant observation. The findings revealed what and how teachers as apprenticeship learn about research through legitimate peripheral participation in the research project community of practice. The paper clarified teachers' conceptualization about research for enhancing students' thinking through the workshop, doing research, writing up research article with supported by experts, presenting research in the international conference, editing their research article on the way of publishing, and so on.

  1. Critical Thinking among Post-Graduate Diploma in Education Students in Higher Education: Reality or Fuss?

    Science.gov (United States)

    Moeti, Bakadzi; Mgawi, Rabson Killion; Moalosi, Waitshega Tefo Smitta

    2017-01-01

    Critical thinking is recognised as an influential attribute to achieve quality learning and teaching in higher education institutions world over. This interpretive research study explored the critical thinking among PGDE students at the University of Botswana. The aim of the study was to identify factors contributing to the application of critical…

  2. The Use of Decision Cases to Foster Critical Thinking in Social Work Students

    Science.gov (United States)

    Milner, Marleen; Wolfer, Terry

    2014-01-01

    This article discusses the vital importance of developing critical thinking skills in social work students and explores the use of case-based instruction as a means of fostering those skills. The challenges inherent in the teaching and assessment of critical thinking are addressed. The history and theoretical underpinnings for the use of decision…

  3. Moving beyond Assessment to Improving Students' Critical Thinking Skills: A Model for Implementing Change

    Science.gov (United States)

    Haynes, Ada; Lisic, Elizabeth; Goltz, Michele; Stein, Barry; Harris, Kevin

    2016-01-01

    This research examines how the use of the CAT (Critical thinking Assessment Test) and involvement in CAT-Apps (CAT Applications within the discipline) training can serve as an important part of a faculty development model that assists faculty in the assessment of students' critical thinking skills and in the development of these skills within…

  4. Using Teacher Questions to Enhance EFL Students' Critical Thinking Ability

    Science.gov (United States)

    Feng, Zhiwen

    2013-01-01

    In this era of information and economic globalization, developing critical thinking skills in college students has been set as a primary goal and learning outcome in higher education. Teaching critical thinking, however, is a great challenge to most EFL teachers. This article, therefore, attempts to examine the nature and teachability of critical…

  5. Examining the Critical Thinking Dispositions and the Problem Solving Skills of Computer Engineering Students

    Science.gov (United States)

    Özyurt, Özcan

    2015-01-01

    Problem solving is an indispensable part of engineering. Improving critical thinking dispositions for solving engineering problems is one of the objectives of engineering education. In this sense, knowing critical thinking and problem solving skills of engineering students is of importance for engineering education. This study aims to determine…

  6. Relationships between Concept Mapping and Critical Thinking Skills of Vocational Nursing Students

    Science.gov (United States)

    Carson-Davis, Shirley

    2012-01-01

    The task of developing vocational nursing students' critical thinking abilities is one of the greatest challenges facing nurse educators today. Licensed vocational nurses (LVNs) must be trained to think critically in order to provide safe patient care. Due to the expanded role and functions in the LVN's scope of practice, LVNs are making more…

  7. Framework of Assessment for the Evaluation of Thinking Skills of Tertiary Level Students

    Science.gov (United States)

    Heng, Chan Swee; Ziguang, Yan

    2015-01-01

    In the 21st century, students are required to master thinking skills in order to deal with many situations that arise in the tertiary environment which later would translate into the workplace. Nowadays, thinking skills play a vital role in tertiary education. To provide an approach for teachers, this paper identifies a 4-step model that can be…

  8. The effect of reflective writing interventions on the critical thinking skills and dispositions of baccalaureate nursing students.

    Science.gov (United States)

    Naber, Jessica; Wyatt, Tami H

    2014-01-01

    The importance of critical thinking is well-documented by the American Association of Colleges of Nursing and the National League for Nursing. Reflective writing is often used to increase understanding and analytical ability. The lack of empirical evidence about the effect of reflective writing interventions on critical thinking supports the examination of this concept. Study objectives were: This study used an experimental, pretest-posttest design. The setting was two schools of nursing at universities in the southern United States. The convenience sample included 70 fourth-semester students in baccalaureate nursing programs. Randomly assigned control and experimental groups completed the California Critical Thinking Skills Test (CCTST) and the California Critical Thinking Dispositions Inventory Test (CCTDI). The experimental group completed six reflective writing assignments. Both groups completed the two tests again. Results showed that the experimental group had a significant increase (p=0.03) on the truthseeking subscale of the CCTDI when compared to the control group. The experimental group's scores increased on four CCTST subscales and were higher than the control group's on three CCTST subscales. The results of this study make it imperative for nursing schools to consider including reflective writing-especially assignments based on Paul's (1993) model-in nursing courses. If future studies, testing over longer periods of time, show significant increases in critical thinking, those interventions could be incorporated into nursing curriculum and change the way nurse educators evaluate students. Copyright © 2013 Elsevier Ltd. All rights reserved.

  9. The analysis of probability task completion; Taxonomy of probabilistic thinking-based across gender in elementary school students

    Science.gov (United States)

    Sari, Dwi Ivayana; Budayasa, I. Ketut; Juniati, Dwi

    2017-08-01

    Formulation of mathematical learning goals now is not only oriented on cognitive product, but also leads to cognitive process, which is probabilistic thinking. Probabilistic thinking is needed by students to make a decision. Elementary school students are required to develop probabilistic thinking as foundation to learn probability at higher level. A framework of probabilistic thinking of students had been developed by using SOLO taxonomy, which consists of prestructural probabilistic thinking, unistructural probabilistic thinking, multistructural probabilistic thinking and relational probabilistic thinking. This study aimed to analyze of probability task completion based on taxonomy of probabilistic thinking. The subjects were two students of fifth grade; boy and girl. Subjects were selected by giving test of mathematical ability and then based on high math ability. Subjects were given probability tasks consisting of sample space, probability of an event and probability comparison. The data analysis consisted of categorization, reduction, interpretation and conclusion. Credibility of data used time triangulation. The results was level of boy's probabilistic thinking in completing probability tasks indicated multistructural probabilistic thinking, while level of girl's probabilistic thinking in completing probability tasks indicated unistructural probabilistic thinking. The results indicated that level of boy's probabilistic thinking was higher than level of girl's probabilistic thinking. The results could contribute to curriculum developer in developing probability learning goals for elementary school students. Indeed, teachers could teach probability with regarding gender difference.

  10. Teaching and Understanding the Concept of Critical Thinking Skills within Michigan Accredited Associate Degree Dental Hygiene Programs

    Science.gov (United States)

    Beistle, Kimberly S.

    2012-01-01

    This study explores dental hygiene faculty's perceptions regarding the issues surrounding the concept of critical thinking skills integration within Michigan accredited associate degree dental hygiene programs. The primary research goals are to determine faculty understanding of the concept of critical thinking, identify personal and departmental…

  11. The role of critical thinking skills and learning styles of university students in their academic performance

    Science.gov (United States)

    GHAZIVAKILI, ZOHRE; NOROUZI NIA, ROOHANGIZ; PANAHI, FARIDE; KARIMI, MEHRDAD; GHOLSORKHI, HAYEDE; AHMADI, ZARRIN

    2014-01-01

    Introduction: The Current world needs people who have a lot of different abilities such as cognition and application of different ways of thinking, research, problem solving, critical thinking skills and creativity. In addition to critical thinking, learning styles is another key factor which has an essential role in the process of problem solving. This study aimed to determine the relationship between learning styles and critical thinking of students and their academic performance in Alborz University of Medical Science. Methods: This cross-correlation study was performed in 2012, on 216 students of Alborz University who were selected randomly by the stratified random sampling. The data was obtained via a three-part questionnaire included demographic data, Kolb standardized questionnaire of learning style and California critical thinking standardized questionnaire. The academic performance of the students was extracted by the school records. The validity of the instruments was determined in terms of content validity, and the reliability was gained through internal consistency methods. Cronbach's alpha coefficient was found to be 0.78 for the California critical thinking questionnaire. The Chi Square test, Independent t-test, one way ANOVA and Pearson correlation test were used to determine relationship between variables. The Package SPSS14 statistical software was used to analyze data with a significant level of pcritical thinking of the students showed that the mean of deductive reasoning and evaluation skills were higher than that of other skills and analytical skills had the lowest mean and there was a positive significant relationship between the students’ performance with inferential skill and the total score of critical thinking skills (pcritical thinking had significant difference between different learning styles. Conclusion: The results of this study showed that the learning styles, critical thinking and academic performance are significantly associated

  12. Effects of teaching with mysteries on students' geographical thinking skills

    NARCIS (Netherlands)

    Karkdijk, J.; van der Schee, J.A.; Admiraal, W.F.

    2013-01-01

    Thinking Through Geography (TTG) strategies are popular in secondary education. Geography teachers see these strategies to be powerful to stimulate thinking geographically. However, empirical evidence is scarce. Based on a quasi-experimental design, effects of mysteries, one of the more famous TTG

  13. Critical Thinking Skills of United States Dental Hygiene Students

    Science.gov (United States)

    Notgarnie, Howard M.

    2011-01-01

    The complexity of decision-making in dental hygienists' practice requires critical thinking skills. Interest in raising educational standards for entry into the dental hygiene profession is a response to the demand for enhanced professional skills, including critical thinking skills. No studies found in the course of literature review compared…

  14. Physics Textbooks: Do They Promote or Inhibit Students' Creative Thinking

    Science.gov (United States)

    Klieger, Aviva; Sherman, Guy

    2015-01-01

    Creativity can be viewed from different perspectives, such as the creative thinking process, the product, the creative environment and the individual. The physics domain, which is based on experiments, research, hypotheses and thinking outside the box, can serve as an excellent grounding for creativity development. This article focuses on creative…

  15. A schema theory analysis of students' think aloud protocols in an STS biology context

    Science.gov (United States)

    Quinlan, Catherine Louise

    This dissertation study is a conglomerate of the fields of Science Education and Applied Cognitive Psychology. The goal of this study is to determine what organizational features and knowledge representation patterns high school students exhibit over time for issues pertinent to science and society. Participants are thirteen tenth grade students in a diverse suburban-urban classroom in a northeastern state. Students' think alouds are recorded, pre-, post-, and late-post treatment. Treatment consists of instruction in three Science, Technology, and Society (STS) biology issues, namely the human genome project, nutrition and health, and stem cell research. Coding and analyses are performed using Marshall's knowledge representations---identification knowledge, elaboration knowledge, planning knowledge, and execution knowledge, as well as qualitative research analysis methods. Schema theory, information processing theory, and other applied cognitive theory provide a framework in which to understand and explain students' schema descriptions and progressions over time. The results show that students display five organizational features in their identification and elaboration knowledge. Students also fall into one of four categories according to if they display prior schema or no prior schema, and their orientation "for" or "against," some of the issues. Students with prior schema and orientation "against" display the most robust schema descriptions and schema progressions. Those with no prior schemas and orientation "against" show very modest schema progressions best characterized by their keyword searches. This study shows the importance in considering not only students' integrated schemas but also their individual schemes. A role for the use of a more schema-based instruction that scaffolds student learning is implicated.

  16. Models of Students' Thinking Concerning the Greenhouse Effect and Teaching Implications.

    Science.gov (United States)

    Koulaidis, Vasilis; Christidou, Vasilia

    1999-01-01

    Primary school students (n=40) ages 11 and 12 years were interviewed concerning their conceptions of the greenhouse effect. Analysis of the data led to the formation of seven distinct models of thinking regarding this phenomenon. (Author/CCM)

  17. Improving students' critical thinking : Empirical support for explicit instructions combined with practice

    NARCIS (Netherlands)

    Heijltjes, Anita; Van Gog, Tamara|info:eu-repo/dai/nl/294304975; Paas, Fred

    2014-01-01

    This experiment investigated the impact of different types of critical thinking instruction and dispositions on bias in economics students' (N=141) reasoning performance. The following conditions were compared: (A) implicit instruction; (B) implicit instruction with practice; (C) implicit

  18. A case study on support for students' thinking through computer-mediated communication.

    Science.gov (United States)

    Sannomiya, M; Kawaguchi, A

    2000-08-01

    This is a case study on support for thinking through computer-mediated communication. Two graduate students were supervised in their research using computer-mediated communication, which was asynchronous and written; the supervisor was not present. The students' reports pointed out there was more planning and editing and low interactivity in this approach relative to face-to-face communication. These attributes were confirmed by their supervisor's report. The students also suggested that the latter was effective in support of a production stage of thinking in research, while the former approach was effective in support of examination of thinking. For distance education to be successful, an appropriate combination of communication media must consider students' thinking stages. Finally, transient and permanent effects should be discriminated in computer-mediated communication.

  19. Investigating student difficulties on integral calculus based on critical thinking aspects

    Directory of Open Access Journals (Sweden)

    Farida Nursyahidah

    2017-11-01

    Full Text Available Students of Mathematics education often struggle with integration problem, but yet the root of the problem related to critical thinking is rarely investigated. This article reports research where the first-year students of Mathematics Education of PGRI University Semarang were given an integral problem, then individually they were interviewed related to the answer they have made. The findings of students' difficulties in working on integration problem were confirmed through several questions in the interview which aimed to uncover their critical thinking process related to concepts, procedures, and problem solving. This study shows that student difficulties in Integration by disc method such as failure in identifying radius of a rotary object, specify partition, and integration bounds are closely related to their failure to think critically related to concept, skills, and problem solving aspects of critical thinking.

  20. Examination of Gifted Students' Probability Problem Solving Process in Terms of Mathematical Thinking

    Science.gov (United States)

    Baltaci, Serdal

    2016-01-01

    It is a widely known fact that gifted students have different skills compared to their peers. However, to what extent gifted students use mathematical thinking skills during probability problem solving process emerges as a significant question. Thence, the main aim of the present study is to examine 8th grade gifted students' probability…

  1. Improving Students' Critical Thinking Skills through Remap NHT in Biology Classroom

    Science.gov (United States)

    Mahanal, Susriyati; Zubaidah, Siti; Bahri, Arsad; Syahadatud Dinnurriya, Maratusy

    2016-01-01

    Previous studies in Malang, Indonesia, showed that there were the failure biology learning caused by not only the low students' prior knowledge, but also biology learning model has not improved the students' critical thinking skills yet, which affected the low of cognitive learning outcomes. The learning model is required to improve students'…

  2. A Think-Aloud Protocols Investigation of Dictionary Processing Strategies among Saudi EFL Students

    Science.gov (United States)

    Alhaysony, Maha

    2012-01-01

    This paper aims to examine qualitatively how Saudi EFL female students look-up word meanings in their dictionaries while reading. We aimed to identify and describe the look-up strategies used by these students. The subjects of the study were ten third-year English major students. A think-aloud protocol was used in order to gain insights into the…

  3. Violence Prevention and Students with Disabilities: Thinking Functionally and Providing Evidence Based Supports and Accommodations

    Science.gov (United States)

    Rosenberg, Michael S.

    2012-01-01

    Students with disabilities who engage in high rates of challenging behaviors require educators who employ function-based thinking and have a particular sensitivity to the wide range of factors that influence student behavior. In essence, educators working with special needs students need to know what makes their instruction "special"; they must…

  4. Improving Students' Creative Thinking and Achievement through the Implementation of Multiple Intelligence Approach with Mind Mapping

    Science.gov (United States)

    Widiana, I. Wayan; Jampel, I. Nyoman

    2016-01-01

    This classroom action research aimed to improve the students' creative thinking and achievement in learning science. It conducted through the implementation of multiple intelligences with mind mapping approach and describing the students' responses. The subjects of this research were the fifth grade students of SD 8 Tianyar Barat, Kubu, and…

  5. Analyzing Student Teacher Critical Thinking through Blogs in an Electronic Community of Practice

    Science.gov (United States)

    Clark, Taylorann K.; Paulsen, Thomas H.

    2016-01-01

    Technology is becoming increasingly popular in higher education in the way students are asked to communicate and collaborate. The student teaching experience is an integral part of developing critical thinking skills in pre-service teachers. During this experience, it is important that student teachers practice the theory they have been taught in…

  6. Content analysis of medical students' seminars: a unique method of analyzing clinical thinking.

    Science.gov (United States)

    Takata, Yukari; Stein, Gerald H; Endo, Kuniyuki; Arai, Akiko; Kohsaka, Shun; Kitano, Yuka; Honda, Hitoshi; Kitazono, Hidetaka; Tokunaga, Hironobu; Tokuda, Yasuharu; Obika, Mikako; Miyoshi, Tomoko; Kataoka, Hitomi; Terasawa, Hidekazu

    2013-12-01

    The study of communication skills of Asian medical students during structured Problem-based Learning (PBL) seminars represented a unique opportunity to assess their critical thinking development. This study reports the first application of the health education technology, content analysis (CA), to a Japanese web-based seminar (webinar). The authors assigned twelve randomly selected medical students from two universities and two clinical instructors to two virtual classrooms for four PBL structured tutoring sessions that were audio-video captured for CA. Both of the instructors were US-trained physicians. This analysis consisted of coding the students' verbal comments into seven types, ranging from trivial to advanced knowledge integration comments that served as a proxy for clinical thinking. The most basic level of verbal simple responses accounted for a majority (85%) of the total students' verbal comments. Only 15% of the students' comments represented more advanced types of critical thinking. The male students responded more than the female students; male students attending University 2 responded more than male students from University 1. The total mean students' verbal response time for the four sessions with the male instructor was 6.9%; total mean students' verbal response time for the four sessions with the female instructor was 19% (p thinking for medical students. This report may stimulate improvements for implementation.

  7. Students' Thinking Process in Solving Combination Problems Considered from Assimilation and Accommodation Framework

    Science.gov (United States)

    Jalan, Sukoriyanto; Nusantara, Toto; Subanji, Subanji; Chandra, Tjang Daniel

    2016-01-01

    This study aims to explain the thinking process of students in solving combination problems considered from assimilation and accommodation frameworks. This research used a case study approach by classifying students into three categories of capabilities namely high, medium and low capabilities. From each of the ability categories, one student was…

  8. What Secondary Teachers Think and Do about Student Engagement in Mathematics

    Science.gov (United States)

    Skilling, Karen; Bobis, Janette; Martin, Andrew J.; Anderson, Judy; Way, Jennifer

    2016-01-01

    What teachers' think about student engagement influences the teaching practices they adopt, their responses to students and the efforts they make in the classroom. Interviews were conducted with 31 mathematics teachers from ten high schools to investigate their perceptions and beliefs about student engagement in mathematics. Teachers also reported…

  9. The Effects of Visual Thinking Strategies on Reading Achievement of Students with Varying Levels of Motivation

    Science.gov (United States)

    Zelvis, Rima R.

    2008-01-01

    This study examined the effects of the Visual Thinking Strategies (VTS) curriculum on reading achievement of students with various motivational levels. A 2X2 factorial design was used. The sample population consisted of 104 fourth grade students from an upper middle class school system in Connecticut. All students were administered a…

  10. The Relationships between Critical Thinking Skills and Learning Styles of Gifted Students

    Science.gov (United States)

    Dilekli, Yalçin

    2017-01-01

    The current study investigates the relationship between critical thinking skills and learning styles of mentally gifted students. The participants were 225 gifted students in Turkey attending Science and Art Centres which are after-school activity centers for mentally gifted students. Participants were 9-15 years old and were attending secondary…

  11. Project- Based Learning and Problem-Based Learning: Are They Effective to Improve Student's Thinking Skills?

    OpenAIRE

    Anazifa, R. D; Djukri, D

    2017-01-01

    The study aims at finding (1) the effect of project-based learning and problem-based learning on student's creativity and critical thinking and (2) the difference effect of project-based learning and problem-based learning on student's creativity and critical thinking. This study is quasi experiment using non-equivalent control-group design. Research population of this study was all classes in eleventh grade of mathematics and natural science program of SMA N 1 Temanggung. The participants we...

  12. Assessing student understanding of measurement and uncertainty

    Science.gov (United States)

    Jirungnimitsakul, S.; Wattanakasiwich, P.

    2017-09-01

    The objectives of this study were to develop and assess student understanding of measurement and uncertainty. A test has been adapted and translated from the Laboratory Data Analysis Instrument (LDAI) test, consists of 25 questions focused on three topics including measures of central tendency, experimental errors and uncertainties, and fitting regression lines. The test was evaluated its content validity by three physics experts in teaching physics laboratory. In the pilot study, Thai LDAI was administered to 93 freshmen enrolled in a fundamental physics laboratory course. The final draft of the test was administered to three groups—45 freshmen taking fundamental physics laboratory, 16 sophomores taking intermediated physics laboratory and 21 juniors taking advanced physics laboratory at Chiang Mai University. As results, we found that the freshmen had difficulties in experimental errors and uncertainties. Most students had problems with fitting regression lines. These results will be used to improve teaching and learning physics laboratory for physics students in the department.

  13. Student learning and understanding of sequence stratigraphic principles

    Science.gov (United States)

    Herrera, Juan Sebastian

    Research in geoscience education addressing students' conceptions of geological subjects has concentrated in topics such as geological time, plate tectonics, and problem solving in the field, mostly in K-12 and entry level college scenarios. Science education research addressing learning of sedimentary systems in advance undergraduates is rather limited. Therefore, this dissertation contributed to filling that research gap and explored students' narratives when explaining geological processes associated with the interaction between sediment deposition and sea level fluctuations. The purpose of the present study was to identify the common conceptions and alternative conceptions held by students when learning the basics of the sub discipline known as sequence stratigraphy - which concepts students were familiar and easily identified, and which ones they had more difficulty with. In addition, we mapped the cognitive models that underlie those conceptions by analyzing students' gestures and conceptual metaphors used in their explanations. This research also investigated the interaction between geoscientific visual displays and student gesturing in a specific learning context. In this research, an in-depth assessment of 27 students' ideas of the basic principles of sequence stratigraphy was completed. Participants were enrolled in advanced undergraduate stratigraphy courses at three research-intensive universities in Midwest U.S. Data collection methods included semi-structured interviews, spatial visualization tests, and lab assignments. Results indicated that students poorly integrated temporal and spatial scales in their sequence stratigraphic models, and that many alternative conceptions were more deeply rooted than others, especially those related to eustasy and base level. In order to better understand the depth of these conceptions, we aligned the analysis of gesture with the theory of conceptual metaphor to recognize the use of mental models known as image

  14. Critical thinking skills profile of high school students in learning chemistry

    Directory of Open Access Journals (Sweden)

    Budi Utami

    2017-08-01

    Full Text Available Critical thinking skill is the priority in the goals of education. In this case, the critical thinking has the higher process, such as analyzing, synthesizing, evaluating, drawing conclusion and reflecting which enables the individual to make the reasonable assessment both in the classroom and in the daily life.  This research is aimed to determine the students’ critical thinking skill in learning Chemistry at senior high school. This research used descriptive method in which the instruments were developed based on the indicators of critical thinking skill. The population of this research was 100 students of tenth, eleventh and twelfth grade from senior high schools in Surakarta which was chosen using cluster random sampling technique. The result of the research shows that the students of tenth, eleventh and twelfth grade have adequate critical thinking skills.

  15. Critical thinking skills of basic baccalaureate and Accelerated second-degree nursing students.

    Science.gov (United States)

    Newton, Sarah E; Moore, Gary

    2013-01-01

    The purpose of this study was to describe the critical thinking (CT) skills of basic baccalaureate (basic-BSN) and accelerated second-degree (ASD) nursing students at nursing program entry. Many authors propose that CT in nursing should be viewed as a developmental process that increases as students' experiences with it change. However, there is a dearth of literature that describes basic-BSN and ASD students' CT skills from an evolutionary perspective. The study design was exploratory descriptive. The results indicated thatASD students had higher CT scores on a quantitative critical thinking assessment at program entry than basic-BSN students. CT data are needed across the nursing curriculum from basic-BSN and ASD students in order for nurse educators to develop cohort-specific pedagogical approaches that facilitate critical thinking in nursing and produce nurses with good CT skills for the future.

  16. Design Thinking for Life

    Science.gov (United States)

    Watson, Andrew D.

    2015-01-01

    According to Vande Zande (2007), understanding the Design Process can help students become stronger critical thinkers. With this in mind, Andrew Watson decided to undertake an observational case study in which he focused directly on Design Thinking and addressed it more intentionally in his teaching. The hope was to understand how students saw…

  17. Critical thinking skills profile of senior high school students in Biology learning

    Science.gov (United States)

    Saputri, A. C.; Sajidan; Rinanto, Y.

    2018-04-01

    Critical thinking is an important and necessary skill to confront the challenges of the 21st century. Critical thinking skills accommodate activities that can improve high-order thinking skills. This study aims to determine senior high school students' critical thinking skills in Biology learning. This research is descriptive research using instruments developed based on the core aspects of critical thinking skills according to Facione which include interpretation, analysis, evaluation, explanation, conclusion, and self-regulation. The subjects in this study were 297 students in grade 12 of a senior high school in Surakarta selected through purposive sampling technique. The results of this study showed that the students' critical thinking skills on evaluation and self-regulation are in good criterion with 78% and 66% acquisition while 52% interpretation, 56% analysis, 52% conclusion and 42% explanation indicate sufficient criteria. The conclusion from this research is that critical thinking skill of the students still was in enough category, so that needed a way to enhance it on some indicators.

  18. Critical thinking skills in nursing students: comparison of simulation-based performance with metrics.

    Science.gov (United States)

    Fero, Laura J; O'Donnell, John M; Zullo, Thomas G; Dabbs, Annette DeVito; Kitutu, Julius; Samosky, Joseph T; Hoffman, Leslie A

    2010-10-01

    This paper is a report of an examination of the relationship between metrics of critical thinking skills and performance in simulated clinical scenarios. Paper and pencil assessments are commonly used to assess critical thinking but may not reflect simulated performance. In 2007, a convenience sample of 36 nursing students participated in measurement of critical thinking skills and simulation-based performance using videotaped vignettes, high-fidelity human simulation, the California Critical Thinking Disposition Inventory and California Critical Thinking Skills Test. Simulation-based performance was rated as 'meeting' or 'not meeting' overall expectations. Test scores were categorized as strong, average, or weak. Most (75.0%) students did not meet overall performance expectations using videotaped vignettes or high-fidelity human simulation; most difficulty related to problem recognition and reporting findings to the physician. There was no difference between overall performance based on method of assessment (P = 0.277). More students met subcategory expectations for initiating nursing interventions (P ≤ 0.001) using high-fidelity human simulation. The relationship between videotaped vignette performance and critical thinking disposition or skills scores was not statistically significant, except for problem recognition and overall critical thinking skills scores (Cramer's V = 0.444, P = 0.029). There was a statistically significant relationship between overall high-fidelity human simulation performance and overall critical thinking disposition scores (Cramer's V = 0.413, P = 0.047). Students' performance reflected difficulty meeting expectations in simulated clinical scenarios. High-fidelity human simulation performance appeared to approximate scores on metrics of critical thinking best. Further research is needed to determine if simulation-based performance correlates with critical thinking skills in the clinical setting. © 2010 The Authors. Journal of Advanced

  19. Development of probabilistic thinking-oriented learning tools for probability materials at junior high school students

    Science.gov (United States)

    Sari, Dwi Ivayana; Hermanto, Didik

    2017-08-01

    This research is a developmental research of probabilistic thinking-oriented learning tools for probability materials at ninth grade students. This study is aimed to produce a good probabilistic thinking-oriented learning tools. The subjects were IX-A students of MTs Model Bangkalan. The stages of this development research used 4-D development model which has been modified into define, design and develop. Teaching learning tools consist of lesson plan, students' worksheet, learning teaching media and students' achievement test. The research instrument used was a sheet of learning tools validation, a sheet of teachers' activities, a sheet of students' activities, students' response questionnaire and students' achievement test. The result of those instruments were analyzed descriptively to answer research objectives. The result was teaching learning tools in which oriented to probabilistic thinking of probability at ninth grade students which has been valid. Since teaching and learning tools have been revised based on validation, and after experiment in class produced that teachers' ability in managing class was effective, students' activities were good, students' responses to the learning tools were positive and the validity, sensitivity and reliability category toward achievement test. In summary, this teaching learning tools can be used by teacher to teach probability for develop students' probabilistic thinking.

  20. Care plans using concept maps and their effects on the critical thinking dispositions of nursing students.

    Science.gov (United States)

    Atay, Selma; Karabacak, Ukke

    2012-06-01

    It is expected that nursing education improves abilities of students in solving problems, decision making and critical thinking in different circumstances. This study was performed to analyse the effects of care plans prepared using concept maps on the critical thinking dispositions of students. An experimental group and a control group were made up of a total of 80 freshman and sophomore students from the nursing department of a health school. The study used a pre-test post-test control group design. The critical thinking dispositions of the groups were measured using the California Critical Thinking Disposition Inventory. In addition, the care plans prepared by the experimental group students were evaluated using the criteria for evaluating care plans with concept maps. T-test was used in analysing the data. The results showed that there were no statistically significant differences in the total and sub-scale pre-test scores between the experimental group and control group students. There were also significant differences in the total and sub-scale post-test scores between the experimental group and control group students. There were significant differences between concept map care plan evaluation criteria mean scores of the experimental students. In the light of these findings, it could be argued that the concept mapping strategy improves critical thinking skills of students. © 2012 Blackwell Publishing Asia Pty Ltd.

  1. ThinkHazard!: an open-source, global tool for understanding hazard information

    Science.gov (United States)

    Fraser, Stuart; Jongman, Brenden; Simpson, Alanna; Nunez, Ariel; Deparday, Vivien; Saito, Keiko; Murnane, Richard; Balog, Simone

    2016-04-01

    Rapid and simple access to added-value natural hazard and disaster risk information is a key issue for various stakeholders of the development and disaster risk management (DRM) domains. Accessing available data often requires specialist knowledge of heterogeneous data, which are often highly technical and can be difficult for non-specialists in DRM to find and exploit. Thus, availability, accessibility and processing of these information sources are crucial issues, and an important reason why many development projects suffer significant impacts from natural hazards. The World Bank's Global Facility for Disaster Reduction and Recovery (GFDRR) is currently developing a new open-source tool to address this knowledge gap: ThinkHazard! The main aim of the ThinkHazard! project is to develop an analytical tool dedicated to facilitating improvements in knowledge and understanding of natural hazards among non-specialists in DRM. It also aims at providing users with relevant guidance and information on handling the threats posed by the natural hazards present in a chosen location. Furthermore, all aspects of this tool will be open and transparent, in order to give users enough information to understand its operational principles. In this presentation, we will explain the technical approach behind the tool, which translates state-of-the-art probabilistic natural hazard data into understandable hazard classifications and practical recommendations. We will also demonstrate the functionality of the tool, and discuss limitations from a scientific as well as an operational perspective.

  2. Understanding Student Travel Behaviour in Semarang City

    Science.gov (United States)

    Manullang, O. R.; Tyas, W. P.; Anas, N.; Aji, F. N.

    2018-02-01

    The highest movement in Semarang City is dominated by motorcycles, which reached 79% of the number of vehicles. Highest percentage movement use motorcycle caused the highest percentage accident by motorcycle users, which reached 66% and 9% involving high school students. This happens because of the dependence of motorcycles usage in fulfilling the needs of movement in the city of Semarang. Understanding student travel behavior based on their activities is used to know travel needs and the cause of dependence on motorcycle usage. Analysis method in this study use network analysis to compare the potential accessibility and actual accessibility to known why motorcycle chosen by students as the main mode. In addition, phenomenology analysis is used to explain the intent and reasons the data produced by network analysis. The analysis result indicates that the high use of motorcycles by high school students in the Semarang city due to the absence of other effective and efficient modes in fulfilling the movement needs. Even, the student which can potentially use public transport preferred to use a motorcycle. This mode is more effective and efficient because of its flexibility and lower costs.

  3. Critical thinking of student nurses during clinical accompaniment

    OpenAIRE

    BY Uys; SM Meyer

    2005-01-01

    The purpose of this study was to investigate the methods of clinical accompaniment used by clinical facilitators in practice. The findings of the study also reflected facilitators’ perceptions regarding critical thinking and the facilitation thereof. A quantitative research design was used. A literature study was conducted to identify the methods of accompaniment that facilitate critical thinking. Data was collected by means of a questionnaire developed for that purpose. Making a content-rela...

  4. Using root cause analysis to promote critical thinking in final year Bachelor of Midwifery students.

    Science.gov (United States)

    Carter, Amanda G; Sidebotham, Mary; Creedy, Debra K; Fenwick, Jennifer; Gamble, Jenny

    2014-06-01

    Midwives require well developed critical thinking to practice autonomously. However, multiple factors impinge on students' deep learning in the clinical context. Analysis of actual case scenarios using root cause analysis may foster students' critical thinking and application of 'best practice' principles in complex clinical situations. To examine the effectiveness of an innovative teaching strategy involving root cause analysis to develop students' perceptions of their critical thinking abilities. A descriptive, mixed methods design was used. Final 3rd year undergraduate midwifery students (n=22) worked in teams to complete and present an assessment item based on root cause analysis. The cases were adapted from coroners' reports. After graduation, 17 (77%) students evaluated the course using a standard university assessment tool. In addition 12 (54%) students provided specific feedback on the teaching strategy using a 16-item survey tool based on the domain concepts of Educational Acceptability, Educational Impact, and Preparation for Practice. Survey responses were on a 5-point Likert scale and analysed using descriptive statistics. Open-ended responses were analysed using content analysis. The majority of students perceived the course and this teaching strategy positively. The domain mean scores were high for Educational Acceptability (mean=4.3, SD=.49) and Educational Impact (mean=4.19, SD=.75) but slightly lower for Preparation for Practice (mean=3.7, SD=.77). Overall student responses to each item were positive with no item mean less than 3.42. Students found the root cause analysis challenging and time consuming but reported development of critical thinking skills about the complexity of practice, clinical governance and risk management principles. Analysing complex real life clinical cases to determine a root cause enhanced midwifery students' perceptions of their critical thinking. Teaching and assessment strategies to promote critical thinking need to be

  5. Middle School Students' Understandings About Anthropogenic Climate Change

    Science.gov (United States)

    Golden, B. W.

    2013-12-01

    they discussed the validation of their beliefs. That is, we argue that the unit, and the emphases contained within the unit, resulted in the "epistemic scaffolding" of their ideas, to the extent that they shifted from arguing from anecdotes to arguing based on other types of data, especially from line graphs. Additionally, we found that students' understandings of climate change were tied to their ontological constructions of the subject matter, i.e., many perceived climate change as just another environmentally sensitive issue such as littering and pollution, and were therefore limited in their ability to understand anthropogenic climate change in the vast and robust sense meant by current scientific consensus. Given these known difficulties, it is critical to explore further research of this sort in order to better understand what students are actually thinking, and how that thinking is prone to change, modification, or not. Subsequently, K-12 strategies might be better designed, if that is indeed a priority of US/Western society.

  6. Developing Instructional Design to Improve Mathematical Higher Order Thinking Skills of Students

    Science.gov (United States)

    Apino, E.; Retnawati, H.

    2017-02-01

    This study aimed to describe the instructional design to improve the Higher Order Thinking Skills (HOTS) of students in learning mathematics. This research is design research involving teachers and students of class X MIPA 1 MAN Yigyakarta III, Special Region of Yogyakarta, Indonesia. Data collected through focus group discussions and tests. Data analyzed by quantitative descriptive. The results showed that the instructional design developed is effective to improving students’ HOTS in learning mathematics. Instructional design developed generally include three main components: (1) involve students in the activities non-routine problem solving; (2) facilitating students to develop the ability to analyze and evaluate (critical thinking) and the ability to create (creative thinking); and (3) encourage students to construct their own knowledge.

  7. Assessing Critical Thinking Outcomes of Dental Hygiene Students Utilizing Virtual Patient Simulation: A Mixed Methods Study.

    Science.gov (United States)

    Allaire, Joanna L

    2015-09-01

    Dental hygiene educators must determine which educational practices best promote critical thinking, a quality necessary to translate knowledge into sound clinical decision making. The aim of this small pilot study was to determine whether virtual patient simulation had an effect on the critical thinking of dental hygiene students. A pretest-posttest design using the Health Science Reasoning Test was used to evaluate the critical thinking skills of senior dental hygiene students at The University of Texas School of Dentistry at Houston Dental Hygiene Program before and after their experience with computer-based patient simulation cases. Additional survey questions sought to identify the students' perceptions of whether the experience had helped develop their critical thinking skills and improved their ability to provide competent patient care. A convenience sample of 31 senior dental hygiene students completed both the pretest and posttest (81.5% of total students in that class); 30 senior dental hygiene students completed the survey on perceptions of the simulation (78.9% response rate). Although the results did not show a significant increase in mean scores, the students reported feeling that the use of virtual patients was an effective teaching method to promote critical thinking, problem-solving, and confidence in the clinical realm. The results of this pilot study may have implications to support the use of virtual patient simulations in dental hygiene education. Future research could include a larger controlled study to validate findings from this study.

  8. Quantitative research on critical thinking and predicting nursing students' NCLEX-RN performance.

    Science.gov (United States)

    Romeo, Elizabeth M

    2010-07-01

    The concept of critical thinking has been influential in several disciplines. Both education and nursing in general have been attempting to define, teach, and measure this concept for decades. Nurse educators realize that critical thinking is the cornerstone of the objectives and goals for nursing students. The purpose of this article is to review and analyze quantitative research findings relevant to the measurement of critical thinking abilities and skills in undergraduate nursing students and the usefulness of critical thinking as a predictor of National Council Licensure Examination-Registered Nurse (NCLEX-RN) performance. The specific issues that this integrative review examined include assessment and analysis of the theoretical and operational definitions of critical thinking, theoretical frameworks used to guide the studies, instruments used to evaluate critical thinking skills and abilities, and the role of critical thinking as a predictor of NCLEX-RN outcomes. A list of key assumptions related to critical thinking was formulated. The limitations and gaps in the literature were identified, as well as the types of future research needed in this arena. Copyright 2010, SLACK Incorporated.

  9. Critical thinking skills in nursing students: comparison of simulation-based performance with metrics

    Science.gov (United States)

    Fero, Laura J.; O’Donnell, John M.; Zullo, Thomas G.; Dabbs, Annette DeVito; Kitutu, Julius; Samosky, Joseph T.; Hoffman, Leslie A.

    2018-01-01

    Aim This paper is a report of an examination of the relationship between metrics of critical thinking skills and performance in simulated clinical scenarios. Background Paper and pencil assessments are commonly used to assess critical thinking but may not reflect simulated performance. Methods In 2007, a convenience sample of 36 nursing students participated in measurement of critical thinking skills and simulation-based performance using videotaped vignettes, high-fidelity human simulation, the California Critical Thinking Disposition Inventory and California Critical Thinking Skills Test. Simulation- based performance was rated as ‘meeting’ or ‘not meeting’ overall expectations. Test scores were categorized as strong, average, or weak. Results Most (75·0%) students did not meet overall performance expectations using videotaped vignettes or high-fidelity human simulation; most difficulty related to problem recognition and reporting findings to the physician. There was no difference between overall performance based on method of assessment (P = 0·277). More students met subcategory expectations for initiating nursing interventions (P ≤ 0·001) using high-fidelity human simulation. The relationship between video-taped vignette performance and critical thinking disposition or skills scores was not statistically significant, except for problem recognition and overall critical thinking skills scores (Cramer’s V = 0·444, P = 0·029). There was a statistically significant relationship between overall high-fidelity human simulation performance and overall critical thinking disposition scores (Cramer’s V = 0·413, P = 0·047). Conclusion Students’ performance reflected difficulty meeting expectations in simulated clinical scenarios. High-fidelity human simulation performance appeared to approximate scores on metrics of critical thinking best. Further research is needed to determine if simulation-based performance correlates with critical thinking skills

  10. Critical thinking: the development of an essential skill for nursing students.

    Science.gov (United States)

    Papathanasiou, Ioanna V; Kleisiaris, Christos F; Fradelos, Evangelos C; Kakou, Katerina; Kourkouta, Lambrini

    2014-08-01

    Critical thinking is defined as the mental process of actively and skillfully perception, analysis, synthesis and evaluation of collected information through observation, experience and communication that leads to a decision for action. In nursing education there is frequent reference to critical thinking and to the significance that it has in daily clinical nursing practice. Nursing clinical instructors know that students face difficulties in making decisions related to clinical practice. The main critical thinking skills in which nursing students should be exercised during their studies are critical analysis, introductory and concluding justification, valid conclusion, distinguish of facts and opinions, evaluation the credibility of information sources, clarification of concepts and recognition of conditions. Specific behaviors are essentials for enhancing critical thinking. Nursing students in order to learn and apply critical thinking should develop independence of thought, fairness, perspicacity in personal and social level, humility, spiritual courage, integrity, perseverance, self-confidence, interest for research and curiosity. Critical thinking is an essential process for the safe, efficient and skillful nursing practice. The nursing education programs should adopt attitudes that promote critical thinking and mobilize the skills of critical reasoning.

  11. Understanding Female Students' Physics Identity Development

    Science.gov (United States)

    Hazari, Zahra

    2017-01-01

    While the gender gap in physics participation is a known problem, practical strategies that may improve the situation are not well understood. As physics education researchers, we draw on evidence to help inform us of what may or may not be working. To this end, physics identity has proven to be a useful framework for understanding and predicting participation in physics. Drawing on data from national surveys of college students, case studies in physics classes, and surveys of undergraduate women in physics, we identify strategies that are predictive of female students' physics identity development from their high school and undergraduate physics experiences. These findings will be discussed as well as future directions for using this research to increase the recruitment of women to physics-related careers. NSF Grant # 1431846.

  12. What Do Postgraduate Students Think about Special Education?

    Science.gov (United States)

    Ozcan, Deniz; Gur, Pelin

    2016-01-01

    The aim of this study was to determine the opinions of students receiving postgraduate education in special education area about special education. 35 students receiving postgraduate education at Near East University participated in this research. 8 of these students were doctorate student, and 27 of them were master student. This research was…

  13. Measuring critical thinking in pre-registration midwifery students: A multi-method approach.

    Science.gov (United States)

    Carter, Amanda G; Creedy, Debra K; Sidebotham, Mary

    2018-02-01

    Test the concurrent validity of three newly developed tools (student self-rating, preceptor rating, and reflective writing) that aim to measure critical thinking in midwifery practice. A descriptive matched cohort design was used. Australian research intensive university offering a three year Bachelor of Midwifery programme. Fifty-five undergraduate midwifery students. Students assessed their ability to apply critical thinking in midwifery practice using a 25-item tool and a 5-item subscale in Motivated Strategies for Learning Questionnaire. Clinical preceptors completed a 24-item tool assessing the students' application of critical thinking in practice. Reflective writing by students was assessed by midwifery academics using a 15-item tool. Internal reliability, and concurrent validity were assessed. Correlations, t-tests, multiple regression and confidence levels were calculated for the three scales and associations with student characteristics. The three scales achieved good internal reliability with a Cronbach's alpha coefficient between 0.93 and 0.97. Matched total scores for the three critical thinking scales were moderately correlated; student/preceptor (r=0.36, pstudent/reflective writing (r=0.38, pstudents with a previous degree, but only significant for reflective writing (t (53)=-2.35, p=0.023). Preceptor ratings were predictive of GPA (beta=0.50, pStudents' self-rating scores were predictive of year level (beta=0.32, pstudent, preceptor, and reflective writing tools were found to be reliable and valid measures of critical thinking. The three tools can be used individually or in combination to provide students with various sources of feedback to improve their practice. The tools allow formative measurement of critical thinking over time. Further testing of the tools with larger, diverse samples is recommended. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

  14. The effect of simulation courseware on critical thinking in undergraduate nursing students: multi-site pre-post study.

    Science.gov (United States)

    Shin, Hyunsook; Ma, Hyunhee; Park, Jiyoung; Ji, Eun Sun; Kim, Dong Hee

    2015-04-01

    The use of simulations has been considered as opportunities for students to enhance their critical thinking (CT), but previous studies were limited because they did not provide in-depth information on the working dynamics of simulation or on the effects of the number of simulation exposures on CT. This study examined the effect of an integrated pediatric nursing simulation used in a nursing practicum on students' CT abilities and identified the effects of differing numbers of simulation exposures on CT in a multi-site environment. The study used a multi-site, pre-test, post-test design. A total of 237 nursing students at three universities enrolled in a pediatric practicum participated in this study from February to December 2013. All three schools used the same simulation courseware, including the same simulation scenarios, evaluation tools, and simulation equipment. The courseware incorporated high-fidelity simulators and standardized patients. Students at school A completed one simulation session, whereas students at schools B and C completed two and three simulation sessions, respectively. Yoon's Critical Thinking Disposition tool (2008) was used to measure students' CT abilities. The gains in students' CT scores varied according to their numbers of exposures to the simulation courseware. With a single exposure, there were no statistically significant gains in CT, whereas three exposures to the courseware produced significant gains in CT. In seven subcategories of critical thinking, three exposures to the simulation courseware produced CT gains in the prudence and intellectual eagerness subcategories, and the overall simulation experience produced CT gains in the prudence, systematicity, healthy skepticism, and intellectual eagerness subcategories. Simulation courseware may produce positive learning outcomes for prudence in nursing education. In addition, the findings from the multi-site comparative study may contribute to greater understanding of how patient

  15. Thinking Critically about Critical Thinking

    Science.gov (United States)

    Mulnix, Jennifer Wilson

    2012-01-01

    As a philosophy professor, one of my central goals is to teach students to think critically. However, one difficulty with determining whether critical thinking can be taught, or even measured, is that there is widespread disagreement over what critical thinking actually is. Here, I reflect on several conceptions of critical thinking, subjecting…

  16. Framework of Assessment for the Evaluation of Thinking Skills of Tertiary Level Students

    Directory of Open Access Journals (Sweden)

    Chan Swee Heng

    2015-10-01

    Full Text Available In the 21st century, students are required to master thinking skills in order to deal with many situations that arise in the tertiary environment which later would translate into the workplace. Nowadays, thinking skills play a vital role in tertiary education. To provide an approach for teachers, this paper identifies a 4-step model that can be implemented in test design with reference to Bloom’s Taxonomy for thinking skills. This model illustrates a feasible procedure of test construction built upon existing resource. The procedures can easily be applied to different fields of study. It provides an appropriate way for teachers who may want to add more ideas to their repertoire skills in addressing the learning of HOT (higher-order thinking skills. Keywords: thinking skills, Bloom’s Taxonomy, 4-step model

  17. Students creative thinking skills in solving two dimensional arithmetic series through research-based learning

    Science.gov (United States)

    Tohir, M.; Abidin, Z.; Dafik; Hobri

    2018-04-01

    Arithmetics is one of the topics in Mathematics, which deals with logic and detailed process upon generalizing formula. Creativity and flexibility are needed in generalizing formula of arithmetics series. This research aimed at analyzing students creative thinking skills in generalizing arithmetic series. The triangulation method and research-based learning was used in this research. The subjects were students of the Master Program of Mathematics Education in Faculty of Teacher Training and Education at Jember University. The data was collected by giving assignments to the students. The data collection was done by giving open problem-solving task and documentation study to the students to arrange generalization pattern based on the dependent function formula i and the function depend on i and j. Then, the students finished the next problem-solving task to construct arithmetic generalization patterns based on the function formula which depends on i and i + n and the sum formula of functions dependent on i and j of the arithmetic compiled. The data analysis techniques operative in this study was Miles and Huberman analysis model. Based on the result of data analysis on task 1, the levels of students creative thinking skill were classified as follows; 22,22% of the students categorized as “not creative” 38.89% of the students categorized as “less creative” category; 22.22% of the students categorized as “sufficiently creative” and 16.67% of the students categorized as “creative”. By contrast, the results of data analysis on task 2 found that the levels of students creative thinking skills were classified as follows; 22.22% of the students categorized as “sufficiently creative”, 44.44% of the students categorized as “creative” and 33.33% of the students categorized as “very creative”. This analysis result can set the basis for teaching references and actualizing a better teaching model in order to increase students creative thinking skills.

  18. ASSESSMENT OF STUDENT LEARNING IN VIRTUAL SPACES, USING ORDERS OF COMPLEXITY IN LEVELS OF THINKING

    Directory of Open Access Journals (Sweden)

    Jose CAPACHO

    2017-04-01

    Full Text Available This paper aims at showing a new methodology to assess student learning in virtual spaces supported by Information and Communications Technology-ICT. The methodology is based on the Conceptual Pedagogy Theory, and is supported both on knowledge instruments (KI and intelectual operations (IO. KI are made up of teaching materials embedded in the virtual environment. The student carries out IO in his/her virtual formation process based on KI. Both instruments of knowledge and intellectual operations can be mathematically modelled by using functions of increasing complexity order. These functions represent the student’s learning change. This paper main contribution is to show that these functions let the student go from a concrete thinking to a formal one in his/her virtual learning process. The research showed that 47% of the students moved from a concrete thinking level to the formal thinking level.

  19. Thinking Styles and Quality of University Life Among Deaf or Hard of Hearing and Hearing Students.

    Science.gov (United States)

    Cheng, Sanyin; Zhang, Li-Fang

    2017-01-01

    The authors explored how thinking styles relate to quality of university life among deaf or hard of hearing (DHH) and hearing university students in mainland China. The first of two studies affirmed the validity and reliability of a modified version of the Quality of University Life Measure (QULM; Sirgy, Grezskowiak, & Rahtz, 2007) among 833 university students (366 DHH, 467 hearing). The second investigated relationships between thinking styles and quality of university life; the Thinking Styles Inventory-Revised II (Sternberg, Wagner, & Zhang, 2007) and modified QULM were administered to 542 students (256 DHH, 286 hearing). Students scoring higher on Type I styles (i.e., more creativity-generating, less structured, cognitively more complex) tended toward greater satisfaction with university life; those scoring higher on Type II (i.e., more norm-favoring, more structured, cognitively more simplistic) tended toward less satisfaction. Contributions, limitations, and implications of the research are discussed.

  20. Developing Student-Centered Learning Model to Improve High Order Mathematical Thinking Ability

    Science.gov (United States)

    Saragih, Sahat; Napitupulu, Elvis

    2015-01-01

    The purpose of this research was to develop student-centered learning model aiming to improve high order mathematical thinking ability of junior high school students of based on curriculum 2013 in North Sumatera, Indonesia. The special purpose of this research was to analyze and to formulate the purpose of mathematics lesson in high order…

  1. Instructional Reasoning about Interpretations of Student Thinking That Supports Responsive Teaching in Secondary Mathematics

    Science.gov (United States)

    Dyer, Elizabeth B.; Sherin, Miriam Gamoran

    2016-01-01

    Basing instruction on the substance of student thinking, or responsive teaching, is a critical strategy for supporting student learning. Previous research has documented responsive teaching by identifying observable teaching practices in a broad range of disciplines and classrooms. However, this research has not provided access to the teacher…

  2. What's so Funny? Moving Students toward Complex Thinking in a Course on Comedy and Laughter

    Science.gov (United States)

    Ciccone, Anthony A.; Meyers, Renee A.; Waldmann, Stephanie

    2008-01-01

    This case study involves investigation of freshman students' abilities to engage in the pursuit and appreciation of complex thinking through their study of comedy and laughter in a Freshman Seminar at the University of Wisconsin-Milwaukee. We offer an analysis of students' reflections on their confrontation with complexity as they attempt to…

  3. Problem-Based Learning Pedagogy Fosters Students' Critical Thinking about Writing

    Science.gov (United States)

    Kumar, Rita; Refaei, Brenda

    2017-01-01

    Convinced of the power of PBL to promote students' critical thinking as demonstrated by its application across disciplines, we designed a series of problems for students in a second-year writing course. We collected samples of their writing before and after implementation of the problems. We were concerned about whether PBL pedagogy would…

  4. Reflective Thinking, Self-Efficacy, Self-Esteem and Academic Achievement of Iranian EFL Students

    Science.gov (United States)

    Asakereh, Ahmad; Yousofi, Nouroddin

    2018-01-01

    The present study investigated the relationship between reflective thinking, general self-efficacy, self-esteem and academic achievement of Iranian EFL students. To this end, 132 Iranian EFL students from three state universities were recruited. To collect the data, the participants completed four questionnaires, namely background information…

  5. The Effect of the Inquiry-Based Learning Approach on Student's Critical-Thinking Skills

    Science.gov (United States)

    Duran, Meltem; Dökme, Ilbilge

    2016-01-01

    The purpose of this study is to determine the effect of an activity set developed according to the inquiry-based learning (IBL) approach in the unit "Particulate Structure of Matter" on students' critical-thinking skills in science and technology courses. The study was conducted with 90 students from the 6th grade attending four, 6th…

  6. Using the Think-Pair-Share Strategy to Improve Students' Speaking Ability at STAIN Ternate

    Science.gov (United States)

    Usman, Abdurrahman Hi

    2015-01-01

    This research was conducted to improve students' English speaking ability by using the think-pair-share strategy designed in CAR. The findings in Cycle 1 was unsuccessful because the students' average scores was 74.18 and classroom atmospheres were "mid" that did not meet the criteria of success. Therefore, the implementation of the…

  7. The Effect of Computer Games on Students' Critical Thinking Disposition and Educational Achievement

    Science.gov (United States)

    Seifi, Mohammad; Derikvandi, Zahra; Moosavipour, Saeed; Khodabandelou, Rouhollah

    2015-01-01

    The main aim of this research was to investigate the effect of computer games on student' critical thinking disposition and educational achievement. The research method was descriptive, and its type was casual-comparative. The sample included 270 female high school students in Andimeshk town selected by multistage cluster method. Ricketts…

  8. Encouraging Higher-Order Thinking in General Chemistry by Scaffolding Student Learning Using Marzano's Taxonomy

    Science.gov (United States)

    Toledo, Santiago; Dubas, Justin M.

    2016-01-01

    An emphasis on higher-order thinking within the curriculum has been a subject of interest in the chemical and STEM literature due to its ability to promote meaningful, transferable learning in students. The systematic use of learning taxonomies could be a practical way to scaffold student learning in order to achieve this goal. This work proposes…

  9. The effect of human patient simulation on critical thinking and its predictors in prelicensure nursing students.

    Science.gov (United States)

    Shinnick, Mary Ann; Woo, Mary A

    2013-09-01

    Human patient simulation (HPS) is becoming a popular teaching method in nursing education globally and is believed to enhance both knowledge and critical thinking. While there is evidence that HPS improves knowledge, there is no objective nursing data to support HPS impact on critical thinking. Therefore, we studied knowledge and critical thinking before and after HPS in prelicensure nursing students and attempted to identify the predictors of higher critical thinking scores. Using a one-group, quasi-experimental, pre-test post-test design, 154 prelicensure nursing students (age 25.7± 6.7; gender=87.7% female) from 3 schools were studied at the same point in their curriculum using a high-fidelity simulation. Pre- and post-HPS assessments of knowledge, critical thinking, and self-efficacy were done as well as assessments for demographics and learning style. There was a mean improvement in knowledge scores of 6.5 points (Pcritical thinking scores. A logistic regression with 10 covariates revealed three variables to be predictors of higher critical thinking scores: greater "age" (P=0.01), baseline "knowledge" (P=0.04) and a low self-efficacy score ("not at all confident") in "baseline self-efficacy in managing a patient's fluid levels" (P=.05). This study reveals that gains in knowledge with HPS do not equate to changes in critical thinking. It does expose the variables of older age, higher baseline knowledge and low self-efficacy in "managing a patient's fluid levels" as being predictive of higher critical thinking ability. Further study is warranted to determine the effect of repeated or sequential simulations (dosing) and timing after the HPS experience on critical thinking gains. Copyright © 2012 Elsevier Ltd. All rights reserved.

  10. Drinking to Cope With Depressive Symptoms and Ruminative Thinking: A Multiple Mediation Model Among College Students.

    Science.gov (United States)

    Bravo, Adrian J; Pearson, Matthew R; Henson, James M

    2017-01-02

    Understanding the potential psychosocial mechanisms that explain (i.e., mediate) the associations between depressive symptoms and alcohol-related problems can improve interventions targeting college students. The current research examined four distinct facets of rumination (e.g., problem-focused thoughts, counterfactual thinking, repetitive thoughts, and anticipatory thoughts) and drinking to cope motives as potential explanatory mechanisms by which depressive symptoms are associated with increased alcohol-related problems. Participants were undergraduate students from a large, southeastern university in the United States that consumed at least one drink per typical week in the previous month (n = 403). The majority of participants were female (n = 291; 72.2%), identified as being either White, non-Hispanic (n = 210; 52.1%), or African American (n = 110; 27.3%), and reported a mean age of 21.92 (SD = 5.75) years. Structural equation modeling was conducted examining the concurrent associations between depressive symptoms, rumination facets, drinking to cope motives, and alcohol-related problems (i.e., cross-sectional). There was one significant double-mediated association that suggested that increased depressive symptoms is associated with increased problem-focused thoughts, which is associated with higher drinking to cope motives and alcohol-related problems. Conclusions/Importance: Our results suggests that problem-focused thoughts at least partially explains the associations between depression and maladaptive coping (i.e., drinking to cope), which in turn is related to problematic drinking among college students. Limitations and future directions are discussed.

  11. Promoting Critical Thinking among Dental Hygiene Students: Strategies for Educators

    Science.gov (United States)

    Jordan D'Ambrisi, Kathleen M.

    2011-01-01

    Dental hygiene education has evolved over the years from dental hygiene professions who provide patient education on oral health care to assuming the responsibility for the assimilation of knowledge that requires judgment, decision making and critical thinking skills. Given that the dental hygiene professions has moved toward evidence-based,…

  12. Assessing Critical Thinking Performance of Postgraduate Students in Threaded Discussions

    Science.gov (United States)

    Tan, Cheng Lee; Ng, Lee Luan

    2014-01-01

    Critical thinking has increasingly been seen as one of the important attributes where human capital is concerned and in line with this recognition, the tertiary educational institutions worldwide are putting more effort into designing courses that produce university leavers who are critical thinkers. This study aims to investigate the critical…

  13. Critical Thinking: The Development of an Essential Skill for Nursing Students

    OpenAIRE

    Papathanasiou, Ioanna V.; Kleisiaris, Christos F.; Fradelos, Evangelos C.; Kakou, Katerina; Kourkouta, Lambrini

    2014-01-01

    Critical thinking is defined as the mental process of actively and skillfully perception, analysis, synthesis and evaluation of collected information through observation, experience and communication that leads to a decision for action. In nursing education there is frequent reference to critical thinking and to the significance that it has in daily clinical nursing practice. Nursing clinical instructors know that students face difficulties in making decisions related to clinical practice. Th...

  14. Impact of a concept map teaching approach on nursing students' critical thinking skills.

    Science.gov (United States)

    Kaddoura, Mahmoud; Van-Dyke, Olga; Yang, Qing

    2016-09-01

    Nurses confront complex problems and decisions that require critical thinking in order to identify patient needs and implement best practices. An active strategy for teaching students the skills to think critically is the concept map. This study explores the development of critical thinking among nursing students in a required pathophysiology and pharmacology course during the first year of a Bachelor of Science in Nursing in response to concept mapping as an interventional strategy, using the Health Education Systems, Incorporated critical thinking test. A two-group experimental study with a pretest and posttest design was used. Participants were randomly divided into a control group (n = 42) taught by traditional didactic lecturing alone, and an intervention group (n = 41), taught by traditional didactic lecturing with concept mapping. Students in the concept mapping group performed much better on the Health Education Systems, Incorporated than students in the control group. It is recommended that deans, program directors, and nursing faculties evaluate their curricula to integrate concept map teaching strategies in courses in order to develop critical thinking abilities in their students. © 2016 John Wiley & Sons Australia, Ltd.

  15. Measuring change in critical thinking skills of dental students educated in a PBL curriculum.

    Science.gov (United States)

    Pardamean, Bens

    2012-04-01

    This study measured the change in critical thinking skills of dental students educated in a problem-based learning (PBL) pedagogical method. The quantitative analysis was focused on measuring students' critical thinking skills achievement from their first through third years of dental education at the University of Southern California. This non-experimental evaluation was based on a volunteer sample of ninety-eight dental students who completed a demographics/academic questionnaire and a psychometric assessment known as the Health Sciences Reasoning Test (HSRT). The HSRT produced the overall critical thinking skills score. Additionally, the HSRT generated five subscale scores: analysis, inference, evaluation, deductive reasoning, and inductive reasoning. The results of this study concluded that the students showed no continuous and significant incremental improvement in their overall critical thinking skills score achievement during their PBL-based dental education. Except for the inductive reasoning score, this result was very consistent with the four subscale scores. Moreover, after performing the statistical adjustment on total score and subscale scores, no significant statistical differences were found among the three student groups. However, the results of this study found some aspects of critical thinking achievements that differed by categories of gender, race, English as first language, and education level.

  16. Students' Critical Mathematical Thinking Skills and Character: Experiments for Junior High School Students through Realistic Mathematics Education Culture-Based

    Science.gov (United States)

    Palinussa, Anderson L.

    2013-01-01

    This paper presents the findings of a quasi-experimental with pre-test-post-test design and control group that aims to assess students' critical mathematical thinking skills and character through realistic mathematics education (RME) culture-based. Subjects of this study were 106 junior high school students from two low and medium schools level in…

  17. A cognitive framework for analyzing and describing introductory students' use and understanding of mathematics in physics

    Science.gov (United States)

    Tuminaro, Jonathan

    Many introductory, algebra-based physics students perform poorly on mathematical problem solving tasks in physics. There are at least two possible, distinct reasons for this poor performance: (1) students simply lack the mathematical skills needed to solve problems in physics, or (2) students do not know how to apply the mathematical skills they have to particular problem situations in physics. While many students do lack the requisite mathematical skills, a major finding from this work is that the majority of students possess the requisite mathematical skills, yet fail to use or interpret them in the context of physics. In this thesis I propose a theoretical framework to analyze and describe students' mathematical thinking in physics. In particular, I attempt to answer two questions. What are the cognitive tools involved in formal mathematical thinking in physics? And, why do students make the kinds of mistakes they do when using mathematics in physics? According to the proposed theoretical framework there are three major theoretical constructs: mathematical resources, which are the knowledge elements that are activated in mathematical thinking and problem solving; epistemic games, which are patterns of activities that use particular kinds of knowledge to create new knowledge or solve a problem; and frames, which are structures of expectations that determine how individuals interpret situations or events. The empirical basis for this study comes from videotaped sessions of college students solving homework problems. The students are enrolled in an algebra-based introductory physics course. The videotapes were transcribed and analyzed using the aforementioned theoretical framework. Two important results from this work are: (1) the construction of a theoretical framework that offers researchers a vocabulary (ontological classification of cognitive structures) and grammar (relationship between the cognitive structures) for understanding the nature and origin of

  18. A Perspective on Student Evaluations, Teaching Techniques, and Critical Thinking

    Science.gov (United States)

    Tarun, Prashant; Krueger, Dale

    2016-01-01

    In the United States System of Education the growth of student evaluations from 1973 to 1993 has increased from 29% to 86% which in turn has increased the importance of student evaluations on faculty retention, tenure, and promotion. However, the impact student evaluations have had on student academic development generates complex educational…

  19. The role of critical thinking skills and learning styles of university students in their academic performance

    Directory of Open Access Journals (Sweden)

    ZOHRE GHAZIVAKILI

    2014-07-01

    Full Text Available Introduction: The current world needs people who have a lot of different abilities such as cognition and application of different ways of thinking, research, problem solving, critical thinking skills and creativity. In addition to critical thinking, learning styles is another key factor which has an essential role in the process of problem solving. This study aimed to determine the relationship between learning styles and critical thinking of students and their academic performance in Alborz University of Medical Sciences. Methods: This cross-correlation study was performed in 2012, on 216 students of Alborz University who were selected randomly by the stratified method. The data was obtained via a three-part questionnaire included demographic data, Kolb standardized questionnaire of learning style and California critical thinking standardized questionnaire. The academic performance of the students was extracted by the school records. The validity of the instruments was determined in terms of content validity, and the reliability was gained through internal consistency methods. Cronbach's alpha coefficient was found to be 0.78 for the California critical thinking questionnaire. The Chi Square test, Independent T-test, one way ANOVA and Pearson Correlation test were used to determine relationship between variables. The Package SPSS14 statistical software was used to analyze data with a significant level of p<0.05. Results: Our findings indicated the significant difference of mean score in four learning style, suggesting university students with convergent learning style have better performance than other groups. Also learning style had a relationship with age, gender, field of study, semester and job. The results about the critical thinking of the students showed that the mean of deductive reasoning and evaluation skills were higher than that of other skills and analytical skills had the lowest mean and there was a positive significant

  20. The role of critical thinking skills and learning styles of university students in their academic performance.

    Science.gov (United States)

    Ghazivakili, Zohre; Norouzi Nia, Roohangiz; Panahi, Faride; Karimi, Mehrdad; Gholsorkhi, Hayede; Ahmadi, Zarrin

    2014-07-01

    The Current world needs people who have a lot of different abilities such as cognition and application of different ways of thinking, research, problem solving, critical thinking skills and creativity. In addition to critical thinking, learning styles is another key factor which has an essential role in the process of problem solving. This study aimed to determine the relationship between learning styles and critical thinking of students and their academic performance in Alborz University of Medical Science. This cross-correlation study was performed in 2012, on 216 students of Alborz University who were selected randomly by the stratified random sampling. The data was obtained via a three-part questionnaire included demographic data, Kolb standardized questionnaire of learning style and California critical thinking standardized questionnaire. The academic performance of the students was extracted by the school records. The validity of the instruments was determined in terms of content validity, and the reliability was gained through internal consistency methods. Cronbach's alpha coefficient was found to be 0.78 for the California critical thinking questionnaire. The Chi Square test, Independent t-test, one way ANOVA and Pearson correlation test were used to determine relationship between variables. The Package SPSS14 statistical software was used to analyze data with a significant level of pstudents with convergent learning style have better performance than other groups. Also learning style had a relationship with age, gender, field of study, semester and job. The results about the critical thinking of the students showed that the mean of deductive reasoning and evaluation skills were higher than that of other skills and analytical skills had the lowest mean and there was a positive significant relationship between the students' performance with inferential skill and the total score of critical thinking skills (pskills and deductive reasoning had significant

  1. Reducing Pseudoscientific and Paranormal Beliefs in University Students Through a Course in Science and Critical Thinking

    Science.gov (United States)

    Wilson, James A.

    2018-03-01

    This study measured the relationship between student's religion, gender, and propensity for fantasy thinking with the change in belief for paranormal and pseudoscientific subjects following a science and critical thinking course that directly confronted these subjects. Student pre-course endorsement of religious, paranormal, and pseudoscientific beliefs ranged from 21 to 53%, with religion having the highest endorsement rate. Pre-course belief in paranormal and pseudoscientific subjects was correlated with high scores in some fantasy thinking scales and showed a gender and a religion effect with females having an 11.1% higher belief across all paranormal and pseudoscience subcategories. Students' religion, and frequency of religious service attendance, was also important with agnostic or atheist students having lower beliefs in paranormal and pseudoscience subjects compared to religious students. Students with either low religious service attendance or very high attendance had lower paranormal and pseudoscientific beliefs. Following the critical thinking course, overall beliefs in paranormal and pseudoscientific subcategories lowered 6.8-28.9%, except for superstition, which did not significantly change. Change in belief had both a gender and religion effect with greater reductions among religious students and females.

  2. Reducing Pseudoscientific and Paranormal Beliefs in University Students Through a Course in Science and Critical Thinking

    Science.gov (United States)

    Wilson, James A.

    2018-02-01

    This study measured the relationship between student's religion, gender, and propensity for fantasy thinking with the change in belief for paranormal and pseudoscientific subjects following a science and critical thinking course that directly confronted these subjects. Student pre-course endorsement of religious, paranormal, and pseudoscientific beliefs ranged from 21 to 53%, with religion having the highest endorsement rate. Pre-course belief in paranormal and pseudoscientific subjects was correlated with high scores in some fantasy thinking scales and showed a gender and a religion effect with females having an 11.1% higher belief across all paranormal and pseudoscience subcategories. Students' religion, and frequency of religious service attendance, was also important with agnostic or atheist students having lower beliefs in paranormal and pseudoscience subjects compared to religious students. Students with either low religious service attendance or very high attendance had lower paranormal and pseudoscientific beliefs. Following the critical thinking course, overall beliefs in paranormal and pseudoscientific subcategories lowered 6.8-28.9%, except for superstition, which did not significantly change. Change in belief had both a gender and religion effect with greater reductions among religious students and females.

  3. Gender-fair assessment of young gifted students' scientific thinking skills

    Science.gov (United States)

    Dori, Y. J.; Zohar, A.; Fischer-Shachor, D.; Kohan-Mass, J.; Carmi, M.

    2018-04-01

    This paper describes an Israeli national-level research examining the extent to which admissions of elementary school students to the gifted programmes based on standardised tests are gender-fair. In the research, the gifted students consisted of 275 boys, 128 girls, and additional 80 girls who were admitted to the gifted programme through affirmative action (AA). To assess these young students' scientific thinking skills, also referred to as science practices, open-ended questions of case-based questionnaires were developed. The investigated scientific thinking skills were question posing, explanation, graphing, inquiry, and metacognition. Analysis of the students' responses revealed that gifted girls who entered the programmes through AA performed at the same level as the other gifted students. We found significant differences between the three research groups in question posing and graphing skills. We suggest increasing gender-fairness by revising the standard national testing system to include case-based narratives followed by open-ended questions that assess gifted students' scientific thinking skills. This may diminish the gender inequity expressed by the different number of girls and boys accepted to the gifted programmes. We show that open-ended tools for analysing students' scientific thinking might better serve both research and practice by identifying gifted girls and boys equally well.

  4. The Effects of Peer-Interaction Styles in Team Blogs on Students' Cognitive Thinking and Blog Participation

    Science.gov (United States)

    Xie, Ying; Ke, Fengfeng; Sharma, Priya

    2010-01-01

    Deep cognitive thinking refers to a learner's purposeful and conscious manipulation of ideas toward meaningful learning. Strategies such as journaling/blogging and peer feedback have been found to promote deep thinking. This article reports a research study about the effects of two different blog leader styles on students' deep thinking as…

  5. Critical Thinking Development in Undergraduate Engineering Students from Freshman through Senior Year: A 3-Cohort Longitudinal Study

    Science.gov (United States)

    Ralston, Patricia A.; Bays, Cathy L.

    2015-01-01

    Critical thinking is considered a necessary learning outcome for all college students and essential for academic and career success. There are many challenges to developing a comprehensive approach to teaching and assessing critical thinking skills. Although the literature has many examples of the incorporation of critical thinking and assessment…

  6. Student's Perceived Level and Teachers' Teaching Strategies of Higher Order Thinking Skills: A Study on Higher Educational Institutions in Thailand

    Science.gov (United States)

    Shukla, Divya; Dungsungnoen, Aj Pattaradanai

    2016-01-01

    Higher order thinking skills (HOTS) has portrayed immense industry demand and the major goal of educational institution in imparting education is to inculcate higher order thinking skills. This compiles and mandate the institutions and instructor to develop the higher order thinking skills among students in order to prepare them for effective…

  7. Enhancement of students’ creative thinking skills on mixture separation topic using project based student worksheet

    Science.gov (United States)

    Nurisalfah, R.; Fadiawati, N.; Jalmo, T.

    2018-05-01

    The aim of this study is to describe the effectiveness of project based student worksheet in improving students' creative thinking skills. The research method is using quasi experiment with the matching only pre-test post-test control group design. The population in this research is all students of class VII SMP N 2 Belitang Madang Raya with class VII1 as control class and class VII4 as experiment class. The sample of this research is obtaining by purposive sampling technique. The effectiveness of project based student worksheet is based on significant post-test differences between the control class and the experiment class as well as the effect size. The results show that the using of project based student worksheet is effective in improving students' creative thinking skills on mixture separation topic.

  8. The dynamics of variability in introductory physics students' thinking: Examples from kinematics

    Science.gov (United States)

    Frank, Brian W.

    Physics education research has long emphasized the need for physics instruction to address students' existing intuitions about the physical world as an integral part of learning physics. Researchers, however, have not reached a consensus-view concerning the nature of this intuitive knowledge or the specific role that it does (or might) play in physics learning. While many early characterizations of student misconceptions cast students' intuitive thinking as largely static, unitary in structure, and counter-productive for the purpose of learning correct physics, much of contemporary research supports a conceptualization of intuitive thought as dynamic, manifold in structure, and generative in the development of expertise. This dissertation contributes to ongoing inquiry into the nature of students' intuitive thought and its role in learning physics through the pursuit of dynamic systems characterizations of student reasoning, with a particular focus on how students settle into and shift among multiple patterns of reasoning about motion. In one thread of this research, simple experimental designs are used to demonstrate how individual students can be predictably biased toward and away from different ways of thinking about the same physical situation when specific parameters of questions posed to students are varied. I qualitatively model students' thinking in terms of the activations and interactions among fine-grained intuitive knowledge and static features of the context. In a second thread of this research, case studies of more dynamic shifts in students' conceptual reasoning are developed from videos of student discussions during collaborative classroom activities. These show multiple local stabilities of students' thinking as well, with evidence of group-level dynamics shifting on the time scale of minutes. This work contributes to existing research paradigms that aim to characterize student thinking in physics education in two important ways: (1) through the

  9. Reflective blogs in clinical education to promote critical thinking in dental hygiene students.

    Science.gov (United States)

    Wetmore, Ann O'Kelley; Boyd, Linda D; Bowen, Denise M; Pattillo, Robin E

    2010-12-01

    One challenge facing dental hygiene, as well as dental, education is to identify clinical teaching strategies promoting critical thinking and clinical reasoning. These skills are crucial elements in the practice of dental hygiene. A two-group design (intervention, n=28, and control, n=30) assessed first-year dental hygiene students using pre-and post-Health Science Reasoning Test (HSRT) scores to evaluate the effect of reflective blogging on critical thinking skills. A reflective blog rubric, based on Mezirow's levels of reflection, determined if reflective blogging increased the level of reflection for dental hygiene students. The results suggest within this nonprobability sample that reflective blogging did not produce a significant change in students' HSRT scores (p>0.05). However, analyses of reflective blog rubric scores demonstrated statistically significant improvements (pcritical thinking.

  10. Development of E-Book Multimedia Model to Increase Critical Thinking of Senior High School Students

    Directory of Open Access Journals (Sweden)

    Suparno Suparno

    2018-03-01

    Full Text Available This study aims to develop the interactive e-book multimedia model to improve the students' critical thinking ability (KBK. Critical thinking is very important to develop because it provides a high level of reasoning thinking that provides permanent experience to students through conscious and controlled decision making in a rational, reflective, responsible manner with the optimization of potential. Flash-based e-book media is capable of interactively loading videos, pictures, practice questions and learning with directed directions from the teacher. The research method developed is research and development. The output products are learning plan, KBK evaluation question, flash-based interactive e-book multimedia, and quasi experiment to see media effectiveness to KBK. The results showed that e-book multimedia is able to significantly increase the KBK of high school students in economic learning.

  11. STUDENTS POSITIVE RESPONSE THROUGH THINK PAIR SHARE STRATEGY ON ENGLISH SPEAKING SKILLS

    Directory of Open Access Journals (Sweden)

    Iin Baroroh Ma’arif

    2017-12-01

    Full Text Available Harmonious communication has an important role in teaching and learning process, especially in encouraging the success of teaching and learning process in the classroom. This research was conducted to know the student's response to the implementation of Think Pair Share strategy in Speaking course. This strategy emphasizes how students are more active in communicating using English in the classroom. The purpose of this research is 1 how the implementation of Think Pair Share strategy in class; 2 how students respond to the Think Pair Share strategy in the classroom; The design of this study is descriptive-qualitative to answer these questions. In this study, researchers themselves are the main instrument. In collecting data, researchers used observation sheets, and field notes.

  12. Identification of the students' critical thinking skills through biochemistry laboratory work report

    Science.gov (United States)

    Anwar, Yunita Arian Sani; Senam, Laksono, Endang W.

    2017-08-01

    This work aims to (1) identify the critical thinking skills of student based on their ability to set up laboratory work reports, and (2) analyze the implementation of biochemistry laboratory work. The method of quantitative content analysis was employed. Quantitative data were in the form of critical thinking skills through the assessment of students' laboratory work reports and questionnaire data. Hoyo rubric was used to measure critical thinking skills with 10 indicators, namely clarity, accuracy, precision, consistency, relevance, evidence, reason, depth, breadth, and fairness. The research sample consisted of 105 students (35 male, 70 female) of Mataram University who took a Biochemistry course and 2 lecturers of Biochemistry course. The results showed students' critical thinking skills through laboratory work reports were still weak. Analysis of the questionnaire showed that three indicators become the biggest problems during the laboratory work implementation, namely, lecturers' involved in laboratory work implementation, the integration of laboratory work implementation of learning in the classroom has not been done optimally and laboratory work implementation as an effort to train critical thinking skills is not optimal yet.

  13. Thinking Routines: Replicating Classroom Practices within Museum Settings

    Science.gov (United States)

    Wolberg, Rochelle Ibanez; Goff, Allison

    2012-01-01

    This article describes thinking routines as tools to guide and support young children's thinking. These learning strategies, developed by Harvard University's Project Zero Classroom, actively engage students in constructing meaning while also understanding their own thinking process. The authors discuss how thinking routines can be used in both…

  14. M-OSCE as a method to measure dental hygiene students' critical thinking: a pilot study.

    Science.gov (United States)

    McComas, Martha J; Wright, Rebecca A; Mann, Nancy K; Cooper, Mary D; Jacks, Mary E

    2013-04-01

    Educators in all academic disciplines have been encouraged to utilize assessment strategies to evaluate students' critical thinking. The purpose of this study was to assess the viability of the modified objective structured clinical examination (m-OSCE) to evaluate critical thinking in dental hygiene education. This evaluation utilized a convenience sample of senior dental hygiene students. Students participated in the m-OSCE in which portions of a patient case were revealed at four stations. The exam consisted of multiple-choice questions intended to measure students' ability to utilize critical thinking skills. Additionally, there was one fill-in-the-blank question and a treatment plan that was completed at the fifth station. The results of this study revealed that the m-OSCE did not reliably measure dental hygiene students' critical thinking. Statistical analysis found no satisfactory reliability within the multiple-choice questions and moderately reliable results within the treatment planning portion of the examination. In addition, the item analysis found gaps in students' abilities to transfer clinical evidence/data to basic biomedical knowledge as demonstrated through the multiple-choice questioning results. This outcome warrants further investigation of the utility of the m-OSCE, with a focus on modifications to the evaluation questions, grading rubric, and patient case.

  15. Collaborative testing: assessing teamwork and critical thinking behaviors in baccalaureate nursing students.

    Science.gov (United States)

    Wiggs, Carol M

    2011-04-01

    The purpose of this study was to foster teamwork and critical thinking behaviors in baccalaureate nursing students using a collaborative testing environment. Collaborative testing affords the nurse educator a unique opportunity to actively influence the development of critical thinking skills directly influencing the nursing student's ability to solve complex patient problems. Using a quasi-experimental approach exam scores from students in prior semesters were compared to students in several semesters using collaborative testing in one undergraduate course taught by the same faculty. In the experimental group collaborative testing was used in the two unit examinations, while the final examination remained individual. For collaborative testing the students were grouped by random assignment. They were not allowed the use of notes, textbooks, or other resource materials. Any student who wished to work alone was allowed do so and any student coming late (within 15 min of examination beginning) was required to work alone. Each student submitted individual examination answer forms, and groups were not required to reach consensus. Collaborative testing is one means to foster critical thinking by allowing students to solve complex patient problems within an examination environment. This better prepares them for national certification exams. Copyright © 2010 Elsevier Ltd. All rights reserved.

  16. Developing critical thinking disposition and emotional intelligence of nursing students: a longitudinal research.

    Science.gov (United States)

    Kaya, Hülya; Şenyuva, Emine; Bodur, Gönül

    2017-01-01

    Emotional Intelligence is considered as an important characteristic of nurses that can affect the quality of their work including clinical decision-making, critical thinking, evidence and knowledge use in practice. The study is aimed to determine nursing students' critical thinking disposition and emotional intelligence in an academic year. A longitudinal design. The focus population of this longitudinal study consists of 197 freshman students studying at a faculty of nursing. Asymmetrical cluster sampling method was used to determine sample group and all the students registered in the first year were included in scope of the study. Information Form, California Critical Thinking Disposition Scale and Emotional Intelligence Assessment Scale were used for data collection. SPSS version 11.5 was used for data analysis. Nursing students have a low level of critical thinking disposition and intermediate level of emotional intelligence both at the beginning and end of academic year. There was no statistically significant difference in both skills at the beginning and end of year. There was a statistically significant difference between students' critical thinking disposition and emotional intelligence at the beginning of academic year. There was a positive correlation at a medium level between students' critical thinking disposition and emotional intelligence at the beginning and end of academic year. In light of these results, it is that suggested the study should be prolonged as longitudinal because development of both skills require a long time. The current study holds importance that it sheds light on other relevant studies and nursing education programs. Copyright © 2016 Elsevier Ltd. All rights reserved.

  17. Enhancing Systems-Thinking Skills with Modelling

    Science.gov (United States)

    Hung, Woei

    2008-01-01

    Systems thinking is an essential cognitive skill that enables individuals to develop an integrative understanding of a given subject at the conceptual and systemic level. Yet, systems thinking is not usually an innate skill. Helping students develop systems-thinking skills warrants attention from educators. This paper describes a study examining…

  18. Assessing an Introduction to Systems Thinking

    Science.gov (United States)

    Monroe, Martha C.; Plate, Richard R.; Colley, Lara

    2015-01-01

    This research study investigated the learning outcomes of a brief systems thinking intervention at the undergraduate level. A pre/post experimental design (n = 50) was used to address two primary questions: (1) Can a brief introduction to systems thinking improve students' understanding of systems thinking? and (2) Which teaching method (of…

  19. Student understanding of Taylor series expansions in statistical mechanics

    Directory of Open Access Journals (Sweden)

    Trevor I. Smith

    2013-08-01

    Full Text Available One goal of physics instruction is to have students learn to make physical meaning of specific mathematical expressions, concepts, and procedures in different physical settings. As part of research investigating student learning in statistical physics, we are developing curriculum materials that guide students through a derivation of the Boltzmann factor using a Taylor series expansion of entropy. Using results from written surveys, classroom observations, and both individual think-aloud and teaching interviews, we present evidence that many students can recognize and interpret series expansions, but they often lack fluency in creating and using a Taylor series appropriately, despite previous exposures in both calculus and physics courses.

  20. Student understanding of Taylor series expansions in statistical mechanics

    Science.gov (United States)

    Smith, Trevor I.; Thompson, John R.; Mountcastle, Donald B.

    2013-12-01

    One goal of physics instruction is to have students learn to make physical meaning of specific mathematical expressions, concepts, and procedures in different physical settings. As part of research investigating student learning in statistical physics, we are developing curriculum materials that guide students through a derivation of the Boltzmann factor using a Taylor series expansion of entropy. Using results from written surveys, classroom observations, and both individual think-aloud and teaching interviews, we present evidence that many students can recognize and interpret series expansions, but they often lack fluency in creating and using a Taylor series appropriately, despite previous exposures in both calculus and physics courses.

  1. What Students Say about Their Mathematical Thinking When They Listen

    Science.gov (United States)

    Kosko, Karl W.

    2014-01-01

    Mathematical listening is an important aspect of mathematical communication. Yet there are relatively few examinations of this phenomenon. Further, existing studies of students' mathematical listening come from observational data, lacking the student perspective. This study examined student replies to an open-response question regarding what…

  2. Reflective thinking and medical students: some thoughtful distillations regarding John Dewey and Hannah Arendt.

    Science.gov (United States)

    Papadimos, Thomas J

    2009-04-16

    Reflective thought (critical thinking) is essential to the medical student who hopes to become an effective physician. John Dewey, one of America's foremost educators in the early twentieth century, revolutionized critical thinking and its role in education. In the mid twentieth century Hannah Arendt provided profound insights into the problem of diminishing human agency and political freedom. Taken together, Dewey's insight regarding reflective thought, and Arendt's view of action, speech, and power in the public realm, provide mentors and teachers of medical students guidance in the training of thought and the need for its effective projection at the patient's bedside and in the community.

  3. Role of Personality Traits, Learning Styles and Metacognition in Predicting Critical Thinking of Undergraduate Students

    Directory of Open Access Journals (Sweden)

    Soliemanifar O

    2015-04-01

    The aim of this study was to investigate the role of personality traits, learning styles and metacognition in predicting critical thinking. Instrument & Methods: In this descriptive correlative study, 240 students (130 girls and 110 boys of Ahvaz Shahid Chamran University were selected by multi-stage random sampling method. The instruments for collecting data were NEO Five-Factor Inventory, learning style inventory of Kolb (LSI, metacognitive assessment inventory (MAI of Schraw & Dennison (1994 and California Critical Thinking Skills Test (CCTST. The data were analyzed using Pearson correlation coefficient, stepwise regression analysis and Canonical correlation analysis.  Findings: Openness to experiment (b=0.41, conscientiousness (b=0.28, abstract conceptualization (b=0.39, active experimentation (b=0.22, reflective observation (b=0.12, knowledge of cognition (b=0.47 and regulation of cognition (b=0.29 were effective in predicting critical thinking. Openness to experiment and conscientiousness (r2=0.25, active experimentation, abstract conceptualization and reflective observation learning styles (r2=0.21 and knowledge and regulation of cognition metacognitions (r2=0.3 had an important role in explaining critical thinking. The linear combination of critical thinking skills (evaluation, analysis, inference was predictable by a linear combination of dispositional-cognitive factors (openness, conscientiousness, abstract conceptualization, active experimentation, knowledge of cognition and regulation of cognition. Conclusion: Personality traits, learning styles and metacognition, as dispositional-cognitive factors, play a significant role in students' critical thinking.

  4. Using NCLab-karel to improve computational thinking skill of junior high school students

    Science.gov (United States)

    Kusnendar, J.; Prabawa, H. W.

    2018-05-01

    Increasingly human interaction with technology and the increasingly complex development of digital technology world make the theme of computer science education interesting to study. Previous studies on Computer Literacy and Competency reveal that Indonesian teachers in general have fairly high computational skill, but their skill utilization are limited to some applications. This engenders limited and minimum computer-related learning for the students. On the other hand, computer science education is considered unrelated to real-world solutions. This paper attempts to address the utilization of NCLab- Karel in shaping the computational thinking in students. This computational thinking is believed to be able to making learn students about technology. Implementation of Karel utilization provides information that Karel is able to increase student interest in studying computational material, especially algorithm. Observations made during the learning process also indicate the growth and development of computing mindset in students.

  5. Developing Student Worksheet Based On Higher Order Thinking Skills on the Topic of Transistor Power Amplifier

    Science.gov (United States)

    Sardia Ratna Kusuma, Luckey; Rakhmawati, Lusia; Wiryanto

    2018-04-01

    The purpose of this study is to develop a student worksheet about the transistor power amplifier based on higher order thinking skills include critical, logical, reflective, metacognitive, and creative thinking, which could be useful for teachers in improving student learning outcomes. Research and Development (R & D) methodology was used in this study. The pilot study of the worksheet was carried out with class X AV 2 at SMK Negeri 5 Surabaya. The result showed satisfies aspect of validity with 81.76 %, and effectiveness (students learning outcomes is classically passed out with percentage of 82.4 % and the students gave positive responses to the student worksheet of each statement. It can be concluded that this worksheet categorized good and worthy to be used as a source of learning in the learning activities.

  6. Guided-inquiry based laboratory instruction: Investigation of critical thinking skills, problem solving skills, and implementing student roles in chemistry

    Science.gov (United States)

    Gupta, Tanya

    Recent initiatives in the laboratory curriculum have encouraged an inquiry-based approach to learning and teaching in the laboratory. It has been argued that laboratory instruction should not just be hands-on, but it should portray the essence of inquiry through the process of experiential learning and reflective engagement in collaboration with peers and in facilitation by the instructor. A student-centered active learning approach may be an effective way to enhance student understanding of concepts in the laboratory. The dissertation research work explores the impact of laboratory instruction and its relevance for college-level chemistry. Each chapter is different from the preceding chapter in terms of the purpose of the study and the research questions asked. However, the overarching idea is to address the importance of guided-inquiry based laboratory instruction in chemistry and its relevance in helping students to make connections with the chemistry content and in imparting skills to students. Such skills include problem solving, collaborative group work and critical thinking. The first research study (Chapter 2) concerns the impact of first year co-requisite general chemistry laboratory instruction on the problem-solving skills of students. The second research study (Chapter 3) examines the impact of implementing student roles also known as Student-Led Instructor Facilitated Guided-Inquiry based Laboratories, SLIFGIL) by modifying the Science Writing Heuristic approach of laboratory instruction. In the third research study (Chapter 4), critical thinking skills of first semester general chemistry laboratory students were compared to advanced (third or fourth year) chemistry laboratory students based on the analysis of their laboratory reports.

  7. Improving Geoscience Students' Spatial Thinking Skills: Applying Cognitive Science Research in the Classroom

    Science.gov (United States)

    Ormand, C. J.; Shipley, T. F.; Manduca, C. A.; Tikoff, B.

    2011-12-01

    Spatial thinking skills are critical to success in many subdisciplines of the geosciences (and beyond). There are many components of spatial thinking, such as mental rotation, penetrative visualization, disembedding, perspective taking, and navigation. Undergraduate students in introductory and upper-level geoscience courses bring a wide variety of spatial skill levels to the classroom, as measured by psychometric tests of many of these components of spatial thinking. Furthermore, it is not unusual for individual students to excel in some of these areas while struggling in others. Although pre- and post-test comparisons show that student skill levels typically improve over the course of an academic term, average gains are quite modest. This suggests that it may be valuable to develop interventions to help undergraduate students develop a range of spatial skills that can be used to solve geoscience problems. Cognitive science research suggests a number of strong strategies for building students' spatial skills. Practice is essential, and time on task is correlated to improvement. Progressive alignment may be used to scaffold students' successes on simpler problems, allowing them to see how more complex problems are related to those they can solve. Gesturing has proven effective in moving younger students from incorrect problem-solving strategies to correct strategies in other disciplines. These principles can be used to design instructional materials to improve undergraduate geoscience students' spatial skills; we will present some examples of such materials.

  8. What Students Think About (Nuclear) Radiation - Before and After Fukushima

    Science.gov (United States)

    Neumann, S.

    2014-06-01

    Preparing successful science lessons is very demanding. One important aspect a teacher has to consider is the students' previous knowledge about the specific topic. This is why research about students' preconceptions has been, and continues to be, a major field in science education research. Following a constructivistic approach [R. Duit et al., International handbook of research on conceptual change, p. 629 (2008)], helping students learn is only possible if teachers know about students' ideas beforehand. Studies about students' conceptions regarding the major topics in physics education (e.g. mechanics, electrodynamics, optics, thermodynamics), are numerous and well-documented. The topic radiation, however, has seen very little empirical research about students' ideas and misconceptions. Some research was conducted after the events of Chernobyl [P. Lijnse et al., International Journal of Science Education 12, 67 (1990); B. Verplanken, Environment and Behavior 21, 7 (1989)] and provided interesting insight into some of the students' preconceptions about radiation. In order to contribute empirical findings to this field of research, our workgroup has been investigating the conceptions students have about the topic radiation for several years [S. Neumann et al., Journal of Science Education and Technology 21, 826 (2012)]. We used children's drawings and conducted short follow-up interviews with students (9 - 12 years old) and more detailed interviews with 15-year-old students. Both studies were originally done before the events in Fukushima and replicated a year later. We not only asked students about their general associations and emotions regarding the term radiation, but also examined the students' risk perceptions of different types of radiation. Through the use of open-ended questions we were able to examine students' conceptions about different types of radiation (including nuclear) that could be a hindrance to student learning. Our results show that students

  9. Critical thinking skills in midwifery practice: Development of a self-assessment tool for students.

    Science.gov (United States)

    Carter, Amanda G; Creedy, Debra K; Sidebotham, Mary

    2017-07-01

    Develop and test a tool designed for use by pre-registration midwifery students to self-appraise their critical thinking in practice. A descriptive cohort design was used. All students (n=164) enrolled in a three-year Bachelor of Midwifery program in Queensland, Australia. The staged model for tool development involved item generation, mapping draft items to critical thinking concepts and expert review to test content validity, pilot testing of the tool to a convenience sample of students, and psychometric testing. Students (n=126, 76.8% response rate) provided demographic details, completed the new tool, and five questions from the Motivated Strategies for Learning Questionnaire (MSLQ) via an online platform or paper version. A high content validity index score of 0.97 was achieved through expert review. Construct validity via factor analysis revealed four factors: seeks information, reflects on practice, facilitates shared decision making, and evaluates practice. The mean total score for the tool was 124.98 (SD=12.58). Total and subscale scores correlated significantly. The scale achieved good internal reliability with a Cronbach's alpha coefficient of 0.92. Concurrent validity with the MSLQ subscale was 0.35 (pcritical thinking in practice. Critical thinking skills are vital for safe and effective midwifery practice. Students' assessment of their critical thinking development throughout their pre-registration programme makes these skills explicit, and could guide teaching innovation to address identified deficits. The availability of a reliable and valid tool assists research into the development of critical thinking in education and practice. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

  10. Critical Thinking Skills of Students through Mathematics Learning with ASSURE Model Assisted by Software Autograph

    Science.gov (United States)

    Kristianti, Y.; Prabawanto, S.; Suhendra, S.

    2017-09-01

    This study aims to examine the ability of critical thinking and students who attain learning mathematics with learning model ASSURE assisted Autograph software. The design of this study was experimental group with pre-test and post-test control group. The experimental group obtained a mathematics learning with ASSURE-assisted model Autograph software and the control group acquired the mathematics learning with the conventional model. The data are obtained from the research results through critical thinking skills tests. This research was conducted at junior high school level with research population in one of junior high school student in Subang Regency of Lesson Year 2016/2017 and research sample of class VIII student in one of junior high school in Subang Regency for 2 classes. Analysis of research data is administered quantitatively. Quantitative data analysis was performed on the normalized gain level between the two sample groups using a one-way anova test. The results show that mathematics learning with ASSURE assisted model Autograph software can improve the critical thinking ability of junior high school students. Mathematical learning using ASSURE-assisted model Autograph software is significantly better in improving the critical thinking skills of junior high school students compared with conventional models.

  11. Using problem-based learning to improve students' creative thinking skills on water purification

    Science.gov (United States)

    Wahyu, Wawan; Kurnia, Eli, Rohaeni Nur

    2016-02-01

    The aim of this study is to obtain information about the using Problem-based Learning (PBL) to improve students' creative thinking skills on water purification. The research adopted quasi-experimental method with one group pre-test-post-test design, involving 31students of class XI in one SMK in Cimahi as the subjects of study. The students were divided into three groups categories: high, medium, and low based on the average grades of daily tests. The used instruments in this study were essay, observation sheet, questionnaire (Likert scale), and interview sheet Aspects of creative thinking skills are developed including: fluency, flexibility, originality, detailing (elaborative), and judging (evaluative). To identify the improvement of students' creative thinking skills on water purification, "normalized gain" or of the pre-test and post-test scores was calculated. The results showed that PBL can enhance students' creative thinking skills by means high category (percentage of = 70.12%). This nformation can be used as an input to teachers in the school and teacher education programs.

  12. Relationship between Female Pre University Students' Critical Thinking Skills and Their Mental Health

    Directory of Open Access Journals (Sweden)

    Y. Maroofi

    2012-04-01

    Full Text Available Introduction & Objective: Critical thinking is simply defined as ability for analysis and evaluation of information. Today, this skill is considered as an undeniable necessity for social life. So fostering critical thinking ability is one of the basic goals of different levels of education from primary school to higher education. Each conscious behavior is related to the theoretical and intellectual foundation and origin. Therefore, the quality and types of thought play an important role in human mental health. This research studies the relationship between female pre-university students' critical thinking skills and their mental health in the academic year 2009-2010 in Hamadan city. Materials & Methods: This study is a cross sectional research and our method is based on correlation. Using random multiple stages clustering method, we selected 331 students as statistical sample. The data gathering instruments are two standard questionnaires: California form b critical thinking questionnaire and 28-question Goldberg and Hilier general health questionnaire. The data were analyzed using descriptive statistic indexes such as frequency, percent, mean and standard deviation and inferential tests such as Pearson correlation coefficient and multiple regressions. Results: Research findings show that the average point of students' critical thinking skills is (6.51 out of 34 and their average point of mental health is (31.52 .About 61 persons(18.4 percent have not any psychological disorder, about 270 person (81.6 percent seemed to have psychological disorder symptoms. There are negative and significant differences between critical thinking skills and disorder in mental health. Multiple regression analysis show that: there is negative and significant differences between critical analysis and deductive rational skills with psychological disorder symptoms, that is when students' critical thinking skills increases, the psychological disorder symptoms decrease

  13. Critical thinking, self-esteem, and state anxiety of nursing students.

    Science.gov (United States)

    Suliman, Wafika A; Halabi, Jehad

    2007-02-01

    This study aimed at exploring the existing predominant critical thinking disposition(s) of baccalaureate nursing students and the relationship among their critical thinking (CT), self-esteem (SE), and state anxiety (SA). Cross-sectional correlational design was utilized to achieve the said aim. A voluntary convenient sample consisted of first year (n=105) and fourth year (n=60) nursing students. The California Critical Thinking Disposition Inventory, Rosenberg Self-Esteem Scale, and Spielberger State Anxiety Inventory were used for data collection after their translation to Arabic language and test for validity and reliability. Descriptive and inferential statistics were used to analyze data. Results showed that both groups overall CT was marginal indicating no serious deficiency, their SE was average, and their SA was relatively high; they reported analyticity, open-mindedness, systematicity, inquisitiveness, and truth seeking as predominant critical thinking dispositions with no significant difference between them. However, the two groups were weak with significant difference on CT self-confidence (t=-2.053, df=136.904, p=.042) with beginning students reporting poorer level of CT self-confidence. Significant correlation results showed that critical thinking is positively correlated with SE, negatively correlated with SA, and SE is negatively correlated with SA; however, all correlations were actually quite low.

  14. Analysis of students critical thinking skills in socio-scientific issues of biodiversity subject

    Science.gov (United States)

    Santika, A. R.; Purwianingsih, W.; Nuraeni, E.

    2018-05-01

    Critical thinking is a skills the which students should have in order to face 21st century demands. Critical thinking skills can help people in facing their daily problems, especially problems roommates relate to science. This research is aimed to analyze students critical thinking skills in socio-scientific issues of biodiversity subject. The method used in this research was descriptive method. The research subject is first-grade students’ in senior high school. The data collected by interview and open-ended question the which classified based on framework : (1) question at issue, (2) information (3) purpose (4) concepts (5) assumptions, (6) point of view, (7) interpretation and inference, and (8) implication and consequences, then it will be assessed by using rubrics. The result of the data showed students critical thinking skills in socio-scientific issues of biodiversity subject is in low and medium category. Therefore we need a learning activity that is able to develop student’s critical thinking skills, especially regarding issues of social science.

  15. Using Digital Games to Learn Mathematics – What students think?

    OpenAIRE

    Su Ting Yong; Ian Harrison; Peter Gates

    2016-01-01

    The aim of this study was to explore how university foundation students perceive the use of digital games in learning mathematics. Data was collected using an online questionnaire and 209 foundation university students participated in this study.  The questionnaire was used to explore students’ gaming experience and students’ attitude towards mathematics learning with digital games.  It was found that most of the university foundation students liked to play different types of digital games.  ...

  16. High School Students' Critical Thinking Related to Their Metacognitive Self-Regulation and Physics Self-Efficacy Beliefs

    Science.gov (United States)

    Gurcay, Deniz; Ferah, Hatice Ozturk

    2018-01-01

    The purpose of this study is to examine the relationships between ninth grade students' metacognitive self-regulation skills and physics self-efficacy beliefs and their critical thinking. To this end, 162 students attending the ninth grade participated in the study. Critical thinking scale, metacognitive self-regulation scale and physics…

  17. Students' Ways of Thinking about Two-Variable Functions and Rate of Change in Space

    Science.gov (United States)

    Weber, Eric David

    2012-01-01

    This dissertation describes an investigation of four students' ways of thinking about functions of two variables and rate of change of those two-variable functions. Most secondary, introductory algebra, pre-calculus, and first and second semester calculus courses do not require students to think about functions of more than one variable. Yet…

  18. Improved Creative Thinkers in a Class: A Model of Activity Based Tasks for Improving University Students' Creative Thinking Abilities

    Science.gov (United States)

    Oncu, Elif Celebi

    2016-01-01

    The main objective of this study was improving university students' from different faculties creativity thinking through a creativity education process. The education process took twelve weeks' time. As pretest, Torrance test of creative thinking (TTCT) figural form was used. Participants were 24 university students from different faculties who…

  19. Pedagogical Factors Stimulating the Self-Development of Students' Multi-Dimensional Thinking in Terms of Subject-Oriented Teaching

    Science.gov (United States)

    Andreev, Valentin I.

    2014-01-01

    The main aim of this research is to disclose the essence of students' multi-dimensional thinking, also to reveal the rating of factors which stimulate the raising of effectiveness of self-development of students' multi-dimensional thinking in terms of subject-oriented teaching. Subject-oriented learning is characterized as a type of learning where…

  20. The Influence of Collaborative Group Work on Students' Development of Critical Thinking: The Teacher's Role in Facilitating Group Discussions

    Science.gov (United States)

    Fung, Dennis Chun-Lok; To, Helen; Leung, Kit

    2016-01-01

    The objective of this study was to determine whether the incorporation of group work in a teaching intervention can effectively foster students' critical thinking skills. Building upon Kuhn's critical thinking model, the research involved comparison of pretest and post-test results for 140 secondary four (10th grade) students in Hong Kong on two…

  1. Developing critical thinking skills from clinical assignments: a pilot study on nursing students' self-reported perceptions.

    Science.gov (United States)

    Marchigiano, Gail; Eduljee, Nina; Harvey, Kimberly

    2011-01-01

    Clinical assignments in nursing education provide opportunities for students to develop thinking skills vital to the effective delivery of patient care. The purpose of the present study was to examine students' perceived levels of confidence for using thinking skills when completing two types of clinical assignments. Clinical educators and managers are challenged to develop teaching and learning strategies that help students think critically and reflectively and transfer these skills into sound nursing practice. This study is based on the theoretical framework of critical thinking within the nursing process framework. Undergraduate nursing students (n=51) completed surveys indicating their confidence in using seven thinking skills for nursing care. Students indicated significantly more confidence when implementing the journal format as compared with the care plan format when analysing information, determining relevance, making connections, selecting appropriate information, applying relevant knowledge and evaluating outcomes. The findings of the present study propose a new approach for enhancing students' thinking skills. Journaling is an effective strategy for enhancing students' thinking skills. Nursing managers are in key organisational positions for supporting and promoting the use of the journal format and building supportive and collaborative learning environments for students to develop thinking skills for managing patient care. © 2010 The Authors. Journal compilation © 2010 Blackwell Publishing Ltd.

  2. The Effectiveness of Local Culture-Based Mathematical Heuristic-KR Learning towards Enhancing Student's Creative Thinking Skill

    Science.gov (United States)

    Tandiseru, Selvi Rajuaty

    2015-01-01

    The problem in this research is the lack of creative thinking skills of students. One of the learning models that is expected to enhance student's creative thinking skill is the local culture-based mathematical heuristic-KR learning model (LC-BMHLM). Heuristic-KR is a learning model which was introduced by Krulik and Rudnick (1995) that is the…

  3. How Radiologists Think: Understanding Fast and Slow Thought Processing and How It Can Improve Our Teaching.

    Science.gov (United States)

    van der Gijp, Anouk; Webb, Emily M; Naeger, David M

    2017-06-01

    Scholars have identified two distinct ways of thinking. This "Dual Process Theory" distinguishes a fast, nonanalytical way of thinking, called "System 1," and a slow, analytical way of thinking, referred to as "System 2." In radiology, we use both methods when interpreting and reporting images, and both should ideally be emphasized when educating our trainees. This review provides practical tips for improving radiology education, by enhancing System 1 and System 2 thinking among our trainees. Copyright © 2017 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

  4. Examining Students' Intended Image on Facebook: "What Were They Thinking?!"

    Science.gov (United States)

    Peluchette, Joy; Karl, Katherine

    2010-01-01

    The present article examines factors that influence why students post information on their social network profile which employers would find inappropriate. Results show that many students make a conscious attempt to portray a particular image and, as predicted, their intended image was related to whether they posted inappropriate information.…

  5. Building Bridges with Student Mentoring: A Design Thinking Approach

    Science.gov (United States)

    Parrish, Jesse; Parks, Rodney; Taylor, Alexander

    2017-01-01

    Increasingly, college students struggle to find translatable meaning in their college experiences. Following a program of study and dabbling in a few extra-curricular experiences proves to be enough to graduate, but somehow some students fail to thrive in all areas of well-being once they are at work. If this disconnect is rooted to a lack of…

  6. TGT for chemistry learning to enhance students' achievement and critical thinking skills

    Science.gov (United States)

    Bolhassan, Norlailatulakma; Taha, Hafsah

    2017-05-01

    The form of cooperative learning known as Teams-Games-Tournament (TGT) in this study favors the use of teams work and learning tools combined with student play and practice to foster students' achievement and critical thinking skills. Using this paradigm, this study incorporates Teams-Games-Tournament and Flash Cards Games Kit during an 8-weeks experimental instruction period that includes 67 Form Four students; 34 students in the experimental group and 33 in the control group. The learning design in experimental group emphasizes scaffolding, guided practices, cooperative learning, and active participation in learning. While the experimental group experienced the TGT approach, the control group encountered the conventional teaching approach of chemistry drills. An achievement chemistry test and Watson Glaser Critical Thinking Appraisal (WGCTA) were used for the pretest and posttest. The finding indicates that TGT learning was more effective than drills in promoting chemistry performance, and the playful competiveness among students promotes students' critical thinking. In addition, TGT cooperative learning also creates an active learning environment in solving problems and discussions among students and teachers.

  7. Critical Thinking and Problem Solving Skills in Mathematics of Grade-7 Public Secondary Students

    Directory of Open Access Journals (Sweden)

    Emil C. Alcantara

    2017-11-01

    Full Text Available The study aimed to assess the academic performance, critical thinking skills, and problem solving skills in mathematics of Grade-7 students in the five central public secondary schools of Area 2, Division of Batangas, Philippines. This study utilized descriptive method of research. Three hundred forty one (341 students of the public secondary schools out of the total of 2,324 Grade-7 students were selected through systematic random sampling as the subjects of the study. It was found out that the level of performance in Mathematics of the Grade-7 students is proficient. The level of critical thinking skills of students from the different schools is above average as well as their level of problem solving skills. The mathematics performance of the students is positively correlated to their level of critical thinking skills and problem solving skills. Students considered the following learning competencies in the different content areas of Grade-7 Mathematics as difficult to master: solving problems involving sets, describing the development of measurement from the primitive to the present international system of units, finding a solution of an equation or inequality involving one variable, using compass and straightedge to bisect line segments and angles, and analyzing, interpreting accurately and drawing conclusions from graphic and tabular presentations of statistical data.

  8. Use of Multi-Response Format Test in the Assessment of Medical Students' Critical Thinking Ability.

    Science.gov (United States)

    Mafinejad, Mahboobeh Khabaz; Arabshahi, Seyyed Kamran Soltani; Monajemi, Alireza; Jalili, Mohammad; Soltani, Akbar; Rasouli, Javad

    2017-09-01

    To evaluate students critical thinking skills effectively, change in assessment practices is must. The assessment of a student's ability to think critically is a constant challenge, and yet there is considerable debate on the best assessment method. There is evidence that the intrinsic nature of open and closed-ended response questions is to measure separate cognitive abilities. To assess critical thinking ability of medical students by using multi-response format of assessment. A cross-sectional study was conducted on a group of 159 undergraduate third-year medical students. All the participants completed the California Critical Thinking Skills Test (CCTST) consisting of 34 multiple-choice questions to measure general critical thinking skills and a researcher-developed test that combines open and closed-ended questions. A researcher-developed 48-question exam, consisting of 8 short-answers and 5 essay questions, 19 Multiple-Choice Questions (MCQ), and 16 True-False (TF) questions, was used to measure critical thinking skills. Correlation analyses were performed using Pearson's coefficient to explore the association between the total scores of tests and subtests. One hundred and fifty-nine students participated in this study. The sample comprised 81 females (51%) and 78 males (49%) with an age range of 20±2.8 years (mean 21.2 years). The response rate was 64.1%. A significant positive correlation was found between types of questions and critical thinking scores, of which the correlations of MCQ (r=0.82) and essay questions (r=0.77) were strongest. The significant positive correlations between multi-response format test and CCTST's subscales were seen in analysis, evaluation, inference and inductive reasoning. Unlike CCTST subscales, multi-response format test have weak correlation with CCTST total score (r=0.45, p=0.06). This study highlights the importance of considering multi-response format test in the assessment of critical thinking abilities of medical

  9. Promoting English oral communication and higher-order thinking in Taiwanese ESL students through the use of knowledge visualization techniques.

    Science.gov (United States)

    Wang, Ya-Huei; Liao, Hung-Chang

    2014-06-01

    The study examined whether the students using concept mapping in a Freshman English course would improve English oral communication proficiency, higher-order thinking, and perception of abilities. A quasi-experimental design, lasting for 12 weeks, was administered to an experimental group (21 students) and a control group (20 students). The experimental group had significantly better performance on all measures. Concept mapping was effective in improving college students' English oral communication, higher-order thinking, and perception of abilities development.

  10. Students' construction of a simple steam distillation apparatus and development of creative thinking skills: A project-based learning

    Science.gov (United States)

    Diawati, Chansyanah; Liliasari, Setiabudi, Agus; Buchari

    2017-05-01

    This project-based learning combined the chemistry of separation process using steam distillation with engineering design process in an undergraduate chemistry course. Students built upon their knowledge of phase changes, immiscible mixture, and the relationship between vapor pressure and boiling point to complete a project of modifications steam distillation apparatus. The research method is a qualitative case study, which aims to describe how (1) the creative thinking skills of students emerged during six weeks of theproject, (2) students built steam distillation apparatus characteristics as the project product and (3) students response to the project-based learning model. The results showed that the students had successfully constructed a steam distillation apparatus using plastic kettle as steam generator and distillation flask. A Plastic tubewas used to drain water vapor from steam generator to distillation flask and to drain steam containing essential oil to the condenser. A biscuit tin filled with ice was used as a condenser. The time required until resulting distillate was fifteen minutes. The production of essential was conductive qualitatively by a very strong smell typical of essential oil and two phases of distillate. Throughout the project, students formulated the relevant and varied problem, formulated the goals, proposed the ideas of the apparatus and materials, draw apparatus design, constructed apparatus, tested apparatus, evaluated, and reported the project. Student response was generally positive. They were pleased, interested, more understanding the concepts and work apparatus principles, also implemented new ideas. These results indicate that project-based learning can develop students' creative thinking skills. Based on these results, it is necessary to conduct research and implemented project-based learning to other concepts.

  11. Ninth Grade Students' Understanding of The Nature of Scientific Knowledge

    Science.gov (United States)

    Kilic, Kerem; Sungur, Semra; Cakiroglu, Jale; Tekkaya, Ceren

    2005-01-01

    The purpose of this study was to investigate the 9th-grade students' understandings of the nature of scientific knowledge. The study also aimed to investigate the differences in students' understanding of the nature of scientific knowledge by gender, and school types. A total of 575 ninth grade students from four different school types (General…

  12. The Language of Information Literacy: Do Students Understand?

    Science.gov (United States)

    Schaub, Gayle; Cadena, Cara; Bravender, Patricia; Kierkus, Christopher

    2017-01-01

    To effectively access and use the resources of the academic library and to become information-literate, students must understand the language of information literacy. This study analyzes undergraduate students' understanding of fourteen commonly used information-literacy terms. It was found that some of the terms least understood by students are…

  13. Process-oriented guided inquiry learning strategy enhances students' higher level thinking skills in a pharmaceutical sciences course.

    Science.gov (United States)

    Soltis, Robert; Verlinden, Nathan; Kruger, Nicholas; Carroll, Ailey; Trumbo, Tiffany

    2015-02-17

    To determine if the process-oriented guided inquiry learning (POGIL) teaching strategy improves student performance and engages higher-level thinking skills of first-year pharmacy students in an Introduction to Pharmaceutical Sciences course. Overall examination scores and scores on questions categorized as requiring either higher-level or lower-level thinking skills were compared in the same course taught over 3 years using traditional lecture methods vs the POGIL strategy. Student perceptions of the latter teaching strategy were also evaluated. Overall mean examination scores increased significantly when POGIL was implemented. Performance on questions requiring higher-level thinking skills was significantly higher, whereas performance on questions requiring lower-level thinking skills was unchanged when the POGIL strategy was used. Student feedback on use of this teaching strategy was positive. The use of the POGIL strategy increased student overall performance on examinations, improved higher-level thinking skills, and provided an interactive class setting.

  14. Wiki Activities in Blended Learning for Health Professional Students: Enhancing Critical Thinking and Clinical Reasoning Skills

    Science.gov (United States)

    Snodgrass, Suzanne

    2011-01-01

    Health professionals use critical thinking, a key problem solving skill, for clinical reasoning which is defined as the use of knowledge and reflective inquiry to diagnose a clinical problem. Teaching these skills in traditional settings with growing class sizes is challenging, and students increasingly expect learning that is flexible and…

  15. Effect of a Blended Learning Environment on Student Critical Thinking and Knowledge Transformation

    Science.gov (United States)

    Jou, Min; Lin, Yen-Ting; Wu, Din-Wu

    2016-01-01

    With the development of information technology and popularization of web applications, students nowadays have grown used to skimming through information provided through the Internet. This reading habit led them to be incapable of analyzing or integrating information they have received. Hence, knowledge management and critical thinking (CT) have,…

  16. Characterizing Teacher Attention to Student Thinking: A Role for Epistemological Messages

    Science.gov (United States)

    Russ, Rosemary S.

    2018-01-01

    Although research and policy suggest science and mathematics teachers should attend to their student's thinking during instruction, our field has inadequately defined what that means in relation to our ultimate goals for the practice. Here I present a theoretical argument that, in making their definitions, researchers should leverage the ways…

  17. The Watson-Glaser Critical Thinking Appraisal and the Performance of Business Management Students.

    Science.gov (United States)

    Hicks, R. E.; Southey, G. N.

    1990-01-01

    The 80-item Watson-Glaser Critical Thinking Appraisal-Form A was administered to 415 business management students in Australia as a step toward adapting the test for Australian use. The results correspond reasonably closely to the U.S. data. Analysis of group results and item statistics provided information about necessary modifications. (SLD)

  18. Creating Enabling Environment for Student Engagement: Faculty Practices of Critical Thinking

    Science.gov (United States)

    Cassum, Shanaz Hussein; Gul, Raisa Begum

    2017-01-01

    Critical thinking (CT) is considered an important attribute in practice disciplines and faculty members in nursing, medicine, and education are expected to facilitate the development of CT in their graduates so that these individuals can be critical, reflective, competent, and caring professionals and service providers. When students are actively…

  19. Using Game-Based Learning to Foster Critical Thinking in Student Discourse

    Science.gov (United States)

    Cicchino, Marc I.

    2015-01-01

    Previous research indicates the importance of student discourse in the construction of knowledge and the fostering of critical thinking skills, especially in the field of problem-based learning (PBL). Further, a growing body of research on game-based learning (GBL) draws parallels between playing certain types of games and the solving of…

  20. Epistemic Cognition when Students Read Multiple Documents Containing Conflicting Scientific Evidence: A Think-Aloud Study

    Science.gov (United States)

    Ferguson, Leila E.; Braten, Ivar; Stromso, Helge I.

    2012-01-01

    This study used think-aloud methodology to investigate 51 Norwegian undergraduates' topic-specific epistemic cognition while working with six documents presenting conflicting views on the issue of cell phones and potential health risks. Results showed that students' epistemic cognition was represented by one dimension concerning the certainty and…

  1. Meaningful Gamification for Journalism Students to Enhance Their Critical Thinking Skills

    Science.gov (United States)

    Huang, Ling-Yi; Yeh, Yu-Chu

    2017-01-01

    Training in critical thinking is essential for the professional development of journalism students. To achieve this goal, this study developed a gamified platform and a blended learning curriculum. During an 18-week experimental instruction period, a series of instructional activities, which included online discussions as well as classroom…

  2. Leveling of Critical Thinking Abilities of Students of Mathematics Education in Mathematical Problem Solving

    Science.gov (United States)

    Rasiman

    2015-01-01

    This research aims to determine the leveling of critical thinking abilities of students of mathematics education in mathematical problem solving. It includes qualitative-explorative study that was conducted at University of PGRI Semarang. The generated data in the form of information obtained problem solving question and interview guides. The…

  3. Effects of a Critical Thinking Skills Program on the Learning Motivation of Primary School Students

    Science.gov (United States)

    Hu, Weiping; Jia, Xiaojuan; Plucker, Jonathan A.; Shan, Xinxin

    2016-01-01

    Learning motivation has a significant effect on student learning, which is a key determinant of academic performance and creativity. It is increasingly popular and important to cultivate learning motivation in schools. To consider this trend, a long-term intervention program named "Learn to Think" (LTT) was designed not only to improve…

  4. Characterizing and Facilitating Prospective Teachers' Engagement with Student Thinking about Fractions

    Science.gov (United States)

    Baker, Katherine

    2017-01-01

    Reform-based mathematics instruction emphasizes that mathematics is learned through reasoning and sense-making rather than strict memorization and is taught through facilitation rather than telling (NCTM, 1989, 1991, 1995, 2000). Teachers' engagement with student thinking to inform instruction is central to such teaching. Engagement with student…

  5. Educational Game Design as Gateway for Operationalizing Computational Thinking Skills among Middle School Students

    Science.gov (United States)

    Wu, Min Lun

    2018-01-01

    This qualitative case study reports descriptive findings of digital game-based learning involving 15 Taiwanese middle school students' use of computational thinking skills elicited through programmed activities in a game design workshop. Situated learning theory is utilized as framework to evaluate novice game designers' individual advancement in…

  6. Enhancing Student Learning and Critical Thinking through Academic Controversy in Post Secondary Macroeconomics

    Science.gov (United States)

    Santicola, Craig F.

    2011-01-01

    There is a lack of student learning and critical thinking skills in post-secondary macroeconomics courses. The literature indicates that the lack of learning outcomes can be attributed to the reliance on traditional lecture and the failure to adopt innovative instructional techniques. The purpose of this study was to investigate the student…

  7. Experienced and less-experienced nurses' diagnostic reasoning: implications for fostering students' critical thinking.

    Science.gov (United States)

    Ferrario, Catherine G

    2003-01-01

    To compare the use of mental representations (heuristics) in diagnostic reasoning of expert (> or = 5 years' experience) and novice (thinking and spare cognitive reserves for reasoning needed for complex patients. Faculty need to promote student's cognitive development through strategies that promote active, reflective, and integrative learning.

  8. The Effectiveness of the Creative Reversal Act (CREACT) on Students' Creative Thinking

    Science.gov (United States)

    Sak, Ugur; Oz, Ozge

    2010-01-01

    A research study using one-group pretest-posttest design was carried out on the effectiveness of the Creative Reversal Act (CREACT) on creative thinking. The CREACT is a new, teaching technique developed based on the theory of the janusian process. The research participants included 34 students who were attending 10th grade at a social studies…

  9. Scientific Skills as Core Competences in Medical Education: What Do Medical Students Think?

    Science.gov (United States)

    Ribeiro, Laura; Severo, Milton; Pereira, Margarida; Ferreira, Maria Amélia

    2015-01-01

    Background: Scientific excellence is one of the most fundamental underpinnings of medical education and its relevance is unquestionable. To be involved in research activities enhances students' critical thinking and problem-solving capacities, which are mandatory competences for new achievements in patient care and consequently to the improvement…

  10. Information and Communication Technologies (ICT) in an Elementary School: Students' Engagement in Higher Order Thinking

    Science.gov (United States)

    Lim, Cher Ping; Tay, Lee Yong

    2003-01-01

    Based on a case study of an elementary school in Singapore, this article describes and analyzes how different types of ICT tools (informative, situating, constructive, and communicative tools) are used to engage students in higher-order thinking. The discussion emphasizes that the objective of the lesson and the orienting activities, rather than…

  11. Bombs Away: Visual Thinking and Students' Engagement in Design Studios Contexts

    Science.gov (United States)

    Chamorro-Koc, Marianella; Scott, Andrew; Coombs, Gretchen

    2015-01-01

    In design studio, sketching or visual thinking is part of processes that assist students to achieve final design solutions. At Queensland University of Technology's (QUT's) First and Third Year industrial design studio classes we engage in a variety of teaching pedagogies from which we identify "Concept Bombs" as instrumental in the…

  12. Critical-Thinking Skills of First-Year Athletic Training Students Enrolled in Professional Programs

    Science.gov (United States)

    Bates, Dana K.; Sikkema, Jill A.; Nynas, Suzette M.; Culp, Clinton

    2017-01-01

    Context: The Examination of Professional Degree Level document presented to the National Athletic Trainers' Association Board of Directors states that research in athletic training education has not investigated differences in the critical-thinking skills of professional athletic training students. Objective: Investigate the differences in…

  13. Exploring Students' Reflective Thinking Practice, Deep Processing Strategies, Effort, and Achievement Goal Orientations

    Science.gov (United States)

    Phan, Huy Phuong

    2009-01-01

    Recent research indicates that study processing strategies, effort, reflective thinking practice, and achievement goals are important factors contributing to the prediction of students' academic success. Very few studies have combined these theoretical orientations within one conceptual model. This study tested a conceptual model that included, in…

  14. Mapping Students' Conceptual Modes When Thinking about Chemical Reactions Used to Make a Desired Product

    Science.gov (United States)

    Weinrich, M. L.; Talanquer, V.

    2015-01-01

    The central goal of this qualitative research study was to uncover major implicit assumptions that students with different levels of training in the discipline apply when thinking and making decisions about chemical reactions used to make a desired product. In particular, we elicited different ways of conceptualizing why chemical reactions happen…

  15. The Effectiveness of CBL Model to Improve Analytical Thinking Skills the Students of Sport Science

    Science.gov (United States)

    Sudibyo, Elok; Jatmiko, Budi; Widodo, Wahono

    2016-01-01

    Sport science undergraduate education, one of which purposes is to produce an analyst in sport. However, generally analytical thinking skills of sport science's students is still relatively very low in the context of sport. This study aimed to describe the effectiveness of Physics Learning Model in Sport Context, Context Based Learning (CBL)…

  16. Enhancing Mathematics Teachers' Knowledge of Students' Thinking from Assessing and Analyzing Misconceptions in Homework

    Science.gov (United States)

    An, Shuhua; Wu, Zhonghe

    2012-01-01

    This study focuses on teacher learning of student thinking through grading homework, assessing and analyzing misconceptions. The data were collected from 10 teachers at fifth-eighth grade levels in the USA. The results show that assessing and analyzing misconceptions from grading homework is an important approach to acquiring knowledge of…

  17. Exploring Students' Computational Thinking Skills in Modeling and Simulation Projects: : A Pilot Study

    NARCIS (Netherlands)

    Grgurina, Natasa; van Veen, Klaas; Barendsen, Erik; Zwaneveld, Bert; Suhre, Cor; Gal-Ezer, Judith; Sentance, Sue; Vahrenhold, Jan

    2015-01-01

    Computational Thinking (CT) is gaining a lot of attention in education. We explored how to discern the occurrences of CT in the projects of 12th grade high school students in the computer science (CS) course. Within the projects, they constructed models and ran simulations of phenomena from other

  18. Exploring the Malaysian Rural School Teachers' Professional Local Knowledge in Enhancing Students' Thinking Skills

    Science.gov (United States)

    Jamil, Hazri; Arbaa, Rohani; Ahmad, Mohamad Zohir

    2017-01-01

    This paper discussed a qualitative research findings on the case of Malaysian teachers employed their professional local knowledge for enhancing students' thinking skills in classroom practices. In this paper, a teacher's professional local knowledge is viewed as a teacher's professional knowledge and skills developed through the combination of…

  19. Guided-inquiry laboratory experiments to improve students' analytical thinking skills

    Science.gov (United States)

    Wahyuni, Tutik S.; Analita, Rizki N.

    2017-12-01

    This study aims to improve the experiment implementation quality and analytical thinking skills of undergraduate students through guided-inquiry laboratory experiments. This study was a classroom action research conducted in three cycles. The study has been carried out with 38 undergraduate students of the second semester of Biology Education Department of State Islamic Institute (SII) of Tulungagung, as a part of Chemistry for Biology course. The research instruments were lesson plans, learning observation sheets and undergraduate students' experimental procedure. Research data were analyzed using quantitative-descriptive method. The increasing of analytical thinking skills could be measured using gain score normalized and statistical paired t-test. The results showed that guided-inquiry laboratory experiments model was able to improve both the experiment implementation quality and the analytical thinking skills. N-gain score of the analytical thinking skills was increased, in spite of just 0.03 with low increase category, indicated by experimental reports. Some of undergraduate students have had the difficulties in detecting the relation of one part to another and to an overall structure. The findings suggested that giving feedback the procedural knowledge and experimental reports were important. Revising the experimental procedure that completed by some scaffolding questions were also needed.

  20. Helping Students to Think Like Scientists in Socratic Dialogue-Inducing Labs

    Science.gov (United States)

    Hake, Richard

    2012-01-01

    Socratic dialogue-inducing (SDI) labs are based on Arnold Arons' half-century of ethnographic research, listening carefully to students' responses to probing Socratic questions on physics, science, and ways of thinking, and culminating in his landmark "Teaching Introductory Physics." They utilize "interactive engagement" methods and are designed,…

  1. Understanding Australian Aboriginal Tertiary Student Needs

    Science.gov (United States)

    Oliver, Rhonda; Rochecouste, Judith; Bennell, Debra; Anderson, Roz; Cooper, Inala; Forrest, Simon; Exell, Mike

    2013-01-01

    Drawing from a study of the experiences of Australian Aboriginal and Torres Strait Islander university students, this paper presents an overview of the specific needs of these students as they enter and progress through their tertiary education. Extracts from a set of case studies developed from both staff and student interviews and an online…

  2. The Correlation of Metacognition with Critical Thinking Skills of Grade XI Students on Human Excretion System Concept

    Directory of Open Access Journals (Sweden)

    Dea Diella

    2017-11-01

    Full Text Available The aims of this study is to reveal metacognition and critical thinking skill of students grade XI, and also the correlation between metacognition with crititical thinking skill on human excretion system. The participants of this study consist of 100 students from grade XI of five different high schools in Tasikmalaya. Correlational method was used in this study. Instruments which used to obtain the data consist of metacognition test and critical thinking test. The students' metacognition was captured with the essay item related to the human excretion system concept. The multiple choice-reason item and essay item was used to capture the critical thinking skills. The results showed that students’ score at metacognition and critical thinking have a low average. The results also proved that metacognition has a positive correlation and moderately strong with critical thinking skills

  3. Scrambling the Nest Egg: How Well Do Teachers Understand Their Pensions, and What Do They Think about Alternative Pension Structures?

    Science.gov (United States)

    DeArmond, Michael; Goldhaber, Dan

    2010-01-01

    In this article we focus on two questions: How well do teachers understand their current pension plans, and what do they think about alternative plan structures? The data come from administrative records and a 2006 survey of teachers in Washington State. The results suggest that Washington's teachers are fairly knowledgeable about their pensions,…

  4. EFFECTS OF SCIENTIFIC INQUIRY LEARNING MODEL AND LOGICAL THINKING ABILITY OF HIGH SCHOOL STUDENTS SCIENCE PROCESS SKILLS

    Directory of Open Access Journals (Sweden)

    M. Akhyar Lubis

    2017-09-01

    Full Text Available This study aimed to analyze whether the results of science process skills of students. Who are taught by the teaching model scientific inquiry better than conventional learning, to analyze whether the results of science process skills of students? Who can think logically high is better than the students who have the potential to think logically low, analyze whether there is an interaction between scientific inquiry learning model with logical thinking skills to students' science process skills. This research is a quasi-experimental design with the two-group pretest-posttest design. The study population is all students of class X SMA Negeri 4 Padangsidimpuan semester II academic year 2016/2017. The The research instrument consists of two types: science process skills instrument consists of 10 questions in essay form which has been declared valid and reliable, and the instrument ability to think logically in the form of multiple choice is entirely groundless and complements (combination. The resulting data, analyzed by using two path Anava. The results showed that science process skills of students who are taught by the teaching model scientific inquiry better than conventional learning. Science process skills of students who can think logically high are better than the students who can think logically low, and there is an interaction between learning model scientific inquiry and conventional learning with the ability to think logically to improve students' science process skills.

  5. Peeling the Onion: Student Teacher's Conceptions of Literary Understanding.

    Science.gov (United States)

    Carlsson, Maj Asplund; Fulop, Marta; Marton, Ference

    2001-01-01

    Studied the theories student teachers held about literary understanding through interviews with 25 Hungarian and 8 Swedish student teachers. Categories of theories captured a substantial portion of the variation in how literary understanding can be seen. Three central aspects of human understanding, variation, discernment, and simultaneity, could…

  6. Toolboxes and handing students a hammer: The effects of cueing and instruction on getting students to think critically

    Science.gov (United States)

    Holmes, N. G.; Kumar, Dhaneesh; Bonn, D. A.

    2017-06-01

    Developing critical thinking skills is a common goal of an undergraduate physics curriculum. How do students make sense of evidence and what do they do with it? In this study, we evaluated students' critical thinking behaviors through their written notebooks in an introductory physics laboratory course. We compared student behaviors in the Structured Quantitative Inquiry Labs (SQILabs) curriculum to a control group and evaluated the fragility of these behaviors through procedural cueing. We found that the SQILabs were generally effective at improving the quality of students' reasoning about data and making decisions from data. These improvements in reasoning and sensemaking were thwarted, however, by a procedural cue. We describe these changes in behavior through the lens of epistemological frames and task orientation, invoked by the instructional moves.

  7. The Comparison of Learning Model Viewed from the Students Thinking Style

    Directory of Open Access Journals (Sweden)

    Mohamad Nur Fauzi

    2017-09-01

    Full Text Available The aim of the research was to determine the effect of learning models with scientific approach, characteristics thinking style, the interaction between learning model with scientific approach and characteristics thinking style toward mathematics achievement. This research was quasi-experimental research with factorial design 2 x 4. The population of research was all students of the seven graders of junior high school in Surakarta city in academic year 2016/2017. The sample of research consists of 190 students. The data in the research was two ways analysis of variance with unequal cells, with the 5% level of significance. The results of the research were as follow: (1 SFEs Learning model gave better mathematics achievement than direct instruction model: (2 Characteristics of Sequential concret (SK, sequential abstract (SA, random concret (AK, and random abstract (AA thinking styles give the same effect on mathematics learning achievement; (3 In each learning model with SK, SA, AK, and AA thinking style characteristics have the same mathematics learning achievement. (4 In each of the SK, SA, AK, and AA thinking styles that are subject to the SFEs learning model and direct learning have the same mathematical learning achievement.

  8. Students' awareness of science teachers' leadership, attitudes toward science, and positive thinking

    Science.gov (United States)

    Lu, Ying-Yan; Chen, Hsiang-Ting; Hong, Zuway-R.; Yore, Larry D.

    2016-09-01

    There appears to be a complex network of cognitive and affective factors that influence students' decisions to study science and motivate their choices to engage in science-oriented careers. This study explored 330 Taiwanese senior high school students' awareness of their science teacher's learning leadership and how it relates to the students' attitudes toward science and positive thinking. Initial results revealed that the optimism of positive thinking is highly and positively correlated with the future participation in science and learning science in school attitudes toward science and self-concept in science. Moreover, structural equation modelling (SEM) results indicated that the subscale of teachers' leadership with idealised influence was the most predictive of students' attitudes toward science (β = .37), and the leadership with laissez-faire was predictive of students' positive thinking (β = .21). In addition, the interview results were consistent with the quantitative findings. The correlation and SEM results indicate some of the associations and potential relationships amongst the motivational and affective factors studied and students' attitudes toward and intentions to study science, which will increase their likelihood of future involvement in science careers.

  9. The relationship between critical thinking and emotional intelligence in nursing students: A longitudinal study.

    Science.gov (United States)

    Kaya, Hülya; Şenyuva, Emine; Bodur, Gönül

    2018-06-01

    Emotional Intelligence and critical thinking are regarded as important traits that nurses have which may influence the quality of their work including clinical decision-making and reasoning ability and adoption of evidence-based practice and practice-based knowledge. The aim of this study is to investigate nursing students' critical thinking dispositions and emotional intelligence as an essential skill, over the course of the undergraduate nursing program. A longitudinal design. The research study was conducted as a longitudinal design. The target group of this study consists of 182 students studying at the faculty of nursing. Asymmetrical cluster sampling method has been applied to select the sample group and all students in their first academic year were included in the study. Information Form, California Critical Thinking Disposition Scale and Emotional Intelligence Assessment Scale were used in order to collect data. The data was analyzed by using frequency, standard deviation, Kruskal Wallis and Bonferroni test. There was no relationship between sub-dimensions of emotional intelligence respectively; awareness of emotions, empathy, social skills in the first academic year and critical thinking disposition and the end of academic year. A moderate correlation was found in the positive direction between the self-motivation at the beginning of the academic year and critical thinking disposition at the end of the final academic year. It is recommended that the nursing scholarship investigates the current issues on the subjects of emotional intelligence and critical thinking in detail, discuss different aspects of the subjects and debate over the criticisms. Briefly, the discussion should go beyond the scope of nursing and include different aspects. Copyright © 2018. Published by Elsevier Ltd.

  10. Comparison of Concept Mapping and Conventional Teaching Methods on Critical Thinking Skills of Nursing Students

    Directory of Open Access Journals (Sweden)

    Masoumeh Delaram

    2017-06-01

    Full Text Available Background and Objective: Development of critical thinking and practical skills has remained a serious and considerable challenge throughout the nursing educational system in Iran. Conventional methods of teaching such as lectures as the dominant method used in higher education system is a passive style which ignores critical thinking. Therefore, the aim of this study was to compare the effect of instruction by Concept-Mapping and conventional Method on critical thinking skills of nursing students. Materials and Methods:This quasi-experimental study was carried out on 70 nursing students of Tehran Nursing and Midwifery schoolwho were selected through convenient sampling method, then were divided randomly into the two equal Experimental and Control groups. Educational content was presented in the form of Concept-Mapping in the Experimental group and Lecture,Demonstration and Practicalexercises in the control group. Data collection included a demographic information and California Critical Thinking Skills (form B questionnairewhich was completed at the beginning and at the end of the fourth week of Instructional period. Data were analyzed using SPSS software (V: 21, descriptive and analytical Statistics; at the significant level P<0.05. Results: Before the intervention, the mean of critical thinking skill score was 9.71±2.66 in concept mapping group and 9.64 ± 2.14 in conventional group and the difference was not significant (P=0.121, but after the intervention, a significant difference was found between the intervention and conventionalgroup (15.20±2.71 vs 10.25±2.06, P=0.003. Conclusion: Using Concept mapping strategy in the education of nursing students may lead to developing critical thinking skills as one of the important missions of higher education. So it is recommended to usethis method in clinical nursing education.

  11. Strengthening Student Thinking and Writing about World History

    Science.gov (United States)

    Balantic, Jeannette; Fregosi, Erica

    2012-01-01

    According to the authors, five years ago their school district embraced Understanding by Design as the organizing framework for curriculum. The emphasis on enduring understandings and essential questions led the sixth grade social studies teachers to reevaluate what they were teaching in their World History Curriculum. Together the authors worked…

  12. Evolving social responsibility understandings, motivations, and career goals of undergraduate students initially pursuing engineering degrees

    Science.gov (United States)

    Rulifson, Gregory A.

    Engineers impact the lives of every person every day, and need to have a strong sense of social responsibility. Understanding what students think about social responsibility in engineering and their futures is very important. Further, by identifying influences that change these ideas and shape their conceptualizations, we can intervene to help prepare students for their responsibilities as part of the profession in the future. This thesis presents the experiences, in their own words, of 34 students who started in engineering. The study is composed of three parts: (i) engineering students' ideas about socially responsible engineering and what influenced these ideas, (ii) how students see themselves as future socially responsible engineers and how this idea changes over their first three years of college, and (iii) what social responsibility-related reasons students who leave engineering have for choosing a new major. Results show that students are complicated and have varied paths through and out of engineering studies. Students came up with their own ideas about socially responsible engineering that converged over the years on legal and safety related aspects of the profession. Relatedly, students identified with the engineering profession through internships and engineering courses, and rarely described socially responsible aspirations that could be accomplished with engineering. More often, those students who desired to help the disadvantaged through their engineering work left engineering. Their choice to leave was a combination of an unsupportive climate, disinterest in their classes, and a desire to combine their personal and professional social responsibility ambitions. If we want engineering students to push the engineering profession forward to be more socially responsible, we can identify the effective influences and develop a curriculum that encourages critical thinking about the social context and impacts of engineering. Additionally, a social

  13. Using Digital Games to Learn Mathematics – What students think?

    Directory of Open Access Journals (Sweden)

    Su Ting Yong

    2016-06-01

    Full Text Available The aim of this study was to explore how university foundation students perceive the use of digital games in learning mathematics. Data was collected using an online questionnaire and 209 foundation university students participated in this study.  The questionnaire was used to explore students’ gaming experience and students’ attitude towards mathematics learning with digital games.  It was found that most of the university foundation students liked to play different types of digital games.  Males preferred playing digital games in more traditional male genres namely sport, racing, shooter, action adventure, role play and strategy games.  As for females, they generally preferred playing puzzle and simulation games.  Astonishingly, the foundation students were not very positive towards the use of digital games in learning mathematics, and their attitude was essentially influenced by their mathematics interest.  Students with greater interest in mathematics were more likely to support the use of digital games in learning. 

  14. Understanding Mathematics Classroom Instruction Through Students and Teachers

    OpenAIRE

    Schenke, Katerina

    2015-01-01

    High quality instruction is necessary for students of all ages to develop a deep understanding of mathematics. Value-added models, a common approach used to describe teachers and classroom practices, are defined by the student standardized achievement gains teachers elicit. They may, however, fail to account for the complexity of mathematics instruction as it actually occurs in the classroom. To truly understand both a teacher’s impact on his/her students and how best to improve student learn...

  15. PBL and critical thinking disposition in Chinese medical students – A randomized cross-sectional stu

    Directory of Open Access Journals (Sweden)

    XiangYun Du

    2013-07-01

    Full Text Available The purpose of this study was to explore the relationship of problem-based learning (PBL and the development of critical thinking disposition (CT and academic achievement in Chinese medical students using a cross-sectional randomized design. Medical students from China Medical University (CMU were randomized to PBL or non-PBL teaching at the commencement of the study. After five years of study, CT was scored by a Chinese version of the California Critical Thinking Disposition Inventory (CCTDI-CV. The score achieved on a Computer Case Simulation (CCS test evaluated academic performance. Total CT score was higher in PBL students (n=170 than non-PBL students (n=83 (304.7±36.8 vs. 279.2±39.4, p < 0.01. Subscale CT-scores were significant in favor of PBL in six of the seven subscales (truth seeking, open-mindedness, analyticity, systematicity, inquisitiveness, maturity. There was no significant difference in terms of gender on the total CT score, though minor differences were seen in subscales favoring female PBL students. PBL students had higher CCS scores than non-PBL students, but not significantly (112.8±20.6 vs. 107.3±16.5; p=0.11. There was no significant correlation between CCS scores and CCTDI-CV results. Male students scored slightly higher on the CCS test compared to female students (male 113.4±18.9 vs. female 109.7±19.7, but the difference was not significant. This study concludes that in Chinese medical students, PBL teaching was related to a higher disposition of critical thinking, but not to improved academic skills.

  16. A Study Of Student's Independent Thinking As Manifested In Real Achievement Situation

    OpenAIRE

    Karaja, Adbul Qader I. [عبد القادر اسماعيل كراجه

    1998-01-01

    The major aim of the paper is to examine to what extent expectancy as an expression of perceived ability is related to amount of independent thinking as manifested in the examination situation, and to what extent the latter is a determinant of grades. A randomly selected sample of 117 students, 77 female and 40 male were asked one week before their examination of psychology to estimate as realistically as possible the grades (1.4-4.0) in fact they think they will get in the examination0 ...

  17. Questioning and metacognitive thinking: On-line and off-line assessments in understanding the role of prompting/questioning and metacognitive thinking in a digital learning environment

    Science.gov (United States)

    Schroeder, Mubina Khan

    In science education, the use of digital technology-based learning can help students struggling with difficult concepts such as the movement of molecules. While digital learning tools hold much promise for science education, the question arises as to whether or not such technology can serve as an adequate surrogate for the teacher-student interactions that theorists like Lev Vygotsky (1978) underscored as being critical to learning. In response to such concerns, designers of digital curricula often utilize scaffolds to help students as they learn from such programs. Using a simulation designed to teach students about the concept of diffusion as an example, I examine the effect of including prompting language in the learning sequence of the simulation. The use of prompting language in digital curriculum appears to be successful because it elicits science students to reflect and metacognise about their learning, lending support to Vygotsky's (1978) ideas of teaching and learning involving outer and inner dialog. However, findings from think aloud data continue to underscore the importance of human linguistic exchange as a preferable learning paradigm.

  18. Laboratory Activity Worksheet to Train High Order Thinking Skill of Student on Surface Chemistry Lecture

    Science.gov (United States)

    Yonata, B.; Nasrudin, H.

    2018-01-01

    A worksheet has to be a set with activity which is help students to arrange their own experiments. For this reason, this research is focused on how to train students’ higher order thinking skills in laboratory activity by developing laboratory activity worksheet on surface chemistry lecture. To ensure that the laboratory activity worksheet already contains aspects of the higher order thinking skill, it requires theoretical and empirical validation. From the data analysis results, it shows that the developed worksheet worth to use. The worksheet is worthy of theoretical and empirical feasibility. This conclusion is based on the findings: 1) Assessment from the validators about the theoretical feasibility aspects in the category is very feasible with an assessment range of 95.24% to 97.92%. 2) students’ higher thinking skill from N Gain values ranges from 0.50 (enough) to 1.00 (high) so it can be concluded that the laboratory activity worksheet on surface chemistry lecture is empirical in terms of worth. The empirical feasibility is supported by the responses of the students in very reasonable categories. It is expected that the laboratory activity worksheet on surface chemistry lecture can train students’ high order thinking skills for students who program surface chemistry lecture.

  19. Validating the Persian Version of Reflective Thinking Questionnaire and Probing Iranian University Students' Reflective Thinking and Academic Achievement

    Science.gov (United States)

    Ghanizadeh, Afsaneh; Jahedizadeh, Safoura

    2017-01-01

    Scholars in higher education deem reflective thinking as integral to the development of professional disciplinary practices. One of the major issues in studying reflective thinking pivots around its conceptualization and assessment. Over the years, researchers have used several methods and scales to measure reflective thinking. One of the most…

  20. Relation of Student Social Position to Consumer Attitudes and Understanding

    Science.gov (United States)

    Litro, Robert Frank

    1970-01-01

    A study of Connecticut high school students from different social positions found differences in consumer attitudes and understandings of money management, credit, insurance, and savings and investments. (CH)

  1. Classroom Activities to Engage Students and Promote Critical Thinking about Genetic Regulation of Bacterial Quorum Sensing

    Directory of Open Access Journals (Sweden)

    Kimberly Aebli

    2016-05-01

    Full Text Available We developed an interactive activity to mimic bacterial quorum sensing, and a classroom worksheet to promote critical thinking about genetic regulation of the lux operon. The interactive quorum sensing activity engages students and provides a direct visualization of how population density functions to influence light production in bacteria. The worksheet activity consists of practice problems that require students to apply basic knowledge of the lux operon in order to make predictions about genetic complementation experiments, and students must evaluate how genetic mutations in the lux operon affect gene expression and overall phenotype. The worksheet promotes critical thinking and problem solving skills, and emphasizes the roles of diffusible signaling molecules, regulatory proteins, and structural proteins in quorum sensing.

  2. Teaching Game Theory to Improve Adversarial Thinking in Cybersecurity Students

    Science.gov (United States)

    Hamman, Seth T.; Hopkinson, Kenneth M.; Markham, Ruth L.; Chaplik, Andrew M.; Metzler, Gabrielle E.

    2017-01-01

    The ability to anticipate the strategic actions of hackers, including where, when, and how they might attack, and their tactics for evading detection, is a valuable skill for cybersecurity. Therefore, developing the strategic reasoning abilities of cybersecurity students is an important cybersecurity education learning objective. This paper…

  3. A College Financial Management Center: What Do Students Think?

    Science.gov (United States)

    Vienne, Kristy; Slate, John R.

    2009-01-01

    With the increasing cost of a college education on the rise, college administrators need to address the long term financial, psychological, and academic risks associated with the increased responsibility of personal debt. In this qualitative study, college students' perspectives regarding the need for a personal financial management center at a…

  4. Curriculum Change: What Do Teachers and Students Really Think?

    Science.gov (United States)

    Jacob, Rosemary; Frid, Sandra

    This study examined secondary teachers' and recent secondary school graduates' awareness of curriculum change in mathematics and its impact upon teaching and learning. Fifty-three secondary teachers and 54 students enrolled in first year university programs at Northern Territory University (Australia) were surveyed about their awareness and…

  5. A Learning Progression for Elementary Students' Functional Thinking

    Science.gov (United States)

    Stephens, Ana C.; Fonger, Nicole; Strachota, Susanne; Isler, Isil; Blanton, Maria; Knuth, Eric; Murphy Gardiner, Angela

    2017-01-01

    In this article we advance characterizations of and supports for elementary students' progress in generalizing and representing functional relationships as part of a comprehensive approach to early algebra. Our learning progressions approach to early algebra research involves the coordination of a curricular framework and progression, an…

  6. Does Mechanistic Thinking Improve Student Success in Organic Chemistry?

    Science.gov (United States)

    Grove, Nathaniel P.; Cooper, Melanie M.; Cox, Elizabeth L.

    2012-01-01

    The use of the curved-arrow notation to depict electron flow during mechanistic processes is one of the most important representational conventions in the organic chemistry curriculum. Our previous research documented a disturbing trend: when asked to predict the products of a series of reactions, many students do not spontaneously engage in…

  7. Helping Education Students Understand Learning through Designing

    Science.gov (United States)

    Ronen-Fuhrmann, Tamar; Kali, Yael; Hoadley, Christopher

    2008-01-01

    This article describes a course in which graduate students in education learn practical and theoretical aspects of educational design by creating technologies for learning. The course was built around three themes: "Analyzing technologies," in which students study state-of- the-art technologies and interview their designers; "design studio," in…

  8. Why Volunteer? Understanding Motivations for Student Volunteering

    Science.gov (United States)

    Holdsworth, Clare

    2010-01-01

    The profile of volunteering in English Higher Education (HE) has been enhanced in recent years through various initiatives that have not only funded activities, but have sought to expand the range of volunteering opportunities available to students and recognise the contribution that volunteering can make to students' employability. This expansion…

  9. Self-assessment, reflection on practice and critical thinking in nursing students.

    Science.gov (United States)

    Siles-González, José; Solano-Ruiz, Carmen

    2016-10-01

    In accordance with the principles of the European Higher Education Area, the aim of this study was to contribute to the implementation of self-assessment through the application of reflection on learning and critical thinking. The theoretical framework employed was Habermas's critical theory and emancipatory interest as a preliminary step to generate educational transformations. The methodological contribution is the design a student self-assessment document that promotes reflection on action and critical thinking. The development of assessment through peer evaluation and other intermediate solutions until achieving self-assessment entails a shift in the educational and scientific paradigm, but also involves the implementation in practice of democratic and ethical principles, values and premises in society. Self-assessment is a novel concept for students, and obliges them to reinterpret their role. Due to the diversity of students' principles, values, motivations, interests and aspirations, this reinterpretation of their role can have a positive outcome, stimulating an active and critical attitude towards group work and self-assessment; or, on the contrary, can generate a stance characterised by disinterest, passivity and lack of critical thinking. The forms of assessment adopted in a given educational system reflect ways of thinking related to ideologies, values, ethical principles and educational paradigms: in order to render implementation of effective self-assessment feasible, it is necessary to undertake structural and regulatory reforms. Students have little experience of reflection on practice or critical thinking. Massification and cultural and structural factors determine the form of assessment. In this context, it would seem advisable to move towards self-assessment gradually and cautiously. Copyright © 2016 Elsevier Ltd. All rights reserved.

  10. Doctorate of Nursing Practice Students' Impressions of Uses for Visual Thinking Strategies.

    Science.gov (United States)

    Hensel, Desiree; Moorman, Margaret

    2017-08-01

    Visual Thinking Strategies (VTS) is a structured art-viewing technique designed to teach critical thinking and aesthetic appreciation. Literature on how VTS might be used in nursing is just emerging. This qualitative descriptive study examined written responses to how 14 doctorate of nursing practice students thought they might use VTS in their practice after engaging in a classroom session. Three themes emerged for how nurses might use VTS: Facilitating Interpersonal Relationships, Changing Thinking in Practice, and As a Teaching Tool. This study contributes to the growing body of literature that suggests that art and VTS and can be used in nursing with practitioners of all levels to promote conversations that involve listening intently and considering other possibilities. J Contin Educ Nurs. 2017;48(8):365-368. Copyright 2017, SLACK Incorporated.

  11. Empathy and Critical Thinking: Primary Students Solving Local Environmental Problems through Outdoor Learning

    Science.gov (United States)

    Ampuero, David; Miranda, Christian E.; Delgado, Luisa E.; Goyen, Samantha; Weaver, Sean

    2015-01-01

    The present study explores the outcomes of teaching empathy and critical thinking to solve environmental problems. This investigation was done throughout the duration of an environmental education course within a primary school located in central Chile. A community-based research methodology was used to understand the formation of empathy and…

  12. A comparison of educational strategies for the acquisition of nursing student's performance and critical thinking: simulation-based training vs. integrated training (simulation and critical thinking strategies).

    Science.gov (United States)

    Zarifsanaiey, Nahid; Amini, Mitra; Saadat, Farideh

    2016-11-16

    There is a need to change the focus of nursing education from traditional teacher-centered training programs to student-centered active methods. The integration of the two active learning techniques will improve the effectiveness of training programs. The objective of this study is to compare the effects of the integrated training (simulation and critical thinking strategies) and simulation-based training on the performance level and critical thinking ability of nursing students. The present quasi-experimental study was performed in 2014 on 40 students who were studying practical nursing principles and skills course in the first half of the academic year in Shiraz University of Medical Sciences. Students were randomly divided into control (n = 20) and experimental (n = 20) groups. After training students through simulation and integrated education (simulation and critical thinking strategies), the students' critical thinking ability and performance were evaluated via the use of California Critical Thinking Ability Questionnaire B (CCTST) and Objective Structured Clinical Examination (OSCE) comprising 10 stations, respectively. The external reliability of the California Critical Thinking questionnaire was reported by Case B.to be between 0.78 and 0.80 and the validity of OSCE was approved by 5 members of the faculty. Furthermore, by using Split Half method (the correlation between odd and even stations), the reliability of the test was approved with correlation coefficient of 0.66. Data were analyzed using t-test and Mann-Whitney test. A significance level of 0.05 was considered to be statistically significant. The mean scores of the experimental group performance level were higher than the mean score of the control group performance level. This difference was statistically significant and students in the experimental group in OSCE stations had significantly higher performance than the control group (P critical thinking did not increase before and after the

  13. Understanding your student: Using the VARK model

    Directory of Open Access Journals (Sweden)

    I J Prithishkumar

    2014-01-01

    Full Text Available Background: Students have different preferences in the assimilation and processing of information. The VARK learning style model introduced by Fleming includes a questionnaire that identifies a person′s sensory modality preference in learning. This model classifies students into four different learning modes; visual (V, aural (A, read/write (R, and kinesthetic (K. Materials and Methods: The 16-point multiple choice VARK questionnaire version 7.1 was distributed to first year undergraduate medical students after obtaining permission for use.Results: Seventy-nine students (86.8% were multimodal in their learning preference, and 12 students (13.8% were unimodal. The highest unimodal preference was K-7.7%. Surprisingly, there were no visual unimodal learners. The commonest learning preference was the bimodal category, of which the highest percentage was seen in the AK (33% and AR (16.5% category. The most common trimodal preference was ARK (8.9%. The total individual scores in each category were V-371, A-588, R/W-432, and K-581; auditory and kinesthetic being the highest preference. Visual mode had the lowest overall score. There was no significant difference in preference between the sexes. Conclusion: Students possess a wide diversity in learning preferences. This necessitates teachers to effectively deliver according to the needs of the student. Multiple modalities of information presentation are necessary to keep the attention and motivation of our students requiring a shift from the traditional large-group teacher-centric lecture method to an interactive, student-centric multimodal approach.

  14. Visual thinking networking promotes long-term meaningful learning and achievement for 9th grade earth science students

    Science.gov (United States)

    Longo, Palma Joni

    2001-12-01

    An experimental and interview-based design was used to test the efficacy of visual thinking networking (VTN), a new generation of metacognitive learning strategies. Students constructed network diagrams using semantic and figural elements to represent knowledge relationships. The findings indicated the importance of using color in VTN strategies. The use of color promoted the encoding and reconstruction of earth science knowledge in memory and enhanced higher order thinking skills of problem solving. Fifty-six ninth grade earth science students (13--15 years of age) in a suburban school district outside New York City were randomly assigned to three classes with the same instructor. Five major positive findings emerged in the areas of problem solving achievement, organization of knowledge in memory, problem solving strategy dimensionality, conceptual understanding, and gender differences. A multi-covariate analysis was conducted on the pre-post gain scores of the AGI/NSTA Earth Science Examination (Part 1). Students who used the color VTN strategies had a significantly higher mean gain score on the problem solving criterion test items than students who used the black/white VTN (p = .003) and the writing strategies for learning science (p color VTN strategies: (1) significantly recalled more earth science knowledge than students who used the black/white VTN (p = .021) and the writing strategies (p color VTNs had a significantly higher mean number of conceptually accurate propositions than students who used the black/white VTN (p = .018) and the writing strategies (p = .010). Gender influenced the choice of VTN strategy. Females used significantly more color VTN strategies, while males used predominately black/white VTN strategies (p = .01). A neurocognitive model, the encoding activation theory of the anterior cingulate (ENACT-AC), is proposed as an explanation for these findings.

  15. Effect of a Diagram on Primary Students' Understanding About Electric Circuits

    Science.gov (United States)

    Preston, Christine Margaret

    2017-09-01

    This article reports on the effect of using a diagram to develop primary students' conceptual understanding about electric circuits. Diagrammatic representations of electric circuits are used for teaching and assessment despite the absence of research on their pedagogical effectiveness with young learners. Individual interviews were used to closely analyse Years 3 and 5 (8-11-year-old) students' explanations about electric circuits. Data was collected from 20 students in the same school providing pre-, post- and delayed post-test dialogue. Students' thinking about electric circuits and changes in their explanations provide insights into the role of diagrams in understanding science concepts. Findings indicate that diagram interaction positively enhanced understanding, challenged non-scientific views and promoted scientific models of electric circuits. Differences in students' understanding about electric circuits were influenced by prior knowledge, meta-conceptual awareness and diagram conventions including a stylistic feature of the diagram used. A significant finding that students' conceptual models of electric circuits were energy rather than current based has implications for electricity instruction at the primary level.

  16. Reasoning about Evolution's Grand Patterns: College Students' Understanding of the Tree of Life

    Science.gov (United States)

    Novick, Laura R.; Catley, Kefyn M.

    2013-01-01

    Tree thinking involves using cladograms, hierarchical diagrams depicting the evolutionary history of a set of taxa, to reason about evolutionary relationships and support inferences. Tree thinking is indispensable in modern science. College students' tree-thinking skills were investigated using tree (much more common in professional biology) and…

  17. Understanding Durban University of Technology Students ...

    African Journals Online (AJOL)

    Southern African Journal of Environmental Education ... This paper seeks to describe the knowledge, attitudes and perceptions of students at Durban ... of South African conditions and rich biodiversity found in Durban's urban green spaces.

  18. Student understanding of the application of Newton's second law to rotating rigid bodies

    Science.gov (United States)

    Close, Hunter G.; Gomez, Luanna S.; Heron, Paula R. L.

    2013-06-01

    We report on an investigation of student understanding of rigid body dynamics in which we asked students in introductory calculus-based physics to compare the translational motions of identical rigid bodies subject to forces that differed only in the point of contact at which they were applied. There was a widespread tendency to claim that forces that cause rotational motion have a diminished effect on translational motion. A series of related problems was developed to examine whether similar errors would be made in other contexts, and interviews were conducted to probe student thinking in greater depth. In this paper, we describe the results of our investigation and also describe a series of different interventions that culminated in the development of a tutorial that improves student ability to apply Newton's second law to rotating rigid bodies.

  19. Profile of mathematical reasoning ability of 8th grade students seen from communicational ability, basic skills, connection, and logical thinking

    Science.gov (United States)

    Sumarsih; Budiyono; Indriati, D.

    2018-04-01

    This research aims to understand the students’ weaknesses in mathematical reasoning ability in junior secondary school. A set of multiple choice tests were used to measure this ability involve components mathematical communication, basic skills, connection, and logical thinking. A total of 259 respondents were determined by stratified cluster random sampling. Data were analyzed using one-way Anova test with Fobs = 109.5760 and F = 3.0000. The results show that students’ ability from schools with high National Exam in mathematics category was the best and followed by medium and low category. Mathematical connection is the most difficult component performed by students. In addition, most students also have difficulty in expressing ideas and developing logical arguments.

  20. The Effect of Cooperative Learning Model Script and Think-Pair-Share to Critical Thinking Skills, Social Attitude and Learning Outcomes Cognitive Biology of multiethnic High School Students

    Directory of Open Access Journals (Sweden)

    Didimus Tanah Boleng

    2015-03-01

    Full Text Available Pengaruh Model Pembelajaran Cooperative Script dan Think-Pair-Share terhadap Keterampilan Berpikir Kritis, Sikap Sosial, dan Hasil Belajar Kognitif Biologi Siswa SMA Multietnis   Abstract: Biological learning process with multiethnic students requires a learning models which allow students to work independently, to work together in small groups, and to share with other groups. The purpose of this study was to determine the effect of learning models, ethnicity, and the interaction of learning model and ethnic on critical thinking skills, social attitudes, and cognitive achievement. This quasi experimental study was conducted in 11th grade of Natural Science Class Highschool students with six ethnicaly and Junior Highschool National score groups consisted of 132 samples. The results of Covarian Analysis showed that the learning models significantly affected the social attitudes and increased the critical thinking skills and cognitive achievement. Ethnicity significantly affected the social attitudes and cognitive achievement. Interaction of learning models and ethnicity significantly affected students social attitudes. Key Words: cooperative script, think-pair-share, critical thinking skills, social attitudes, biology cognitive achievement, multiethnic students Abstrak: Pengelolaan proses pembelajaran biologi pada siswa multietnis memerlukan model pembelajaran yang memungkinkan siswa bekerja mandiri, bekerja sama dalam kelompok kecil, dan berbagi dengan kelompok lain. Tujuan penelitian ini untuk mengetahui pengaruh model pembelajaran, etnis, serta interaksi model pembelajaran dan etnis terhadap keterampilan berpikir kritis, sikap sosial, dan hasil belajar kognitif biologi siswa. Penelitian eksperimen semu ini dilakukan di kelas XI IPA SMA dengan sampel sebanyak 132 orang siswa terbagi dalam enam kelas yang homogen berdasarkan etnis dan nilai ujian nasional SMP siswa. Hasil analisis data dengan menggunakan Analisis Kovarian menunjukkan bahwa model