Profile of student critical thinking ability on static fluid concept

NASA Astrophysics Data System (ADS)

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.

Students' Accuracy of Measurement Estimation: Context, Units, and Logical Thinking

ERIC Educational Resources Information Center

Jones, M. Gail; Gardner, Grant E.; Taylor, Amy R.; Forrester, Jennifer H.; Andre, Thomas

2012-01-01

This study examined students' accuracy of measurement estimation for linear distances, different units of measure, task context, and the relationship between accuracy estimation and logical thinking. Middle school students completed a series of tasks that included estimating the length of various objects in different contexts and completed a test…

Gender differences in algebraic thinking ability to solve mathematics problems

NASA Astrophysics Data System (ADS)

Kusumaningsih, W.; Darhim; Herman, T.; Turmudi

2018-05-01

This study aimed to conduct a gender study on students' algebraic thinking ability in solving a mathematics problem, polyhedron concept, for grade VIII. This research used a qualitative method. The data was collected using: test and interview methods. The subjects in this study were eight male and female students with different level of abilities. It was found that the algebraic thinking skills of male students reached high group of five categories. They were superior in terms of reasoning and quick understanding in solving problems. Algebraic thinking ability of high-achieving group of female students also met five categories of algebraic thinking indicators. They were more diligent, tenacious and thorough in solving problems. Algebraic thinking ability of male students in medium category only satisfied three categories of algebraic thinking indicators. They were sufficient in terms of reasoning and understanding in solving problems. Algebraic thinking ability group of female students in medium group also satisfied three categories of algebraic thinking indicators. They were fairly diligent, tenacious and meticulous on working on the problems.

Student Levels of Cognitive Development: Establishing Links between Logical Thinking Skills and Success in Earth Science

NASA Astrophysics Data System (ADS)

Steer, D. N.; McConnell, D. A.; Owens, K.

2003-12-01

Students in inquiry-based, general education Earth Science courses were found to display a wide range of logical thinking skills that are known indicators of success in science courses. The Group Assessment of Logical Thinking instrument that tests six logical operations was administered on the first day of class and near the end of the course. Such tests can be used to assess a student's overall level of cognitive development (concrete, transitional or formal) and specific logical thinking strengths or weaknesses. Results from paired pre- and post-course logical thinking tests of 393 students indicated that 25% of the incoming students were concrete, 30% were transitional and 45% were formal thinkers. Concrete and transitional thinkers were far more likely to withdraw from or fail the course when compared to their formal thinking peers (35%, 25% and 10% respectively). Differences in scores between genders were significant with 210 females testing at 30% concrete, 35% transitional and 35% formal on the pretest compared to 183 males who tested 15% concrete, 25% transitional and 60% formal. Overall logical thinking scores of students increased significantly in every inquiry-based class with lecture-based classes showing overall lower increases. Post-test data indicated that there were fewer concrete thinkers (16% female, 7% male), little change in the number of transitional thinkers (30% female, 23% male) and more formal thinkers (54% female, 70% male) toward the end of the inquiry-based course. Scores on two of the logical operations, conservation and probability, were sufficient to separate those who received a high grade (A or B in course) from those were unsuccessful (D, F or withdrew). Students who score low in conservation operations (n=46) tend to rely on intuition rather than logic when trying to understand typical Earth System concepts such as plate tectonics, atmospheric processes and climate change. Students who score low in probability skills (n=46) have

Critical Thinking Ability of Higher Secondary School Students

ERIC Educational Resources Information Center

Devika, R.; Soumya, P. R.

2016-01-01

Critical thinking ability is one among the life skills enlisted by the World Health Organisation. Citizens who can think critically are the need of the nation. The new era warrants persons who can think and evaluate the information correctly. It is the duty of education to inculcate the skill of critical thinking in the students, the future…

Mathematical Teaching Strategies: Pathways to Critical Thinking and Metacognition

ERIC Educational Resources Information Center

Su, Hui Fang Huang; Ricci, Frederick A.; Mnatsakanian, Mamikon

2016-01-01

A teacher that emphasizes reasoning, logic and validity gives their students access to mathematics as an effective way of practicing critical thinking. All students have the ability to enhance and expand their critical thinking when learning mathematics. Students can develop this ability when confronting mathematical problems, identifying possible…

Effectiveness of Formal Logic Course on the Reasoning Skills of Students in Nizwa College of Technology, Oman

ERIC Educational Resources Information Center

Kumar, R. Renjith

2017-01-01

The study of formal logic helps to improve the process of thinking and tries to refine and improve the thinking ability. The objectives of this study are to know the effectiveness of formal logic course and to determine the critical thinking variables that are effective and that are ineffective. A sample of 214 students is selected from all the…

Relationships between critical thinking ability and nursing competence in clinical nurses.

PubMed

Chang, Mei Jen; Chang, Ying-Ju; Kuo, Shih-Hsien; Yang, Yi-Hsin; Chou, Fan-Hao

2011-11-01

To examine the relationships between critical thinking ability and nursing competence in clinical nurses. There are few evidance-based data related to the relationship between critical thinking ability and nursing competence of clinical nurses. A cross-sectional and correlation research design was used. A total of 570 clinical nurses at a medical centre in southern Taiwan were recruited into this study. Two self-report questionnaires, the Watson-Glaser Critical Thinking Appraisal (WGCTA) and the Nursing Competence Scale (NCS), were used to collect data. The critical thinking ability of clinical nurses was at the middle level. The highest score for the subscales of the WGCTA was 'interpretation ability' and the lowest was 'inference ability'. The nursing competence of clinical nurses was at the middle level and above. The highest score for the subscales was 'caring ability' and the lowest was 'research ability'. Critical thinking ability had a significantly positive correlation with nursing competence. Critical thinking, working years, educational levels and position/title were the significant predictors of nursing competence, accounting for 32·9% of the variance. Critical thinking ability had a significantly positive correlation with nursing competence. The critical thinking ability of clinical nurses with a master's degree was significantly better than those with a bachelor's degree or a diploma and nurses with over five working years was significantly better than those with under five years. The findings of this study can further serve as a reference for nursing education to improve nursing curricula and teaching strategies for nurse preparation. It could also be a guideline for nursing administration personnel in on-the-job training and orientation programs for nursing staff. © 2011 Blackwell Publishing Ltd.

Assessing Postgraduate Students' Critical Thinking Ability

ERIC Educational Resources Information Center

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…

Conceptualizing Magnification and Scale: The Roles of Spatial Visualization and Logical Thinking

ERIC Educational Resources Information Center

Jones, M. Gail; Gardner, Grant; Taylor, Amy R.; Wiebe, Eric; Forrester, Jennifer

2011-01-01

This study explored factors that contribute to students' concepts of magnification and scale. Spatial visualization, logical thinking, and concepts of magnification and scale were measured for 46 middle school students. Scores on the "Zoom Assessment" (an assessment of knowledge of magnification and scale) were correlated with the "Test of Logical…

Comparing Creative Thinking Abilities and Reasoning Ability of Deaf and Hearing Children

ERIC Educational Resources Information Center

Ebrahim, Fawzy

2006-01-01

This study focuses on comparing the creative thinking and reasoning abilities of deaf and hearing children. Two groups of deaf (N = 210) and hearing children (N = 200) were chosen based on specific criteria. Two instruments were used in the study: the Torrance Tests of Creative Thinking-Figural, Form A and Matrix Analogies Test. Canonical…

Developmental and Methodological Issues in the Growth of Logical Thinking in Adolescence.

ERIC Educational Resources Information Center

Weybright, Loren Dean

The 30 sixth and 30 ninth grade students, all of whom attended one rural school district in central Illinois, not only displayed a wider variety of behaviors than reported in the Inhelder and Piaget study (1958) investigating the development of logical thinking in children, but the behavioral components served to fill significant gaps in the…

K-11 students’ creative thinking ability on static fluid: a case study

NASA Astrophysics Data System (ADS)

Hanni, I. U.; Muslim; Hasanah, L.; Samsudin, A.

2018-05-01

Creative thinking is one of the fundamental components of 21st-century education that needs to be possessed and developed in students. Thus, the students have the ability to find many alternative solutions to solve problems in physics learning. The study aimed at providing the students’ creative thinking ability on Static Fluid. A case study has been implemented through a single case, namely embedded design. Participants in this study are 27 K-11 students. The instrument utilized is Test for Creative Thinking-Static Fluid (TCT-SF) which has been validated by the experts. The result shows that 10.74 (approximately 35.8%) of the maximum scores. In conclusion, students’ creative thinking ability on Static Fluid is still stumpy, hence, it is needed to develop creative thinking ability in K-11 students’ context.

Disability Policy Evaluation: Combining Logic Models and Systems Thinking.

PubMed

Claes, Claudia; Ferket, Neelke; Vandevelde, Stijn; Verlet, Dries; De Maeyer, Jessica

2017-07-01

Policy evaluation focuses on the assessment of policy-related personal, family, and societal changes or benefits that follow as a result of the interventions, services, and supports provided to those persons to whom the policy is directed. This article describes a systematic approach to policy evaluation based on an evaluation framework and an evaluation process that combine the use of logic models and systems thinking. The article also includes an example of how the framework and process have recently been used in policy development and evaluation in Flanders (Belgium), as well as four policy evaluation guidelines based on relevant published literature.

On the relative independence of thinking biases and cognitive ability.

PubMed

Stanovich, Keith E; West, Richard F

2008-04-01

In 7 different studies, the authors observed that a large number of thinking biases are uncorrelated with cognitive ability. These thinking biases include some of the most classic and well-studied biases in the heuristics and biases literature, including the conjunction effect, framing effects, anchoring effects, outcome bias, base-rate neglect, "less is more" effects, affect biases, omission bias, myside bias, sunk-cost effect, and certainty effects that violate the axioms of expected utility theory. In a further experiment, the authors nonetheless showed that cognitive ability does correlate with the tendency to avoid some rational thinking biases, specifically the tendency to display denominator neglect, probability matching rather than maximizing, belief bias, and matching bias on the 4-card selection task. The authors present a framework for predicting when cognitive ability will and will not correlate with a rational thinking tendency. (c) 2008 APA, all rights reserved.

Analysis of creative mathematical thinking ability by using model eliciting activities (MEAs)

NASA Astrophysics Data System (ADS)

Winda, A.; Sufyani, P.; Elah, N.

2018-05-01

Lack of creative mathematical thinking ability can lead to not accustomed with open ended problem. Students’ creative mathematical thinking ability in the first grade at one of junior high school in Tangerang City is not fully developed. The reason of students’ creative mathematical thinking ability is not optimally developed is so related with learning process which has done by the mathematics teacher, maybe the learning design that teacher use is unsuitable for increasing students’ activity in the learning process. This research objective is to see the differences in students’ ways of answering the problems in terms of students’ creative mathematical thinking ability during the implementation of Model Eliciting Activities (MEAs). This research use post-test experimental class design. The indicators for creative mathematical thinking ability in this research arranged in three parts, as follow: (1) Fluency to answer the problems; (2) Flexibility to solve the problems; (3) Originality of answers. The result of this research found that by using the same learning model and same instrument from Model Eliciting Activities (MEAs) there are some differences in the way students answer the problems and Model Eliciting Activities (MEAs) can be one of approach used to increase students’ creative mathematical thinking ability.

The Relationship between Creative Thinking Ability and Creative Personality of Preschoolers

ERIC Educational Resources Information Center

Lee, Kyung-Hwa

2005-01-01

This study investigates the relationship between creative thinking ability and creative personality of preschoolers. Prior research showed that the correlation coefficient between creative thinking ability and creative personality of teenagers was very low (Hah, 1999), so this research was undertaken to validate the test and to examine how…

The Test of Logical Thinking as a predictor of first-year pharmacy students' performance in required first-year courses.

PubMed

Etzler, Frank M; Madden, Michael

2014-08-15

To investigate the correlation of scores on the Test of Logical Thinking (TOLT) with first-year pharmacy students' performance in selected courses. The TOLT was administered to 130 first-year pharmacy students. The examination was administered during the first quarter in a single session. The TOLT scores correlated with grades earned in Pharmaceutical Calculations, Physical Pharmacy, and Basic Pharmacokinetics courses. Performance on the TOLT has been correlated to performance in courses that required the ability to use quantitative reasoning to complete required tasks. In the future, it may be possible to recommend remediation, retention, and/or admission based in part on the results from the TOLT.

Students' science process skill and analytical thinking ability in chemistry learning

NASA Astrophysics Data System (ADS)

Irwanto, Rohaeti, Eli; Widjajanti, Endang; Suyanta

2017-08-01

Science process skill and analytical thinking ability are needed in chemistry learning in 21st century. Analytical thinking is related with science process skill which is used by students to solve complex and unstructured problems. Thus, this research aims to determine science process skill and analytical thinking ability of senior high school students in chemistry learning. The research was conducted in Tiga Maret Yogyakarta Senior High School, Indonesia, at the middle of the first semester of academic year 2015/2016 is using the survey method. The survey involved 21 grade XI students as participants. Students were given a set of test questions consists of 15 essay questions. The result indicated that the science process skill and analytical thinking ability were relatively low ie. 30.67%. Therefore, teachers need to improve the students' cognitive and psychomotor domains effectively in learning process.

Promoting Creative Thinking Ability Using Contextual Learning Model in Technical Drawing Achievement

NASA Astrophysics Data System (ADS)

Mursid, R.

2018-02-01

The purpose of this study is to determine whether there is influence; the differences in the results between students that learn drawing techniques taught by the Contextual Innovative Model (CIM) and taught by Direct Instructional Model (DIM), the differences in achievement among students of technical drawing that have High Creative Thinking Ability (HCTA) with Low Creative Thinking Ability (LCTA), and the interaction between the learning model with the ability to think creatively to the achievement technical drawing. Quasi-experimental research method. Results of research appoint that: the achievement of students that learned technical drawing by using CIM is higher than the students that learned technical drawing by using DIM, the achievement of students of technical drawings HCTA is higher than the achievement of students who have technical drawing LCTA, and there are interactions between the use of learning models and creative thinking abilities in influencing student achievement technical drawing.

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

ERIC Educational Resources Information Center

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…

Components of Spatial Thinking: Evidence from a Spatial Thinking Ability Test

ERIC Educational Resources Information Center

Lee, Jongwon; Bednarz, Robert

2012-01-01

This article introduces the development and validation of the spatial thinking ability test (STAT). The STAT consists of sixteen multiple-choice questions of eight types. The STAT was validated by administering it to a sample of 532 junior high, high school, and university students. Factor analysis using principal components extraction was applied…

Creative Thinking Ability and Susceptibility to Persuasion

ERIC Educational Resources Information Center

Raia, James R.; Osipow, Samuel H.

1970-01-01

Students scoring high on creativity measures ( Creative Thinking Abilities") were found to be more susceptible to persuasion. Treatment: author fabricated report on high school activities; criterion: Attitudes Toward Guidance Programs." Data from a follow-up study using Children's Withholding Opinion Scale indicate a relationship…

Discovery learning model with geogebra assisted for improvement mathematical visual thinking ability

NASA Astrophysics Data System (ADS)

Juandi, D.; Priatna, N.

2018-05-01

The main goal of this study is to improve the mathematical visual thinking ability of high school student through implementation the Discovery Learning Model with Geogebra Assisted. This objective can be achieved through study used quasi-experimental method, with non-random pretest-posttest control design. The sample subject of this research consist of 62 senior school student grade XI in one of school in Bandung district. The required data will be collected through documentation, observation, written tests, interviews, daily journals, and student worksheets. The results of this study are: 1) Improvement students Mathematical Visual Thinking Ability who obtain learning with applied the Discovery Learning Model with Geogebra assisted is significantly higher than students who obtain conventional learning; 2) There is a difference in the improvement of students’ Mathematical Visual Thinking ability between groups based on prior knowledge mathematical abilities (high, medium, and low) who obtained the treatment. 3) The Mathematical Visual Thinking Ability improvement of the high group is significantly higher than in the medium and low groups. 4) The quality of improvement ability of high and low prior knowledge is moderate category, in while the quality of improvement ability in the high category achieved by student with medium prior knowledge.

The Effect of Concept Attainment Model on Mathematically Critical Thinking Ability of The University Students

NASA Astrophysics Data System (ADS)

Angraini, L. M.; Kartasasmita, B.; Dasari, D.

2017-02-01

This study examined the university students’ mathematically critical thinking ability through Concept Attainment Model learning. The Kolmogorov-Smirnov test, Levene test, t test, ANOVA one and two ways were used to analyse the data. The results of this study showed that (1) there is no difference grade on the student’s mathematical critical thinking ability between experimental group and conventional group as a whole, (2) there is no difference on the students’ mathematical critical thinking ability of experimental classes based on their mathematical early ability (3) there is no interaction between the learning that is used with the students’ mathematical early ability on the students’ mathematical critical thinking ability.

Developing Contextual Mathematical Thinking Learning Model to Enhance Higher-Order Thinking Ability for Middle School Students

ERIC Educational Resources Information Center

Samo, Damianus D.; Darhim; Kartasasmita, Bana

2017-01-01

The purpose of this research is to develop contextual mathematical thinking learning model which is valid, practical and effective based on the theoretical reviews and its support to enhance higher-order thinking ability. This study is a research and development (R & D) with three main phases: investigation, development, and implementation.…

Spatial Thinking Ability Assessment in Rwandan Secondary Schools: Baseline Results

ERIC Educational Resources Information Center

Tomaszewski, Brian; Vodacek, Anthony; Parody, Robert; Holt, Nicholas

2015-01-01

This article discusses use and modification of Lee and Bednarz's (2012) Spatial Thinking Ability Test (STAT) as a spatial thinking assessment device in Rwandan secondary schools. After piloting and modifying the STAT, 222 students total from our rural and urban test schools and one control school were tested. Statistical analysis revealed that…

In search of tools to aid logical thinking and communicating about medical decision making.

PubMed

Hunink, M G

2001-01-01

To have real-time impact on medical decision making, decision analysts need a wide variety of tools to aid logical thinking and communication. Decision models provide a formal framework to integrate evidence and values, but they are commonly perceived as complex and difficult to understand by those unfamiliar with the methods, especially in the context of clinical decision making. The theory of constraints, introduced by Eliyahu Goldratt in the business world, provides a set of tools for logical thinking and communication that could potentially be useful in medical decision making. The author used the concept of a conflict resolution diagram to analyze the decision to perform carotid endarterectomy prior to coronary artery bypass grafting in a patient with both symptomatic coronary and asymptomatic carotid artery disease. The method enabled clinicians to visualize and analyze the issues, identify and discuss the underlying assumptions, search for the best available evidence, and use the evidence to make a well-founded decision. The method also facilitated communication among those involved in the care of the patient. Techniques from fields other than decision analysis can potentially expand the repertoire of tools available to support medical decision making and to facilitate communication in decision consults.

The Influence of Building Block Play on Mathematics Achievement and Logical and Divergent Thinking in Italian Primary School Mathematics Classes

ERIC Educational Resources Information Center

Pirrone, Concetta; Tienken, Christopher H.; Pagano, Tatiana; Di Nuovo, Santo

2018-01-01

In an experimental study to explain the effect of structured Building Block Play with LEGO™ bricks on 6-year-old student mathematics achievement and in the areas of logical thinking, divergent thinking, nonverbal reasoning, and mental imagery, students in the experimental group scored significantly higher (p = 0.05) in mathematics achievement and…

The Relationship between Iranian EFL Teachers' Critical Thinking Ability and Their Professional Success

ERIC Educational Resources Information Center

Birjandi, Parviz; Bagherkazemi, Marzieh

2010-01-01

In the face of too much incoming information and too many people trying to convince us in today's world, the ability to think critically gains an ever greater saliency as a prime goal of student and teacher education. The present study aimed at substantiating the relationship between EFL teachers' critical thinking ability and their…

Natural science modules with SETS approach to improve students’ critical thinking ability

NASA Astrophysics Data System (ADS)

Budi, A. P. S.; Sunarno, W.; Sugiyarto

2018-05-01

SETS (Science, Environment, Technology and Society) approach for learning is important to be developed for middle school, since it can improve students’ critical thinking ability. This research aimed to determine feasibility and the effectiveness of Natural Science Module with SETS approach to increase their critical thinking ability. The module development was done by invitation, exploration, explanation, concept fortifying, and assessment. Questionnaire and test performed including pretest and posttest with control group design were used as data collection technique in this research. Two classes were selected randomly as samples and consisted of 32 students in each group. Descriptive data analysis was used to analyze the module feasibility and t-test was used to analyze their critical thinking ability. The results showed that the feasibility of the module development has a very good results based on assessment of the experts, practitioners and peers. Based on the t-test results, there was significant difference between control class and experiment class (0.004), with n-gain score of control and the experiment class respectively 0.270 (low) and 0.470 (medium). It showed that the module was more effective than the textbook. It was able to improve students’ critical thinking ability and appropriate to be used in learning process.

The Effect of Reflective Activities on Reflective Thinking Ability in an Undergraduate Pharmacy Curriculum.

PubMed

Tsingos-Lucas, Cherie; Bosnic-Anticevich, Sinthia; Schneider, Carl R; Smith, Lorraine

2016-05-25

Objective. To determine the effectiveness of integrating reflective practice activities into a second-year undergraduate pharmacy curriculum and their impact on reflective thinking ability. Design. A cross-over design with repeated measures was employed. Newly developed reflective modules based on real hospital and community pharmacy cases were integrated into the second-year pharmacy practice curriculum. A novel strategy, the Reflective Ability Clinical Assessment (RACA), was introduced to enhance self- and peer reflection. Assessment. Student responses (n=214) to the adapted Kember et al(1) Reflective Thinking Questionnaire (RTQ) were compared before and after reflective activities were undertaken. Significant improvement in three indicators of reflective thinking was shown after students engaged in reflective activities. Conclusion. Integration of reflective activities into a pharmacy curriculum increased the reflective thinking capacity of students. Enhancing reflective thinking ability may help students make better informed decisions and clinical judgments, thus improving future practice.

The Effect of Reflective Activities on Reflective Thinking Ability in an Undergraduate Pharmacy Curriculum

PubMed Central

Bosnic-Anticevich, Sinthia; Schneider, Carl R.; Smith, Lorraine

2016-01-01

Objective. To determine the effectiveness of integrating reflective practice activities into a second-year undergraduate pharmacy curriculum and their impact on reflective thinking ability. Design. A cross-over design with repeated measures was employed. Newly developed reflective modules based on real hospital and community pharmacy cases were integrated into the second-year pharmacy practice curriculum. A novel strategy, the Reflective Ability Clinical Assessment (RACA), was introduced to enhance self- and peer reflection. Assessment. Student responses (n=214) to the adapted Kember et al1 Reflective Thinking Questionnaire (RTQ) were compared before and after reflective activities were undertaken. Significant improvement in three indicators of reflective thinking was shown after students engaged in reflective activities. Conclusion. Integration of reflective activities into a pharmacy curriculum increased the reflective thinking capacity of students. Enhancing reflective thinking ability may help students make better informed decisions and clinical judgments, thus improving future practice. PMID:27293232

Students' Achievement in Relation to Reasoning Ability, Prior Knowledge and Gender

ERIC Educational Resources Information Center

Yenilmez, Ayse; Sungur, Semra; Tekkaya, Ceren

2006-01-01

This study investigated students' achievement regarding photosynthesis and respiration in plants in relation to reasoning ability, prior knowledge and gender. A total of 117 eighth-grade students participated in the study. Test of logical thinking and the two-tier multiple choice tests were administered to determine students' reasoning ability and…

The Relationship between Critical Thinking and EFL Learners' Speaking Ability

ERIC Educational Resources Information Center

Ramezani, Raana; Larsari, Ebrahim Ezzati; Kiasi, Mohammad Aghajanzadeh

2016-01-01

The current study sought to investigate the relationship between critical thinking and speaking ability among EFL students at Payame Noor University (PNU) of Rasht. This research concerned determining the fact that whether language students who are as critical thinker, perform better in their speaking ability or not. In order to answer the…

Critical Thinking in the Chemistry Classroom and Beyond

ERIC Educational Resources Information Center

Jacob, Claus

2004-01-01

The feasibility and practical use of teaching philosophy-based critical thinking to undergraduate chemistry students are investigated. The successful outcome of teaching basic logical concepts in chemistry, as measured by students' ability to assess the validity of chemical reasoning on one hand and student satisfaction on the other, is reported.

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

ERIC Educational Resources Information Center

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…

Logical Thinking Abilities among Form 4 Students in the Interior Division of Sabah, Malaysia

ERIC Educational Resources Information Center

Fah, Lay Yoon

2009-01-01

The science curriculum in Malaysia emphasizes the acquisition of scientific skills, thinking skills, and the inculcation of scientific attitudes and noble values. Besides that, the acquisition of scientific and technological knowledge and its application to the natural phenomena and students' daily experiences are also equally emphasized. The…

Promoting Students' Ability to Think Conceptually in Calculus

ERIC Educational Resources Information Center

Zerr, Ryan J.

2010-01-01

An overview is given of three conceptual lessons that can be incorporated into any first-semester calculus class. These lessons were developed to help promote calculus students' ability to think conceptually, in particular with regard to the role that infinity plays in the subject. A theoretical basis for the value of these lessons is provided,…

Instructional designing the STEM education model for fostering creative thinking abilities in physics laboratory environment classes

NASA Astrophysics Data System (ADS)

Chanthala, Chumpon; Santiboon, Toansakul; Ponkham, Kamon

2018-01-01

To investigate the effects of students' activity-based on learning approaching management through the STEM Education Instructional Model for fostering their creative thinking abilities of their learning achievements in physics laboratory classroom environments with the sample size consisted of 48 students at the 10th grade level in two classes in Mahasarakham University Demonstration School(Secondary Division) in Thailand. Students' creative thinking abilities were assessed with the with the 24-item GuilfordCreative Thinking Questionnaire (GCTQ). Students' perceptions of their physics classroom learning environments were obtained using the 35-item Physics Laboratory Environment Inventory (PLEI). Associations between students' learning achievements of their post-test assessment indicated that 26% of the coefficient predictive value (R2) of the variance in students' creative thinking abilities was attributable to their perceptions for the GCTQ. Students' learning outcomes of their post-test assessment, the R2value indicated that 35% of the variances for the PLEI, the R2value indicated that 63% of the variances for their creative thinking abilities were attributable to theiraffecting the activity-based on learning for fostering their creative thinking are provided.

Examining the relationship between critical-thinking skills and decision-making ability of emergency medicine students.

PubMed

Heidari, Mohammad; Ebrahimi, Parvin

2016-10-01

Critical-thinking ability would enable students to think creatively and make better decisions and makes them make a greater effort to concentrate on situations related to clinical matters and emergencies. This can bridge the gap between the clinical and theoretical training. Therefore, the aim of the present study is to examine the relationship between critical-thinking ability and decision-making skills of the students of Emergency Medicine. This descriptive and analytical research was conducted on all the students of medical emergency students ( n = 86) in Shahrekord, Iran. The demographic information questionnaire, the California Critical Thinking Skills Test, and a decision-making researcher-made questionnaire were used to collect data. The data were analyzed by SPSS software version 16 using descriptive and analytical statistical tests and Pearson's correlation coefficient. The results of the present study indicate that the total mean score for the critical thinking was 8.32 ± 2.03 and for decision making 8.66 ± 1.89. There is a significant statistical relationship between the critical-thinking score and decision-making score ( P < 0.05). Although critical-thinking skills and decision-making ability are essential for medical emergency professional competence, the results of this study show that these skills are poor among the students.

Newspaper Humor: Tool for Critical Thinking and Reading Abilities.

ERIC Educational Resources Information Center

Whitmer, Jean E.

Intended as a supplementary resource for teachers, this paper focuses on using humor to develop students' critical thinking and reading abilities. The paper suggests many newspaper humor activities for predicting word meanings through context clues, including the meanings of words in isolation and in context, in headlines, and in the comics. Next,…

Development of cyberblog-based intelligent tutorial system to improve students learning ability algorithm

NASA Astrophysics Data System (ADS)

Wahyudin; Riza, L. S.; Putro, B. L.

2018-05-01

E-learning as a learning activity conducted online by the students with the usual tools is favoured by students. The use of computer media in learning provides benefits that are not owned by other learning media that is the ability of computers to interact individually with students. But the weakness of many learning media is to assume that all students have a uniform ability, when in reality this is not the case. The concept of Intelligent Tutorial System (ITS) combined with cyberblog application can overcome the weaknesses in neglecting diversity. An Intelligent Tutorial System-based Cyberblog application (ITS) is a web-based interactive application program that implements artificial intelligence which can be used as a learning and evaluation media in the learning process. The use of ITS-based Cyberblog in learning is one of the alternative learning media that is interesting and able to help students in measuring ability in understanding the material. This research will be associated with the improvement of logical thinking ability (logical thinking) of students, especially in algorithm subjects.

Development of instrument for assessing students’ critical and creative thinking ability

NASA Astrophysics Data System (ADS)

Herpiana, R.; Rosidin, U.

2018-01-01

The purpose of this study was to develop instruments to measure critical thinking ability and creative students in the topics of physics simple harmonic motion. The research method used was research development with application of procedures including research and data collection, planning, and initial product development. The participants of the study were thirty-four tenth grade students and five physics teachers of physics who were selected randomly from schools in the province of Lampung. The data collected by using test and analyzed in quantitative descriptive. Initial data showed that students’ critical and creative thinking ability were still low and instruments to assess students’ critical thinking skills and creative students was not yet available. Most of assessment conducted focused on memorization. Thus, the researchers developed a draft of instrument in the form of the test description based on criteria that encouraged students’ activity in understanding the concepts, strategies and decision/solution in dealing with problems. The development of the instrument was conducted considering real-world phenomena in the form of pictures and stories, description of the situation, and verbal presentation.

Examining the relationship between critical-thinking skills and decision-making ability of emergency medicine students

PubMed Central

Heidari, Mohammad; Ebrahimi, Parvin

2016-01-01

Background and Aims: Critical-thinking ability would enable students to think creatively and make better decisions and makes them make a greater effort to concentrate on situations related to clinical matters and emergencies. This can bridge the gap between the clinical and theoretical training. Therefore, the aim of the present study is to examine the relationship between critical-thinking ability and decision-making skills of the students of Emergency Medicine. Materials and Methods: This descriptive and analytical research was conducted on all the students of medical emergency students (n = 86) in Shahrekord, Iran. The demographic information questionnaire, the California Critical Thinking Skills Test, and a decision-making researcher-made questionnaire were used to collect data. The data were analyzed by SPSS software version 16 using descriptive and analytical statistical tests and Pearson's correlation coefficient. Results: The results of the present study indicate that the total mean score for the critical thinking was 8.32 ± 2.03 and for decision making 8.66 ± 1.89. There is a significant statistical relationship between the critical-thinking score and decision-making score (P < 0.05). Conclusions: Although critical-thinking skills and decision-making ability are essential for medical emergency professional competence, the results of this study show that these skills are poor among the students. PMID:27829713

Promoting middle school students’ abstract-thinking ability through cognitive apprenticeship instruction in mathematics learning

NASA Astrophysics Data System (ADS)

Yusepa, B. G. P.; Kusumah, Y. S.; Kartasasmita, B. G.

2018-01-01

The aim of this study is to get an in-depth understanding of students’ abstract-thinking ability in mathematics learning. This study was an experimental research with pre-test and post-test control group design. The subject of this study was eighth-grade students from two junior high schools in Bandung. In each schools, two parallel groups were selected and assigned into control and experimental groups. The experimental group was exposed to Cognitive Apprenticeship Instruction (CAI) treatment, whereas the control group was exposed to conventional learning. The results showed that abstract-thinking ability of students in experimental group was better than that of those in control group in which it could be observed from the overall and school level. It could be concluded that CAI could be a good alternative learning model to enhance students’ abstract-thinking ability.

Exploring the Different Trajectories of Analytical Thinking Ability Factors: An Application of the Second-Order Growth Curve Factor Model

ERIC Educational Resources Information Center

Saengprom, Narumon; Erawan, Waraporn; Damrongpanit, Suntonrapot; Sakulku, Jaruwan

2015-01-01

The purposes of this study were 1) Compare analytical thinking ability by testing the same sets of students 5 times 2) Develop and verify whether analytical thinking ability of students corresponds to second-order growth curve factors model. Samples were 1,093 eighth-grade students. The results revealed that 1) Analytical thinking ability scores…

"Sliders" Android Game - Improving Logical Skills of People with Disabilities.

PubMed

Guzsvinecz, Tibor; Koszegi-Vigh, David; Szucs, Veronika; Sik Lanyi, Cecilia

2017-01-01

Logic is part of our everyday life. However, there are some cases where people have difficulties using deductive reasoning. The aim of this work is to help people with mild intellectual disability or learning disability to learn the basis of logical thinking. We developed an application on Android operating system to improve logical thinking.

The analysis of student’s critical thinking ability on discovery learning by using hand on activity based on the curiosity

NASA Astrophysics Data System (ADS)

Sulistiani, E.; Waluya, S. B.; Masrukan

2018-03-01

This study aims to determine (1) the effectiveness of Discovery Learning model by using Hand on Activity toward critical thinking abilities, and (2) to describe students’ critical thinking abilities in Discovery Learning by Hand on Activity based on curiosity. This study is mixed method research with concurrent embedded design. Sample of this study are students of VII A and VII B of SMP Daarul Qur’an Ungaran. While the subject in this study is based on the curiosity of the students groups are classified Epistemic Curiosity (EC) and Perceptual Curiosity (PC). The results showed that the learning of Discovery Learning by using Hand on Activity is effective toward mathematics critical thinking abilities. Students of the EC type are able to complete six indicators of mathematics critical thinking abilities, although there are still two indicators that the result is less than the maximum. While students of PC type have not fully been able to complete the indicator of mathematics critical thinking abilities. They are only strong on indicators formulating questions, while on the other five indicators they are still weak. The critical thinking abilities of EC’s students is better than the critical thinking abilities of the PC’s students.

Improvement of The Ability of Junior High School Students Thinking Through Visual Learning Assisted Geo gbra Tutorial

NASA Astrophysics Data System (ADS)

Elvi, M.; Nurjanah

2017-02-01

This research is distributed on the issue of the lack of visual thinking ability is a must-have basic ability of students in learning geometry. The purpose of this research is to investigate and elucide: 1) the enhancement of visual thinking ability of students to acquire learning assisted with geogebra tutorial learning: 2) the increase in visual thinking ability of students who obtained a model of learning assisted with geogebra and students who obtained a regular study of KAM (high, medium, and low). This research population is grade VII in Bandung Junior High School. The instruments used to collect data in this study consisted of instruments of the test and the observation sheet. The data obtained were analyzed using the test average difference i.e. Test-t and ANOVA Test one line to two lines. The results showed that: 1) the attainment and enhancement of visual thinking ability of students to acquire learning assisted geogebra tutorial better than students who acquire learning; 2) there may be differences of visual upgrade thinking students who acquire the learning model assisted with geogebra tutorial earn regular learning of KAM (high, medium and low).

Logic via Computer Programming.

ERIC Educational Resources Information Center

Wieschenberg, Agnes A.

This paper proposed the question "How do we teach logical thinking and sophisticated mathematics to unsophisticated college students?" One answer among many is through the writing of computer programs. The writing of computer algorithms is mathematical problem solving and logic in disguise and it may attract students who would otherwise stop…

Use of Multi-Response Format Test in the Assessment of Medical Students' Critical Thinking Ability.

PubMed

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

Use of Multi-Response Format Test in the Assessment of Medical Students’ Critical Thinking Ability

PubMed Central

Mafinejad, Mahboobeh Khabaz; Monajemi, Alireza; Jalili, Mohammad; Soltani, Akbar; Rasouli, Javad

2017-01-01

Introduction 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. Aim To assess critical thinking ability of medical students by using multi-response format of assessment. Materials and Methods 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. Results 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). Conclusion This study highlights the importance of considering multi-response format test in

Development of soft scaffolding strategy to improve student’s creative thinking ability in physics

NASA Astrophysics Data System (ADS)

Nurulsari, Novinta; Abdurrahman; Suyatna, Agus

2017-11-01

Student’s creative thinking ability in physics learning can be developed through a learning experience. However, many students fail to gain a learning experience because of the lack of teacher roles in providing assistance to students when they face learning difficulties. In this study, a soft scaffolding strategy developed to improve student’s creative thinking ability in physics, especially in optical instruments. The methods used were qualitative and quantitative. The soft scaffolding strategy developed was called the 6E Soft Scaffolding Strategy where 6E stands for Explore real-life problems, Engage students with web technology, Enable experiment using analogies, Elaborate data through multiple representations, Encourage questioning, and Ensure the feedback. The strategy was applied to 60 students in secondary school through cooperative learning. As a comparison, conventional strategies were also applied to 60 students in the same school and grade. The result of the study showed that the soft scaffolding strategy was effective in improving student’s creative thinking ability.

The Enhancement of Mathematical Critical Thinking Ability of Aliyah Madrasas Student Model Using Gorontalo by Interactive Learning Setting Cooperative Model

ERIC Educational Resources Information Center

Husnaeni

2016-01-01

Critical thinking ability of students' mathematical is a component that must be mastered by the student. Learn to think critically means using mental processes, such as attention, categorize, selection, and rate/decide. Critical thinking ability in giving proper guidance in thinking and working, and assist in determining the relationship between…

A Logic-Based Psychotherapy Approach to Treating Patients Which Focuses on Faultless Logical Functioning: A Case Study Method

PubMed Central

Almeida, Fernando; Moreira, Diana

2017-01-01

Many clinical patients present to mental health clinics with depressive symptoms, anxiety, psychosomatic complaints, and sleeping problems. These symptoms which originated may originate from marital problems, conflictual interpersonal relationships, problems in securing work, and housing issues, among many others. These issues might interfere which underlie the difficulties that with the ability of the patients face in maintaining faultless logical reasoning (FLR) and faultless logical functioning (FLF). FLR implies to assess correctly premises, rules, and conclusions. And FLF implies assessing not only FLR, but also the circumstances, life experience, personality, events that validate a conclusion. Almost always, the symptomatology is accompanied by intense emotional changes. Clinical experience shows that a logic-based psychotherapy (LBP) approach is not practiced, and that therapists’ resort to psychopharmacotherapy or other types of psychotherapeutic approaches that are not focused on logical reasoning and, especially, logical functioning. Because of this, patients do not learn to overcome their reasoning and functioning errors. The aim of this work was to investigate how LBP works to improve the patients’ ability to think and function in a faultless logical way. This work describes the case studies of three patients. For this purpose we described the treatment of three patients. With this psychotherapeutic approach, patients gain knowledge that can then be applied not only to the issues that led them to the consultation, but also to other problems they have experienced, thus creating a learning experience and helping to prevent such patients from becoming involved in similar problematic situations. This highlights that LBP is a way of treating symptoms that interfere on some level with daily functioning. This psychotherapeutic approach is relevant for improving patients’ quality of life, and it fills a gap in the literature by describing original case

Thinking is believing.

PubMed

Kasturirangan, Rajesh

2008-01-01

Philosophers as well lay people often think of beliefs as psychological states with dubious epistemic properties. Beliefs are conceptualized as unregulated conceptual structures, for the most part hypothetical and often fanciful or deluded. Thinking and reasoning on the other hand are seen as rational activities regulated by rules and governed by norms. Computational modeling of the mind has focused on rule-governed behavior, ultimately trying to reduce them to rules of logic. What if thinking is less like reasoning and more like believing? I argue that the classical model of thought as rational is mistaken and that thinking is fundamentally constituted by believing. This new approach forces us to re-evaluate classical epistemic concepts like "truth", "justification" etc. Furthermore, if thinking is believing, then it is not clear how thoughts can be modeled computationally. We need new mathematical ideas to model thought, ideas that are quite different from traditional logic-based mathematical structures.

The Investigation on Critical Thinking Ability in EFL Reading Class

ERIC Educational Resources Information Center

Zhou, Jie; Jiang, Yuhong; Yao, Yuan

2015-01-01

The present mixed-method study aims to find out the status quo of critical thinking ability of university non-English majors by investigating 224 non-English majors from a university in China (105 male and 119 female students, 114 art and 110 science majors, 109 freshmen and 115 sophomores were included respectively) through questionnaires and…

Analysis of creative mathematic thinking ability in problem based learning model based on self-regulation learning

NASA Astrophysics Data System (ADS)

Munahefi, D. N.; Waluya, S. B.; Rochmad

2018-03-01

The purpose of this research identified the effectiveness of Problem Based Learning (PBL) models based on Self Regulation Leaning (SRL) on the ability of mathematical creative thinking and analyzed the ability of mathematical creative thinking of high school students in solving mathematical problems. The population of this study was students of grade X SMA N 3 Klaten. The research method used in this research was sequential explanatory. Quantitative stages with simple random sampling technique, where two classes were selected randomly as experimental class was taught with the PBL model based on SRL and control class was taught with expository model. The selection of samples at the qualitative stage was non-probability sampling technique in which each selected 3 students were high, medium, and low academic levels. PBL model with SRL approach effectived to students’ mathematical creative thinking ability. The ability of mathematical creative thinking of low academic level students with PBL model approach of SRL were achieving the aspect of fluency and flexibility. Students of academic level were achieving fluency and flexibility aspects well. But the originality of students at the academic level was not yet well structured. Students of high academic level could reach the aspect of originality.

Analysis of critical thinking ability of VII grade students based on the mathematical anxiety level through learning cycle 7E model

NASA Astrophysics Data System (ADS)

Widyaningsih, E.; Waluya, S. B.; Kurniasih, A. W.

2018-03-01

This study aims to know mastery learning of students’ critical thinking ability with learning cycle 7E, determine whether the critical thinking ability of the students with learning cycle 7E is better than students’ critical thinking ability with expository model, and describe the students’ critical thinking phases based on the mathematical anxiety level. The method is mixed method with concurrent embedded. The population is VII grade students of SMP Negeri 3 Kebumen academic year 2016/2017. Subjects are determined by purposive sampling, selected two students from each level of mathematical anxiety. Data collection techniques include test, questionnaire, interview, and documentation. Quantitative data analysis techniques include mean test, proportion test, difference test of two means, difference test of two proportions and for qualitative data used Miles and Huberman model. The results show that: (1) students’ critical thinking ability with learning cycle 7E achieve mastery learning; (2) students’ critical thinking ability with learning cycle 7E is better than students’ critical thinking ability with expository model; (3) description of students’ critical thinking phases based on the mathematical anxiety level that is the lower the mathematical anxiety level, the subjects have been able to fulfil all of the indicators of clarification, assessment, inference, and strategies phases.

Theory of Mind Development in Adolescence and Early Adulthood: The Growing Complexity of Recursive Thinking Ability

PubMed Central

Valle, Annalisa; Massaro, Davide; Castelli, Ilaria; Marchetti, Antonella

2015-01-01

This study explores the development of theory of mind, operationalized as recursive thinking ability, from adolescence to early adulthood (N = 110; young adolescents = 47; adolescents = 43; young adults = 20). The construct of theory of mind has been operationalized in two different ways: as the ability to recognize the correct mental state of a character, and as the ability to attribute the correct mental state in order to predict the character’s behaviour. The Imposing Memory Task, with five recursive thinking levels, and a third-order false-belief task with three recursive thinking levels (devised for this study) have been used. The relationship among working memory, executive functions, and linguistic skills are also analysed. Results show that subjects exhibit less understanding of elevated recursive thinking levels (third, fourth, and fifth) compared to the first and second levels. Working memory is correlated with total recursive thinking, whereas performance on the linguistic comprehension task is related to third level recursive thinking in both theory of mind tasks. An effect of age on third-order false-belief task performance was also found. A key finding of the present study is that the third-order false-belief task shows significant age differences in the application of recursive thinking that involves the prediction of others’ behaviour. In contrast, such an age effect is not observed in the Imposing Memory Task. These results may support the extension of the investigation of the third order false belief after childhood. PMID:27247645

Creative Thinking Abilities of Rural and Urban Elementary School Students.

ERIC Educational Resources Information Center

Irons, Jerry Lee

The 1967 study was designed to determine if there were significant differences in the creative thinking abilities of students attending certain urban and rural elementary schools in North Texas. The target population was selected from 7 rural and 2 urban school districts. The subjects, 100 urban and 100 rural, were matched in terms of 6 selection…

Creative Thinking Ability to Increase Student Mathematical of Junior High School by Applying Models Numbered Heads Together

ERIC Educational Resources Information Center

Lince, Ranak

2016-01-01

Mathematical ability of students creative thinking is a component that must be mastered by the student. Mathematical creative thinking plays an important role, both in solving the problem and well, even in high school students. Therefore, efforts are needed to convey ideas in mathematics. But the reality is not yet developed the ability to…

The development of future thinking: young children's ability to construct event sequences to achieve future goals.

PubMed

Prabhakar, Janani; Hudson, Judith A

2014-11-01

Previous studies suggest that the ability to think about and act on the future emerges between 3 and 5 years of age. However, it is unclear what underlying processes change during the development of early future-oriented behavior. We report three experiments that tested the emergence of future thinking ability through children's ability to explicitly maintain future goals and construct future scenarios. Our main objectives were to examine the effects of goal structure and the effects of working memory demands on children's ability to construct future scenarios and make choices to satisfy future goals. The results indicate that 4-year-olds were able to successfully accomplish two temporally ordered goals even with high working memory demands and a complex goal structure, whereas 3-year-olds were able to accomplish two goals only when the working memory demands were low and the goal structure did not involve additional demands from inferential reasoning and contingencies between the temporally ordered goals. Results are discussed in terms of the development of future thinking in conjunction with working memory, inferential reasoning ability, and goal maintenance abilities. Copyright © 2014. Published by Elsevier Inc.

Rational Thinking and Belief in Psychic Abilities: It Depends on Level of Involvement.

PubMed

Stone, Anna

2016-02-01

Previous research has shown that lay believers in psychic abilities are more prone to intuitive thinking, less inclined to rational thinking, and have an external locus of control, compared to non-believers. Psychic practitioners, however, may have different characteristics. Psychic practitioners ( n = 31; M age = 42.7 yr., SD = 13.1), lay believers ( n = 33; M age = 33.0 yr., SD = 10.3), and non-believers ( n = 31; M age = 34.4 yr., SD = 15.4) completed questionnaires measuring thinking styles, locus of control, and psychic belief. Comparisons of lay believers with non-believers confirmed previous observations: believers had a higher propensity for intuitive thinking, lower propensity for rational thinking, and more external locus of control. In contrast, practitioners were equivalent to non-believers in rational thinking and had the highest internal locus of control. This highlights the importance of considering level of involvement with psychic practice in understanding the thinking styles of believers. Results suggested that practitioners may have rationalized their beliefs and constructed a coherent model of psychic phenomena that satisfies a propensity for rational thinking within a community of belief.

Assessment of Students’ Critical-Thinking and Problem-Solving Abilities Across a 6-Year Doctor of Pharmacy Program

PubMed Central

Gaebelein, Claude J.; Grice, Gloria R.; Crannage, Andrew J.; Weck, Margaret A.; Hurd, Peter; Walter, Brenda; Duncan, Wendy

2013-01-01

Objective. To determine the feasibility of using a validated set of assessment rubrics to assess students’ critical-thinking and problem-solving abilities across a doctor of pharmacy (PharmD) curriculum. Methods. Trained faculty assessors used validated rubrics to assess student work samples for critical-thinking and problem-solving abilities. Assessment scores were collected and analyzed to determine student achievement of these 2 ability outcomes across the curriculum. Feasibility of the process was evaluated in terms of time and resources used. Results. One hundred sixty-one samples were assessed for critical thinking, and 159 samples were assessed for problem-solving. Rubric scoring allowed assessors to evaluate four 5- to 7-page work samples per hour. The analysis indicated that overall critical-thinking scores improved over the curriculum. Although low yield for problem-solving samples precluded meaningful data analysis, it was informative for identifying potentially needed curricular improvements. Conclusions. Use of assessment rubrics for program ability outcomes was deemed authentic and feasible. Problem-solving was identified as a curricular area that may need improving. This assessment method has great potential to inform continuous quality improvement of a PharmD program. PMID:24159207

Assessment of students' critical-thinking and problem-solving abilities across a 6-year doctor of pharmacy program.

PubMed

Gleason, Brenda L; Gaebelein, Claude J; Grice, Gloria R; Crannage, Andrew J; Weck, Margaret A; Hurd, Peter; Walter, Brenda; Duncan, Wendy

2013-10-14

To determine the feasibility of using a validated set of assessment rubrics to assess students' critical-thinking and problem-solving abilities across a doctor of pharmacy (PharmD) curriculum. Trained faculty assessors used validated rubrics to assess student work samples for critical-thinking and problem-solving abilities. Assessment scores were collected and analyzed to determine student achievement of these 2 ability outcomes across the curriculum. Feasibility of the process was evaluated in terms of time and resources used. One hundred sixty-one samples were assessed for critical thinking, and 159 samples were assessed for problem-solving. Rubric scoring allowed assessors to evaluate four 5- to 7-page work samples per hour. The analysis indicated that overall critical-thinking scores improved over the curriculum. Although low yield for problem-solving samples precluded meaningful data analysis, it was informative for identifying potentially needed curricular improvements. Use of assessment rubrics for program ability outcomes was deemed authentic and feasible. Problem-solving was identified as a curricular area that may need improving. This assessment method has great potential to inform continuous quality improvement of a PharmD program.

The Impact of Concept Mapping on EFL Learners' Critical Thinking Ability

ERIC Educational Resources Information Center

Khodadady, Ebrahim; Ghanizadeh, Afsaneh

2011-01-01

The present study investigated the influence of concept mapping as a post-reading strategy on EFL learners' critical thinking ability. The study utilized a pretest-posttest control and experimental group design. To do so, thirty six EFL learners at upper intermediate and advanced levels were randomly assigned to experimental (n=18) and control…

Students' Critical Thinking Ability: Description Based on Academic Level and Gender

ERIC Educational Resources Information Center

Zetriuslita, Hj.; Ariawan, Rezi; Nufus, Hayatun

2016-01-01

This research aims to describe students' critical thinking ability based on the level academic and gender. The populations of this study were 132 students participating in five classes of Calculus course. The research data obtained through technical tests and interview techniques. This study found that the high level of capability, both male…

The Relationship between Reflective Thinking Tendencies and Social Problem Solving Abilities of Pre-Service Teachers

ERIC Educational Resources Information Center

Sivaci, Sadik Yüksel

2017-01-01

The ability of reflecting thinking and problem solving are two qualities that are thought effective in education of qualitative teachers and regulations of their educational status. In this study, our aim is to examine the pre-service teachers' levels of reflective thinking and problem solving and to determine if there is a significant…

Correlation Between Critical Thinking Disposition and Mental Self-Supporting Ability in Nursing Undergraduates: A Cross-Sectional Descriptive Study.

PubMed

Wu, Defang; Luo, Yang; Liao, Xinyu

2017-02-01

There is universal agreement on the essential role of critical thinking in nursing practice. Most studies into this topic have provided descriptive statistical information and insights on related external factors such as educational environment and teaching strategies. However, there has been limited research into the psychological factors that may predict the disposition of students toward critical thinking. This study explored the relationship between the disposition of nursing students toward critical thinking and their mental self-supporting ability to obtain a profile and determine the psychological predictors of critical thinking. A cross-sectional descriptive study was conducted in 2013 using a convenience sample from four nursing schools. Four hundred six Chinese nursing undergraduates completed two questionnaires including (a) the California Critical Thinking Disposition Inventory (Chinese version) and (b) the Mental Self-Supporting Questionnaire for University Students. Pearson's correlation and linear regression analysis were used to investigate the relationship between these two variables and the predicted positive psychological qualities for the critical thinking disposition of participants. Average participant scores for critical thinking disposition and mental self-supporting were 280.91 ± 28.43 and 76.40 ± 8.47, respectively. Positive correlations were observed between these two variables (r = .583, p < .01) and participants' self-decision, self-cognition, self-confidence, and self-responsibility, which suggest that these factors play a significant role in critical thinking disposition (R = .435, p < .01). The participants earned midlevel scores for both disposition toward critical thinking and mental self-supporting abilities.The four factors that had a major influence on critical thinking disposition included self-decision, self-cognition, self-confidence, and self-responsibility. Nursing educators should focus on improving the critical thinking

Rethinking Critical Thinking

ERIC Educational Resources Information Center

Downs, Christopher J.

2008-01-01

Critical thinking is of primary importance in higher education, yet the concept remains slippery and the skill elusive. The author argues that most current critical thinking textbooks are out of line with the seminal work of John Dewey. Rather than logical argument and justification, it is suggested that carefulness, open-mindedness and creativity…

Facilitating a Student-Educator Conceptual Model of Dispositions towards Critical Thinking through Interactive Management

ERIC Educational Resources Information Center

Dwyer, Christopher P.; Hogan, Michael J.; Harney, Owen M.; Kavanagh, Caroline

2017-01-01

Critical thinking (CT) is a metacognitive process, consisting of a number of sub-skills and dispositions that, when used appropriately, increases the chances of producing a logical conclusion to an argument or solution to a problem. Though the CT literature argues that dispositions are as important to CT as is the ability to perform CT skills, the…

Critical-thinking ability in respiratory care students and its correlation with age, educational background, and performance on national board examinations.

PubMed

Wettstein, Richard B; Wilkins, Robert L; Gardner, Donna D; Restrepo, Ruben D

2011-03-01

Critical thinking is an important characteristic to develop in respiratory care students. We used the short-form Watson-Glaser Critical Thinking Appraisal instrument to measure critical-thinking ability in 55 senior respiratory care students in a baccalaureate respiratory care program. We calculated the Pearson correlation coefficient to assess the relationships between critical-thinking score, age, and student performance on the clinical-simulation component of the national respiratory care boards examination. We used chi-square analysis to assess the association between critical-thinking score and educational background. There was no significant relationship between critical-thinking score and age, or between critical-thinking score and student performance on the clinical-simulation component. There was a significant (P = .04) positive association between a strong science-course background and critical-thinking score, which might be useful in predicting a student's ability to perform in areas where critical thinking is of paramount importance, such as clinical competencies, and to guide candidate-selection for respiratory care programs.

The Impact of a Capstone Farm Management Course on Critical Thinking Abilities

ERIC Educational Resources Information Center

Perry, Dustin K.; Paulsen, Thomas H.; Retallick, Michael S.

2015-01-01

Current research demonstrates a need to explore the effects of specific course designs or directed activities on higher education students' critical thinking abilities. Specifically, such research on the effect of an experiential learning-based capstone course is limited. All students (N = 54) enrolled in a capstone farm management course…

Critical Thinking: Rationality, and the Vulcanization of Students.

ERIC Educational Resources Information Center

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.…

Metaphorical Thinking Learning and Junior High School Teachers' Mathematical Questioning Ability

ERIC Educational Resources Information Center

Hendriana, Heris; Rohaeti, Euis Eti; Hidayat, Wahyu

2017-01-01

This control-group posttest-only experimental design study aims to investigate the role of learning that teaches metaphorical thinking in mathematical questioning ability of junior high school teachers. The population of this study was mathematics junior high school teachers in West Java province. The samples were 82 mathematics junior high school…

Developing Critical Thinking through Leadership Education

ERIC Educational Resources Information Center

Jenkins, Daniel M.; Andenoro, Anthony C.

2016-01-01

This chapter provides the critical leadership logic model as a tool to help educators develop leadership-learning opportunities. This proactive logic model includes curricular and co-curricular educational experiences to ensure critical thinking through leadership education.

The Critical Thinking Worksheet.

ERIC Educational Resources Information Center

Agnew, Priscilla

A description is provided of the use of a Critical Thinking Worksheet as a pedagogical tool for introducing critical thinking to students of philosophy and informal logic. First, an accompanying handout introduces essential terms such as "argument,""conclusion," and "reasons or premises." The worksheet itself constitutes the second page of the…

The Relationship Between Kindergarten Children's Fantasy Play Behavior and Divergent Thinking Ability.

ERIC Educational Resources Information Center

Waldon, Mary Ann

The purposes of the present study were (1) to determine if there were significant differences in the divergent thinking ability of kindergarten children who engage in much fantasy play behavior as opposed to those who engage in little fantasy play behavior, and (2) to determine the effect of sex, socioeconomic status, and previous preschool group…

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

ERIC Educational Resources Information Center

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…

Milestones of critical thinking: a developmental model for medicine and nursing.

PubMed

Papp, Klara K; Huang, Grace C; Lauzon Clabo, Laurie M; Delva, Dianne; Fischer, Melissa; Konopasek, Lyuba; Schwartzstein, Richard M; Gusic, Maryellen

2014-05-01

Critical thinking is essential to a health professional's competence to assess, diagnose, and care for patients. Defined as the ability to apply higher-order cognitive skills (conceptualization, analysis, evaluation) and the disposition to be deliberate about thinking (being open-minded or intellectually honest) that lead to action that is logical and appropriate, critical thinking represents a "meta-competency" that transcends other knowledge, skills, abilities, and behaviors required in health care professions. Despite its importance, the developmental stages of critical thinking have not been delineated for nurses and physicians. As part of a task force of educators who considered different developmental stage theories, the authors have iteratively refined and proposed milestones in critical thinking. The attributes associated with unreflective, beginning, practicing, advanced, accomplished, and challenged critical thinkers are conceived as independent of an individual's level of training. Depending on circumstances and environmental factors, even the most experienced clinician may demonstrate attributes associated with a challenged thinker. The authors use the illustrative case of a patient with abdominal pain to demonstrate how critical thinking may manifest in learners at different stages of development, analyzing how the learner at each stage applies information obtained in the patient interaction to arrive at a differential diagnosis and plan for evaluation. The authors share important considerations and provide this work as a foundation for the development of effective approaches to teaching and promoting critical thinking and to establishing expectations for learners in this essential meta-competency.

Winnicott and Derrida: development of logic-of-play.

PubMed

Bitan, Shachaf

2012-02-01

In this essay I develop the logic of play from the writings of the British psychoanalyst Donald W. Winnicott and the French philosopher Jacques Derrida. The logic of play serves as both a conceptual framework for theoretical clinical thinking and a space of experiencing in which the therapeutic situation is located and to which it aspires. I argue that both Winnicott and Derrida proposed a playful turn in Western thinking by their attitude towards oppositions, viewing them not as complementary or contradictory, but as 'peacefully-coexisting'. Derrida criticizes the dichotomous structure of Western thought, proposing playful movement as an alternative that does not constitute itself as a mastering construction. I will show that Winnicott, too, proposes playful logic through which he thinks and acts in the therapeutic situation. The therapeutic encounter is understood as a playful space in which analyst and analysand continuously coexist, instead of facing each other as exclusionary oppositions. I therefore propose the logic of play as the basis for the therapeutic encounter. The playful turn, then, is crucial for the thought and praxis expressed by the concept of two-person psychology. I suggest the term playful psychoanalysis to characterize the present perspective of psychoanalysis in the light of the playful turn. I will first present Derrida's playful thought, go on to Winnicott's playful revolutionism, and conclude with an analysis of Winicott's clinical material in the light of the logic of play. Copyright © 2012 Institute of Psychoanalysis.

Teaching to the Test: A Pragmatic Approach to Teaching Logic

ERIC Educational Resources Information Center

Vannatta, Seth C.

2014-01-01

The proper goal of an introductory logic course, teaching critical thinking, is best achieved by maintaining the principle of continuity between student experiences and the curriculum. To demonstrate this I explain Dewey's naturalistic approach to logic and the process of inquiry, one which presents the elements of traditional logic in the…

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

NASA Astrophysics Data System (ADS)

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.

Critical Thinking vs. Critical Consciousness

ERIC Educational Resources Information Center

Doughty, Howard A.

2006-01-01

This article explores four kinds of critical thinking. The first is found in Socratic dialogues, which employ critical thinking mainly to reveal logical fallacies in common opinions, thus cleansing superior minds of error and leaving philosophers free to contemplate universal verities. The second is critical interpretation (hermeneutics) which…

Rational Thinking and Cognitive Sophistication: Development, Cognitive Abilities, and Thinking Dispositions

ERIC Educational Resources Information Center

Toplak, Maggie E.; West, Richard F.; Stanovich, Keith E.

2014-01-01

We studied developmental trends in 5 important reasoning tasks that are critical components of the operational definition of rational thinking. The tasks measured denominator neglect, belief bias, base rate sensitivity, resistance to framing, and the tendency toward otherside thinking. In addition to age, we examined 2 other individual difference…

An integrated review of the correlation between critical thinking ability and clinical decision-making in nursing.

PubMed

Lee, Daphne Sk; Abdullah, Khatijah Lim; Subramanian, Pathmawathi; Bachmann, Robert Thomas; Ong, Swee Leong

2017-12-01

To explore whether there is a correlation between critical thinking ability and clinical decision-making among nurses. Critical thinking is currently considered as an essential component of nurses' professional judgement and clinical decision-making. If confirmed, nursing curricula may be revised emphasising on critical thinking with the expectation to improve clinical decision-making and thus better health care. Integrated literature review. The integrative review was carried out after a comprehensive literature search using electronic databases Ovid, EBESCO MEDLINE, EBESCO CINAHL, PROQuest and Internet search engine Google Scholar. Two hundred and 22 articles from January 1980 to end of 2015 were retrieved. All studies evaluating the relationship between critical thinking and clinical decision-making, published in English language with nurses or nursing students as the study population, were included. No qualitative studies were found investigating the relationship between critical thinking and clinical decision-making, while 10 quantitative studies met the inclusion criteria and were further evaluated using the Quality Assessment and Validity Tool. As a result, one study was excluded due to a low-quality score, with the remaining nine accepted for this review. Four of nine studies established a positive relationship between critical thinking and clinical decision-making. Another five studies did not demonstrate a significant correlation. The lack of refinement in studies' design and instrumentation were arguably the main reasons for the inconsistent results. Research studies yielded contradictory results as regard to the relationship between critical thinking and clinical decision-making; therefore, the evidence is not convincing. Future quantitative studies should have representative sample size, use critical thinking measurement tools related to the healthcare sector and evaluate the predisposition of test takers towards their willingness and ability to think

The Quantum Logical Challenge: Peter Mittelstaedt's Contributions to Logic and Philosophy of Science

NASA Astrophysics Data System (ADS)

Beltrametti, E.; Dalla Chiara, M. L.; Giuntini, R.

2017-12-01

Peter Mittelstaedt's contributions to quantum logic and to the foundational problems of quantum theory have significantly realized the most authentic spirit of the International Quantum Structures Association: an original research about hard technical problems, which are often "entangled" with the emergence of important changes in our general world-conceptions. During a time where both the logical and the physical community often showed a skeptical attitude towards Birkhoff and von Neumann's quantum logic, Mittelstaedt brought into light the deeply innovating features of a quantum logical thinking that allows us to overcome some strong and unrealistic assumptions of classical logical arguments. Later on his intense research on the unsharp approach to quantum theory and to the measurement problem stimulated the increasing interest for unsharp forms of quantum logic, creating a fruitful interaction between the work of quantum logicians and of many-valued logicians. Mittelstaedt's general views about quantum logic and quantum theory seem to be inspired by a conjecture that is today more and more confirmed: there is something universal in the quantum theoretic formalism that goes beyond the limits of microphysics, giving rise to interesting applications to a number of different fields.

The Impact of Problem-Based Learning Approach to Senior High School Students' Mathematics Critical Thinking Ability

ERIC Educational Resources Information Center

Widyatiningtyas, Reviandari; Kusumah, Yaya S.; Sumarmo, Utari; Sabandar, Jozua

2015-01-01

The study reported the findings of an only post-test control group research design and aims to analyze the influence of problem-based learning approach, school level, and students' prior mathematical ability to student's mathematics critical thinking ability. The research subjects were 140 grade ten senior high school students coming from…

Mathematical Modeling and Computational Thinking

ERIC Educational Resources Information Center

Sanford, John F.; Naidu, Jaideep T.

2017-01-01

The paper argues that mathematical modeling is the essence of computational thinking. Learning a computer language is a valuable assistance in learning logical thinking but of less assistance when learning problem-solving skills. The paper is third in a series and presents some examples of mathematical modeling using spreadsheets at an advanced…

Development of inquiry-based learning activities integrated with the local learning resource to promote learning achievement and analytical thinking ability of Mathayomsuksa 3 student

NASA Astrophysics Data System (ADS)

Sukji, Paweena; Wichaidit, Pacharee Rompayom; Wichaidit, Sittichai

2018-01-01

The objectives of this study were to: 1) compare learning achievement and analytical thinking ability of Mathayomsuksa 3 students before and after learning through inquiry-based learning activities integrated with the local learning resource, and 2) compare average post-test score of learning achievement and analytical thinking ability to its cutting score. The target of this study was 23 Mathayomsuksa 3 students who were studying in the second semester of 2016 academic year from Banchatfang School, Chainat Province. Research instruments composed of: 1) 6 lesson plans of Environment and Natural Resources, 2) the learning achievement test, and 3) analytical thinking ability test. The results showed that 1) student' learning achievement and analytical thinking ability after learning were higher than that of before at the level of .05 statistical significance, and 2) average posttest score of student' learning achievement and analytical thinking ability were higher than its cutting score at the level of .05 statistical significance. The implication of this research is for science teachers and curriculum developers to design inquiry activities that relate to student's context.

Teaching Machines to Think Fuzzy

ERIC Educational Resources Information Center

Technology Teacher, 2004

2004-01-01

Fuzzy logic programs for computers make them more human. Computers can then think through messy situations and make smart decisions. It makes computers able to control things the way people do. Fuzzy logic has been used to control subway trains, elevators, washing machines, microwave ovens, and cars. Pretty much all the human has to do is push one…

The Effect of Scratch- and Lego Mindstorms Ev3-Based Programming Activities on Academic Achievement, Problem-Solving Skills and Logical-Mathematical Thinking Skills of Students

ERIC Educational Resources Information Center

Korkmaz, Özgen

2016-01-01

The aim of this study was to investigate the effect of the Scratch and Lego Mindstorms Ev3 programming activities on academic achievement with respect to computer programming, and on the problem-solving and logical-mathematical thinking skills of students. This study was a semi-experimental, pretest-posttest study with two experimental groups and…

Critical-Inquiry-Based-Learning: Model of Learning to Promote Critical Thinking Ability of Pre-service Teachers

NASA Astrophysics Data System (ADS)

Prayogi, S.; Yuanita, L.; Wasis

2018-01-01

This study aimed to develop Critical-Inquiry-Based-Learning (CIBL) learning model to promote critical thinking (CT) ability of preservice teachers. The CIBL learning model was developed by meeting the criteria of validity, practicality, and effectiveness. Validation of the model involves 4 expert validators through the mechanism of the focus group discussion (FGD). CIBL learning model declared valid to promote CT ability, with the validity level (Va) of 4.20 and reliability (r) of 90,1% (very reliable). The practicality of the model was evaluated when it was implemented that involving 17 of preservice teachers. The CIBL learning model had been declared practice, its measuring from learning feasibility (LF) with very good criteria (LF-score = 4.75). The effectiveness of the model was evaluated from the improvement CT ability after the implementation of the model. CT ability were evaluated using the scoring technique adapted from Ennis-Weir Critical Thinking Essay Test. The average score of CT ability on pretest is - 1.53 (uncritical criteria), whereas on posttest is 8.76 (critical criteria), with N-gain score of 0.76 (high criteria). Based on the results of this study, it can be concluded that developed CIBL learning model is feasible to promote CT ability of preservice teachers.

The Relationship between Critical Thinking Abilities and Classroom Management Skills of High School Teachers

ERIC Educational Resources Information Center

Demirdag, Seyithan

2015-01-01

High school teachers experience difficulties while providing effective teaching approaches in their classrooms. Some of the difficulties are associated with the lack of classroom management skills and critical thinking abilities. This quantitative study includes non-random selection of the participants and aims to examine critical thinking…

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

NASA Astrophysics Data System (ADS)

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.

Leveling of Critical Thinking Abilities of Students of Mathematics Education in Mathematical Problem Solving

ERIC Educational Resources Information Center

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…

Logic Programming: PROLOG.

ERIC Educational Resources Information Center

Lopez, Antonio M., Jr.

1989-01-01

Provides background material on logic programing and presents PROLOG as a high-level artificial intelligence programing language that borrows its basic constructs from logic. Suggests the language is one which will help the educator to achieve various goals, particularly the promotion of problem solving ability. (MVL)

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

ERIC Educational Resources Information Center

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…

Creating Science Simulations through Computational Thinking Patterns

ERIC Educational Resources Information Center

Basawapatna, Ashok Ram

2012-01-01

Computational thinking aims to outline fundamental skills from computer science that everyone should learn. As currently defined, with help from the National Science Foundation (NSF), these skills include problem formulation, logically organizing data, automating solutions through algorithmic thinking, and representing data through abstraction.…

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

ERIC Educational Resources Information Center

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…

Analysis of critical thinking ability in direct current electrical problems solving

NASA Astrophysics Data System (ADS)

Hartono; Sunarno, Widha; Sarwanto; Arya Nugraha, Dewanta

2017-11-01

This study concern on analyzing the ability of students in critical thinking skills on the subject matter of direct current electricity. Samples were taken using purposive random sampling consisted of 32 students of grade XI, Multimedia 1, SMK Negeri 3 Surakarta in academic year 2016/2017. This study used descriptive quantitative method. The data were collected using tests and interviews regarding the subject matter of direct current electricity. Based on the results, students are getting some difficulties in solving problem in indicator 4. The average of students’ correct answer is 62.8%.

Relationships among Measures of Learning Orientation, Reasoning Ability, and Conceptual Understanding of Photosynthesis and Respiration in Plants for Grade 8 Males and Females

ERIC Educational Resources Information Center

Tekkaya, Ceren; Yenilmez, Ayse

2006-01-01

This study investigated the contributions of students' reasoning ability and meaningful learning orientation to their understanding of the photosynthesis and respiration in plants concepts. Data were gathered through the use of the Test of Logical Thinking (Tobin & Capie, 1981), the Learning Approach Questionnaire (Cavallo, 1996), and the Two-Tier…

Some Personality Correlates of Logical Reasoning Ability.

ERIC Educational Resources Information Center

Ross, G. Robert, Jr.; Fletcher, Harold J.

Four-hundred and nine students (grades 8, 10, 12 and 14) were given logical syllogism problems of the form "If p...then q" along with tests of dogmatism and intolerance of ambiguity. Aptitude scores were also obtained. Major results indicated that expressed dogmatism and intolerance of ambiguity were negatively correlated with syllogistic…

Level of Student's Creative Thinking in Classroom Mathematics

ERIC Educational Resources Information Center

Siswono, Tatag Yuli Eko

2011-01-01

It is reasonable to assume that people are creative, but the degree of creativity is different. The Idea of the level of student's creative thinking has been expressed by experts, such as Gotoh (2004), and Krulik and Rudnick (1999). The perspective of the mathematics creative thinking refers to a combination of logical and divergent thinking which…

Critical Thinking: Attitudes, Skills, and Ambiguity.

ERIC Educational Resources Information Center

Shaughnessy, Michael F.

This paper provides an overview of the realm of critical thinking. The document explores the development of a critical thinking attitude and specific skills relative to logic, rationality, and reasoning that must be fostered to facilitate and enhance future learning. The issue of ambiguity also is addressed as a central construct of the critical…

Critical thinking analysis based on Facione (2015) – Angelo (1995) logical mathematics material of vocational high school (VHS)

NASA Astrophysics Data System (ADS)

Seventika, S. Y.; Sukestiyarno, Y. L.; Mariani, Scolastika

2018-03-01

The research has purpose to analyze and categorize the critical thinking ability of VHS students based on modified critical thinking indicator according to Facione-Angelo covering: interpreting the problem, analyzing alternative solution, applying the problem, evaluating the solution and concluding the results gained – attached by supportive evidence. The subject of the research is 30 eleventh graders of TKJ in Yabujah VHS, Indramayu in the odd semester 2016/2017. The collected data are critical thinking test and interviews. The result shows 15% is in good category, 30% in fair category, and 55% in low category. The students in “Good” category has accomplished critical thinking steps although imperfect, especially the indicators of evaluating and concluding attached by supportive evidence. The “Fair” categorized students only show partial steps of the indicators. The analyzing, evaluating, and concluding indicators are the most seldom to do, meanwhile the “low” categorized students show all indicators in low quality even to identify has problem to do.

The Effects of Problem-Based Learning on Pre-Service Teachers' Critical Thinking Dispositions and Perceptions of Problem-Solving Ability

ERIC Educational Resources Information Center

Temel, Senar

2014-01-01

The aim of this study was two-fold. The first aim was to determine the levels of critical thinking disposition and perception of problem-solving ability of pre-service teachers. The second aim was to compare the effects of problem-based learning and traditional teaching methods on the critical thinking dispositions and perceptions of…

Prepharmacy predictors of success in pharmacy school: grade point averages, pharmacy college admissions test, communication abilities, and critical thinking skills.

PubMed

Allen, D D; Bond, C A

2001-07-01

Good admissions decisions are essential for identifying successful students and good practitioners. Various parameters have been shown to have predictive power for academic success. Previous academic performance, the Pharmacy College Admissions Test (PCAT), and specific prepharmacy courses have been suggested as academic performance indicators. However, critical thinking abilities have not been evaluated. We evaluated the connection between academic success and each of the following predictive parameters: the California Critical Thinking Skills Test (CCTST) score, PCAT score, interview score, overall academic performance prior to admission at a pharmacy school, and performance in specific prepharmacy courses. We confirmed previous reports but demonstrated intriguing results in predicting practice-based skills. Critical thinking skills predict practice-based course success. Also, the CCTST and PCAT scores (Pearson correlation [pc] = 0.448, p < 0.001) were closely related in our students. The strongest predictors of practice-related courses and clerkship success were PCAT (pc=0.237, p<0.001) and CCTST (pc = 0.201, p < 0.001). These findings and other analyses suggest that PCAT may predict critical thinking skills in pharmacy practice courses and clerkships. Further study is needed to confirm this finding and determine which PCAT components predict critical thinking abilities.

Real-World Problems: Engaging Young Learners in Critical Thinking

ERIC Educational Resources Information Center

Cole, Bronwyn; McGuire, Margit

2012-01-01

Critical thinking is a process that can be taught. It involves "evaluating the accuracy, credibility, and worth of information and lines of reasoning. Critical thinking is reflective, logical, evidence-based, and has a purposeful quality to it--that is, the learner thinks critically in order to achieve a particular goal." The authors have found…

Comparing Two Tests of Formal Reasoning in a College Chemistry Context

ERIC Educational Resources Information Center

Jiang, Bo; Xu, Xiaoying; Garcia, Alicia; Lewis, Jennifer E.

2010-01-01

The Test of Logical Thinking (TOLT) and the Group Assessment of Logical Thinking (GALT) are two of the instruments most widely used by science educators and researchers to measure students' formal reasoning abilities. Based on Piaget's cognitive development theory, formal thinking ability has been shown to be essential for student achievement in…

Designing a Software Tool for Fuzzy Logic Programming

NASA Astrophysics Data System (ADS)

Abietar, José M.; Morcillo, Pedro J.; Moreno, Ginés

2007-12-01

Fuzzy Logic Programming is an interesting and still growing research area that agglutinates the efforts for introducing fuzzy logic into logic programming (LP), in order to incorporate more expressive resources on such languages for dealing with uncertainty and approximated reasoning. The multi-adjoint logic programming approach is a recent and extremely flexible fuzzy logic paradigm for which, unfortunately, we have not found practical tools implemented so far. In this work, we describe a prototype system which is able to directly translate fuzzy logic programs into Prolog code in order to safely execute these residual programs inside any standard Prolog interpreter in a completely transparent way for the final user. We think that the development of such fuzzy languages and programing tools might play an important role in the design of advanced software applications for computational physics, chemistry, mathematics, medicine, industrial control and so on.

The need analysis of chemistry module based on REACT (relating, experiencing, applying, cooperating and transferring) to improve critical thinking ability

NASA Astrophysics Data System (ADS)

Tyffani, D. M.; Utomo, S. B.; Rahardjo, S. B.

2018-05-01

This research was aimed to find out how students’ need of chemistry module based REACT (Relating, Experiencing, Applying, Cooperating and Transferring) to improve students’ critical thinking ability. The subjects of this research was the studentsof XI grade in three school in even semester of academic year 2016-2017 that contained of 48 students of Senior High School 2 Bandar Lampung, 38 students of Senior High School 3 Bandar Lampung and 46 students of Senior High School 12 Bandar Lampung. The data was gathering used non-test method by using open questionnaire with 13 questions. The results showed that 84,84% of students stated that the development of chemistry module based REACT on colloid material is needed. The analysis of hand’s book was used aspects of critical thinking proposed by Facione (2011) are interpretation, analysis, evaluation, conclusion, and explanation. Based on the result of the analysis of hand’s book at Senior High School 12 Bandar Lampung for critical thinking in colloid material that indicate 50% indicator is appropriate, while for indicator of inference and explanation only 16,67% appropriate, then for indicator analysis and evaluation doesn’t have conformity. Based on the results of the analysis shows that the hand’s book used have not empowered critical thinking ability with maximum. The development of chemistry module on colloid material is needed to overcome the problem of hand’s book that hasn’t maximized critical thinking ability, then the development of module oriented to REACT learning model (Relating, Experiencing, Applying, Cooperating, and Transferring).

Students’ logical-mathematical intelligence profile

NASA Astrophysics Data System (ADS)

Arum, D. P.; Kusmayadi, T. A.; Pramudya, I.

2018-04-01

One of students’ characteristics which play an important role in learning mathematics is logical-mathematical intelligence. This present study aims to identify profile of students’ logical-mathematical intelligence in general and specifically in each indicator. It is also analyzed and described based on students’ sex. This research used qualitative method with case study strategy. The subjects involve 29 students of 9th grade that were selected by purposive sampling. Data in this research involve students’ logical-mathematical intelligence result and interview. The results show that students’ logical-mathematical intelligence was identified in the moderate level with the average score is 11.17 and 51.7% students in the range of the level. In addition, the level of both male and female students are also mostly in the moderate level. On the other hand, both male and female students’ logical-mathematical intelligence is strongly influenced by the indicator of ability to classify and understand patterns and relationships. Furthermore, the ability of comparison is the weakest indicator. It seems that students’ logical-mathematical intelligence is still not optimal because more than 50% students are identified in moderate and low level. Therefore, teachers need to design a lesson that can improve students’ logical-mathematical intelligence level, both in general and on each indicator.

Leveling Students' Creative Thinking in Solving and Posing Mathematical Problem

ERIC Educational Resources Information Center

Siswono, Tatag Yuli Eko

2010-01-01

Many researchers assume that people are creative, but their degree of creativity is different. The notion of creative thinking level has been discussed .by experts. The perspective of mathematics creative thinking refers to a combination of logical and divergent thinking which is based on intuition but has a conscious aim. The divergent thinking…

Mathematics creative thinking levels based on interpersonal intelligence

NASA Astrophysics Data System (ADS)

Kuncorowati, R. H.; Mardiyana; Saputro, D. R. S.

2017-12-01

Creative thinking ability was one of student’s ability to determine various alternative solutions toward mathematics problem. One of indicators related to creative thinking ability was interpersonal intelligence. Student’s interpersonal intelligence would influence to student’s creativity. This research aimed to analyze creative thinking ability level of junior high school students in Karanganyar using descriptive method. Data was collected by test, questionnaire, interview, and documentation. The result showed that students with high interpersonal intelligence achieved third and fourth level in creative thinking ability. Students with moderate interpersonal intelligence achieved second level in creative thinking ability and students with low interpersonal intelligence achieved first and zero level in creative thinking ability. Hence, students with high, moderate, and low interpersonal intelligence could solve mathematics problem based on their mathematics creative thinking ability.

Development of Critical Thinking with Metacognitive Regulation

ERIC Educational Resources Information Center

Gotoh, Yasushi

2016-01-01

In this research the author defines critical thinking as the set of skills and dispositions which enable one to solve problems logically and to attempt to reflect autonomously by means of Metacognitive regulation on one's own problem-solving processes. In order to develop their critical thinking, it is important for students to be able to use this…

Developing Everyone's Learning and Thinking Abilities: A Parenting Programme the Southern Area Experience--10 Years on!

ERIC Educational Resources Information Center

Jones, Liz

2006-01-01

The Developing Everyone's Learning and Thinking Abilities (DELTA) parenting programme aims to promote both the holistic development of children and their parent's self-esteem in order to enhance the parent/carer and child relationship. DELTA operates on a multidisciplinary basis using a "Parents as Partners" model. The programme was…

Characteristics and Levels of Sophistication: An Analysis of Chemistry Students' Ability to Think with Mental Models

ERIC Educational Resources Information Center

Wang, Chia-Yu; Barrow, Lloyd H.

2011-01-01

This study employed a case-study approach to reveal how an ability to think with mental models contributes to differences in students' understanding of molecular geometry and polarity. We were interested in characterizing features and levels of sophistication regarding first-year university chemistry learners' mental modeling behaviors while the…

An Argumentation Framework based on Paraconsistent Logic

NASA Astrophysics Data System (ADS)

Umeda, Yuichi; Takahashi, Takehisa; Sawamura, Hajime

Argumentation is the most representative of intelligent activities of humans. Therefore, it is natural to think that it could have many implications for artificial intelligence and computer science as well. Specifically, argumentation may be considered a most primitive capability for interaction among computational agents. In this paper we present an argumentation framework based on the four-valued paraconsistent logic. Tolerance and acceptance of inconsistency that this logic has as its logical feature allow for arguments on inconsistent knowledge bases with which we are often confronted. We introduce various concepts for argumentation, such as arguments, attack relations, argument justification, preferential criteria of arguments based on social norms, and so on, in a way proper to the four-valued paraconsistent logic. Then, we provide the fixpoint semantics and dialectical proof theory for our argumentation framework. We also give the proofs of the soundness and completeness.

Optional thinking ability among hospital-treated deliberate self-harm patients: a 1-year follow-up study.

PubMed

McAuliffe, Carmel; Corcoran, Paul; Hickey, Portia; McLeavey, Breda C

2008-03-01

To investigate the association between optional thinking (the ability to generate alternative solutions to interpersonal problems) in deliberate self-harm (DSH) patients and repeated self-harm. A prospective study of the association between optional thinking in interpersonal problem solving and repeated DSH within 12 months. A non-consecutive sample (N=152) of DSH patients presenting to the Accident and Emergency department of an acute hospital in Cork city, Ireland, was assessed using a structured interview schedule including the Suicide Intent Scale, the Hopelessness Scale, and the Optional Thinking Test. Repetition within 1 year was established by checking Accident and Emergency records at all three city hospitals. Participants were categorized as repeaters if they engaged in at least one further hospital-treated DSH episode, or non-repeaters. Approximately two-thirds (63.1%) of the sample had engaged in at least one act of DSH prior to their index episode. During follow-up 31 individuals (20.4%) repeated. History of self-harm was significantly associated with prospective repetition when considered alongside all the other predictor variables. Among first evers, low scores on the optional thinking test were significantly associated with the increased risk of repetition within 12 months. Among those with previous DSH, there was no evidence of an association between optional thinking and repetition within 12 months. Poor optional thinking is associated with increased risk of repeated deliberate self-harm in those who present with a first self-harm episode. Interventions to improve optional thinking skills, delivered soon after a first DSH presentation, may be useful in preventing repetition.

Developing a (Non-Linear) Practice of Design Thinking

ERIC Educational Resources Information Center

Teal, Randall

2010-01-01

Design thinking can be a powerful way to engage the world, allowing interactive understandings that are both analytic and experiential. When fully functioning, design thinking necessarily calls upon faculties often considered a-rational, a-causal and a-logical. Unfortunately, such faculties often give rise to academic suspicion. That is to say,…

Reflective thinking in solving an algebra problem: a case study of field independent-prospective teacher

NASA Astrophysics Data System (ADS)

Agustan, S.; Juniati, Dwi; Yuli Eko Siswono, Tatag

2017-10-01

Nowadays, reflective thinking is one of the important things which become a concern in learning mathematics, especially in solving a mathematical problem. The purpose of this paper is to describe how the student used reflective thinking when solved an algebra problem. The subject of this research is one female student who has field independent cognitive style. This research is a descriptive exploratory study with data analysis using qualitative approach to describe in depth reflective thinking of prospective teacher in solving an algebra problem. Four main categories are used to analyse the reflective thinking in solving an algebra problem: (1) formulation and synthesis of experience, (2) orderliness of experience, (3) evaluating the experience and (4) testing the selected solution based on the experience. The results showed that the subject described the problem by using another word and the subject also found the difficulties in making mathematical modelling. The subject analysed two concepts used in solving problem. For instance, geometry related to point and line while algebra is related to algebra arithmetic operation. The subject stated that solution must have four aspect to get effective solution, specifically the ability to (a) understand the meaning of every words; (b) make mathematical modelling; (c) calculate mathematically; (d) interpret solution obtained logically. To test the internal consistency or error in solution, the subject checked and looked back related procedures and operations used. Moreover, the subject tried to resolve the problem in a different way to compare the answers which had been obtained before. The findings supported the assertion that reflective thinking provides an opportunity for the students in improving their weakness in mathematical problem solving. It can make a grow accuracy and concentration in solving a mathematical problem. Consequently, the students will get the right and logic answer by reflective thinking.

What we think we learn from watching others: the moderating role of ability on perceptions of learning from observation.

PubMed

Hodges, Nicola J; Coppola, Thomas

2015-07-01

Despite increased interest in the processes guiding action observation and observational learning, we know little about what people think they learn from watching, how well perceptions of learning marry with actual ability and how ability perceptions develop across multiple observation trials. Based on common coding ideas, we would think that ability and perceptions of ability from watching should be well matched. We conducted two studies to answer these questions that involved repeated observation of a 2-ball juggling task. After each video observation, observers judged if they could perform the skill and gave a confidence score (0-100%). In Experiment 1, an Observe-only group was compared to an Observe + Physical practice and No-practice group. Both observer groups showed a better physical approximation of the juggling action after practice and in retention and their confidence increased in a linear fashion. Confidence showed a small, yet significant relationship to actual success. In Experiment 2, we limited physical practice to 5 attempts (across 50 observation trials). In general, people who had high perceptions of ability following a demonstration were overconfident, whereas those with lower perceptions of ability were accurate in their assessments. Confidence generally increased across practice, particularly for trials following observation rather than physical practice. We conclude that while perceptions of ability and actual ability show congruence across trials and individuals, observational practice increases people's confidence in their ability to perform a skill, even despite physical experiences to the contrary.

Examination of Children Decision Making Using Clues during the Logical Reasoning Process

ERIC Educational Resources Information Center

Çelik, Meryem

2017-01-01

Logical reasoning is the process of thinking about a problem and finding the most effective solution. Children's decision-making skills are part of their cognitive development and are also indicative. The purpose of this study was to examine children's decision-making skills using clues in logical reasoning based on various variables. The study…

Checkmate: Capturing Gifted Students' Logical Thinking Using Chess.

ERIC Educational Resources Information Center

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)

Enhancing students’ critical thinking skills through critical thinking assessment in calculus course

NASA Astrophysics Data System (ADS)

Zulfaneti; Edriati, S.; Mukhni

2018-01-01

This study aims to determine the development of students’ critical thinking skills through the implementation of critical thinking instruments in Calculus lectures. The instruments consist of observation sheets, critical thinking test, self-assessment, peer assessment and portfolio. The research was a qualitative research; with the participants were 53 first-year students who take Integral Calculus in Mathematics Education Department STKIP PGRI Sumatera Barat representing high-ability students, medium and low. The data in this study were collected by tests, interviews, observations and field notes. Data were analyzed descriptively; data reduction, data presentation, and conclusions. For testing the validity of data, it was used credibility test data by increasing persistence and triangulation. The results showed that in high-level students there is a change of ability from Critical enough to be Very Critical, in the students with moderate and low ability there is a change of ability from Uncritical to Critical. So it can be concluded that the assessment instruments have a good contribution and can improve the ability of critical thinking.

The Development of Learning Devices Based Guided Discovery Model to Improve Understanding Concept and Critical Thinking Mathematically Ability of Students at Islamic Junior High School of Medan

ERIC Educational Resources Information Center

Yuliani, Kiki; Saragih, Sahat

2015-01-01

The purpose of this research was to: 1) development of learning devices based guided discovery model in improving of understanding concept and critical thinking mathematically ability of students at Islamic Junior High School; 2) describe improvement understanding concept and critical thinking mathematically ability of students at MTs by using…

Why Schools Fail To Teach Thinking and the Ability To Effectively Learn and What To Do about It. (The Landamatics Solution).

ERIC Educational Resources Information Center

Landa, L.

The reasons people most often give for the failures of U.S. schools involve poverty, racial inequality, and a host of social problems. This paper argues that even if all these conditions were remedied, the schools would not produce many more people with the ability to think than they do today. Teachers, who are usually able to think, do not know…

Learning with Touchscreen Devices: Game Strategies to Improve Geometric Thinking

ERIC Educational Resources Information Center

Soldano, Carlotta; Arzarello, Ferdinando

2016-01-01

The aim of this paper is to reflect on the importance of the students' game-strategic thinking during the development of mathematical activities. In particular, we hypothesise that this type of thinking helps students in the construction of logical links between concepts during the "argumentation phase" of the proving process. The…

Open-Ended Approach: An Effort in Cultivating Students' Mathematical Creative Thinking Ability and Self-Esteem in Mathematics

ERIC Educational Resources Information Center

Fatah, Abdul; Suryadi, Didi; Sabandar, Jozua; Turmudi

2016-01-01

The present study aims at examining the use of open-ended approach in cultivating senior high school students' mathematical creative thinking ability (MCTA) and self-esteem (SE) in mathematics viewed from school category. The subjects of this research were the students grade XI at three schools; high, middle and low category in Kota Serang, Banten…

Developing group investigation-based book on numerical analysis to increase critical thinking student’s ability

NASA Astrophysics Data System (ADS)

Maharani, S.; Suprapto, E.

2018-03-01

Critical thinking is very important in Mathematics; it can make student more understanding mathematics concept. Critical thinking is also needed in numerical analysis. The Numerical analysis's book is not yet including critical thinking in them. This research aims to develop group investigation-based book on numerical analysis to increase critical thinking student’s ability, to know the quality of the group investigation-based book on numerical analysis is valid, practical, and effective. The research method is Research and Development (R&D) with the subject are 30 student college department of Mathematics education at Universitas PGRI Madiun. The development model used is 4-D modified to 3-D until the stage development. The type of data used is descriptive qualitative data. Instruments used are sheets of validation, test, and questionnaire. Development results indicate that group investigation-based book on numerical analysis in the category of valid a value 84.25%. Students response to the books very positive, so group investigation-based book on numerical analysis category practical, i.e., 86.00%. The use of group investigation-based book on numerical analysis has been meeting the completeness criteria classical learning that is 84.32 %. Based on research result of this study concluded that group investigation-based book on numerical analysis is feasible because it meets the criteria valid, practical, and effective. So, the book can be used by every mathematics academician. The next research can be observed that book based group investigation in other subjects.

Development of Critical Thinking with Metacognitive Regulation and Toulmin Model

ERIC Educational Resources Information Center

Gotoh, Yasushi

2017-01-01

Developing critical thinking is an important factor in education. In this study, the author defines critical thinking as the set of skills and dispositions which enable one to solve problems logically and to attempt to reflect autonomously by means of metacognitive regulation of one's own problem-solving processes. To identify the validity and…

[Investigation into the formation of proportions of "realistic thinking vs magical thinking" in paranoid schizophrenia].

PubMed

Jarosz, M; Pankiewicz, Z; Buczek, I; Poprawska, I; Rojek, J; Zaborowski, A

1993-01-01

Both magical thinking among healthy persons and magical and symbolic thinking in schizophrenia were discussed. The investigation covered 100 paranoid schizophrenics. They also underwent an examination in connection with the formation of the remaining 3 proportions. Both "realistic thinking and magical thinking" scales were used. An ability to think realistically was preserved, to a varying degree, in all patients, with 50% of those examined having shown an explicit or very explicit ability to follow realistic thinking. The above findings deviate from a simplified cognitive model within the discussed range. It was further confirmed that realistic thinking may coexist with magical thinking, and, in some cases, it concerns the same events. That type of disorders of the content of thinking are referred to as magical-realistic interpenetration. The results, and particularly high coefficient of negative correlation within the scales of the examined proportions, confirm the correctness of the assumption that the investigated modes of thinking form an antithetic bipolarity of proportions, aggregating antithetic values, therefore being also complementary.

Describing the What and Why of Students' Difficulties in Boolean Logic

ERIC Educational Resources Information Center

Herman, Geoffrey L.; Loui, Michael C.; Kaczmarczyk, Lisa; Zilles, Craig

2012-01-01

The ability to reason with formal logic is a foundational skill for computer scientists and computer engineers that scaffolds the abilities to design, debug, and optimize. By interviewing students about their understanding of propositional logic and their ability to translate from English specifications to Boolean expressions, we characterized…

Embedding Critical Thinking in IS Curricula

ERIC Educational Resources Information Center

Thomas, Theda; Davis, Tim; Kazlauskas, Alanah

2007-01-01

It is important for students to develop critical thinking and other higher-order thinking skills during their tertiary studies. Along with the ability to think critically comes the need to develop students' meta-cognitive skills. These abilities work together to enable students to control, monitor, and regulate their own cognitive processes and…

Conceptions of critical thinking held by nurse educators.

PubMed

Walthew, Patricia J

2004-09-01

This study investigated nurse educators' conceptions of critical thinking used in making judgment related to nursing. Twelve nurse educators from a large nursing school in an urban environment in New Zealand participated in this qualitative study. A semistructured questionnaire was used to explore the nurse educators' conceptions of critical thinking. The study found that the participants viewed rational, logical thinking as a central focus of critical thinking. However, in addition to these traditional perspectives, the nurse educators also included in their conceptions views more commonly held by feminist writers. These aspects focused on attention to intuition, subjective knowing, attention to context, emotions, and caring.

Probing concept of critical thinking in nursing education in Iran: a concept analysis.

PubMed

Tajvidi, Mansooreh; Ghiyasvandian, Shahrzad; Salsali, Mahvash

2014-06-01

Given the wide disagreement over the definition of critical thinking in different disciplines, defining and standardizing the concept according to the discipline of nursing is essential. Moreover, there is limited scientific evidence regarding critical thinking in the context of nursing in Iran. The aim of this study was to analyze and clarify the concept of critical thinking in nursing education in Iran. We employed the hybrid model to define the concept of critical thinking. The hybrid model has three interconnected phases--the theoretical phase, the fieldwork phase, and the final analytic phase. In the theoretical phase, we searched the online scientific databases (such as Elsevier, Wiley, CINAHL, Proquest, Ovid, and Springer as well as Iranian databases such as SID, Magiran, and Iranmedex). In the fieldwork phase, a purposive sample of 17 nursing faculties, PhD students, clinical instructors, and clinical nurses was recruited. Participants were interviewed by using an interview guide. In the analytical phase we compared the data from the theoretical and the fieldwork phases. The concept of critical thinking had many different antecedents, attributes, and consequences. Antecedents, attributes, and consequences of critical thinking concept identified in the theoretical phase were in some ways different and in some way similar to antecedents, attributes, and consequences identified in the fieldwork phase. Finally critical thinking in nursing education in Iran was clarified. Critical thinking is a logical, situational, purposive, and outcome-oriented thinking process. It is an acquired and evolving ability which develops individually. Such thinking process could lead to the professional accountability, personal development, God's consent, conscience appeasement, and personality development. Copyright © 2014. Published by Elsevier B.V.

Toward a phenomenology of trance logic in posttraumatic stress disorder.

PubMed

Beshai, J A

2004-04-01

Some induction procedures result in trance logic as an essential feature of hypnosis. Trance logic is a voluntary state of acceptance of suggestions without the critical evaluation that would destroy the validity of the meaningfulness of the suggestion. Induction procedures in real and simulated conditions induce a conflict between two contradictory messages in experimental hypnosis. In military induction the conflict is much more subtle involving society's need for security and its need for ethics. Such conflicts are often construed by the subject as trance logic. Trance logic provides an opportunity for therapists using the phenomenology of "presence" to deal with the objectified concepts of "avoidance," "numbing" implicit in this kind of dysfunctional thinking in Posttraumatic Stress Disorder. An individual phenomenology of induction procedures and suggestions, which trigger trance logic, may lead to a resolution of logical fallacies and recurring painful memories. It invites a reconciliation of conflicting messages implicit in phobias and avoidance traumas. Such a phenomenological analysis of trance logic may well be a novel approach to restructure the meaning of trauma.

Cultural interpretation on xiang thinking of traditional Chinese medicine.

PubMed

Mao, Jialing; Wang, Chen

2013-08-01

Though the analysis on the characteristics of Xiang thinking and the cultural background of its formation, it is believed that Xiang thinking is not only an art of logic and thinking with the natural holistic view but also represents the most important cognitive patterns concerning knowledge system of Traditional Chinese Medicine, and even it is the soul of Traditional Chinese Medicine culture. Therefore, a new viewpoint has been proposed that it is necessary to adhere to Xiang thinking with the study of Xiang as a core procedure and to seek for breakthrough for academic innovation in the cognitive process of Xiang with efforts.

An Education Track for Creativity and Other Quality Thinking Processes

ERIC Educational Resources Information Center

Bleedorn, Berenice

2003-01-01

The need for new thinking in the world, both official leadership and for all participating members of society has been a glaring reality in recent times. To Berenice Bleedorn, the idea of teaching students how to use the full potential of their thinking apparatus is not absurd--simply logical and timely. Creative expression is central to the…

ThinkSpace: Spatial Thinking in Middle School Astronomy Labs

NASA Astrophysics Data System (ADS)

Udomprasert, Patricia S.; Goodman, Alyssa A.; Plummer, Julia; Sadler, Philip M.; Johnson, Erin; Sunbury, Susan; Zhang, Helen; Dussault, Mary E.

2016-01-01

Critical breakthroughs in science (e.g., Einstein's Theory of General Relativity, and Watson & Crick's discovery of the structure of DNA), originated with those scientists' ability to think spatially, and research has shown that spatial ability correlates strongly with likelihood of entering a career in STEM. Mounting evidence also shows that spatial skills are malleable, i.e., they can be improved through training. We report early work from a new project that will build on this research to create a series of middle schools science labs called "Thinking Spatially about the Universe" (ThinkSpace), in which students will use a blend of physical and virtual models (in WorldWide Telescope) to explore complex 3-dimensional phenomena in space science. In the three-year ThinkSpace labs project, astronomers, technologists, and education researchers are collaborating to create and test a suite of three labs designed to improve learners' spatial abilities through studies of: 1) Moon phases and eclipses; 2) planetary systems around stars other than the Sun; and 3.) celestial motions within the broader universe. The research program will determine which elements in the labs will best promote improvement of spatial skills within activities that emphasize disciplinary core ideas; and how best to optimize interactive dynamic visualizations to maximize student understanding.

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

ERIC Educational Resources Information Center

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…

Applying Toulmin: Teaching Logical Reasoning and Argumentative Writing

ERIC Educational Resources Information Center

Rex, Lesley A.; Thomas, Ebony Elizabeth; Engel, Steven

2010-01-01

To learn to write well-reasoned persuasive arguments, students need in situ help thinking through the complexity and complications of an issue, making inferences based on evidence, and hierarchically grouping and logically sequencing ideas. They rely on teachers to make this happen. In this article, the authors explain the framework they used and…

Comparison of the effectiveness of two styles of case-based learning implemented in lectures for developing nursing students' critical thinking ability: A randomized controlled trial.

PubMed

Hong, Shaohua; Yu, Ping

2017-03-01

To explore and compare the effectiveness of two styles of case-based learning methods, unfolding nursing case and usual nursing case, implemented in lectures for developing nursing students' critical thinking ability. 122 undergraduate nursing students in four classes were taught the subject of medical nursing for one year. Two classes were randomly assigned as the experimental group and the other two the control group. The experimental group received the lectures presenting unfolding nursing cases and the control group was taught the usual cases. Nineteen case-based lectures were provided in 8 months in two semesters to each group. The two groups started with a similar level of critical thinking ability as tested by the instrument of Critical Thinking Disposition Inventory-Chinese version (CTDI-CV). After receiving 19 case-based learning lectures for 8 months, both groups of students significantly improved their critical thinking ability. The improvement in the experimental group was significantly higher than that in the control group (with the average total score of 303.77±15.24 vs. 288.34±13.94, p<0.05). The experimental group also had significantly better improvement in six out of seven dimensions whereas the control group showed improvement in only three out of seven dimensions of CTDI-CV. The study suggests the feasibility of implementing case-based learning in lectures. Unfolding nursing cases appear to be significantly more effective than the usual nursing cases in developing undergraduate nursing students' critical thinking ability in the subject of medical nursing. Further research can implement the unfolding nursing cases in other nursing subjects. Copyright © 2016 Elsevier Ltd. All rights reserved.

Group Solutions, Too! More Cooperative Logic Activities for Grades K-4. Teacher's Guide. LHS GEMS.

ERIC Educational Resources Information Center

Goodman, Jan M.; Kopp, Jaine

There is evidence that structured cooperative logic is an effective way to introduce or reinforce mathematics concepts, explore thinking processes basic to both math and science, and develop the important social skills of cooperative problem-solving. This book contains a number of cooperative logic activities for grades K-4 in order to improve…

[Fuzzy logic in urology. How to reason in inaccurate terms].

PubMed

Vírseda Chamorro, Miguel; Salinas Casado, Jesus; Vázquez Alba, David

2004-05-01

The Occidental thinking is basically binary, based on opposites. The classic logic constitutes a systematization of these thinking. The methods of pure sciences such as physics are based on systematic measurement, analysis and synthesis. Nature is described by deterministic differential equations this way. Medical knowledge does not adjust well to deterministic equations of physics so that probability methods are employed. However, this method is not free of problems, both theoretical and practical, so that it is not often possible even to know with certainty the probabilities of most events. On the other hand, the application of binary logic to medicine in general, and to urology particularly, finds serious difficulties such as the imprecise character of the definition of most diseases and the uncertainty associated with most medical acts. These are responsible for the fact that many medical recommendations are made using a literary language which is inaccurate, inconsistent and incoherent. The blurred logic is a way of reasoning coherently using inaccurate concepts. This logic was proposed by Lofti Zadeh in 1965 and it is based in two principles: the theory of blurred conjuncts and the use of blurred rules. A blurred conjunct is one the elements of which have a degree of belonging between 0 and 1. Each blurred conjunct is associated with an inaccurate property or linguistic variable. Blurred rules use the principles of classic logic adapted to blurred conjuncts taking the degree of belonging of each element to the blurred conjunct of reference as the value of truth. Blurred logic allows to do coherent urologic recommendations (i.e. what patient is the performance of PSA indicated in?, what to do in the face of an elevated PSA?), or to perform diagnosis adapted to the uncertainty of diagnostic tests (e.g. data obtained from pressure flow studies in females).

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

ERIC Educational Resources Information Center

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…

Reasoning about logical propositions and success in science

NASA Astrophysics Data System (ADS)

Piburn, Michael D.

1990-12-01

Students display a number of misconceptions when asked to reason about logical propositions. Rather than being random, these misconceptions are stereotypic, and relate to age, ability, and success in science. The grades in science achieved by tenth-grade general science students from two parochial single-sex schools in Australia correlated with their scores on the Propositional Logic Test. The students' ability level was consistently related to the pattern of errors they committed on that measure. Mean scores were lowest on a subtest of ability to use the biconditional and implication, higher on the disjunction, and highest on the conjunction. Success in science was predicted most strongly by the disjunction and biconditional subtests. Knowledge of the way in which a person reasons about logical propositions provides additional insights into the transformations information is subjected to as it is integrated into mental schemata.

From Ability to Action: Designing Instruction for Critical Thinking Dispositions.

ERIC Educational Resources Information Center

Leader, Lars F.; Middleton, James A.

This paper explains the importance of disposition as an essential aspect of critical thinking and suggests how instruction can be designed to promote learners' development of the dispositional side of critical thinking. Topics addressed include: (1) the dispositional bottleneck between opportunity and action, i.e., sensitivity to occasion; (2)…

The Constructivist Classroom Learning Environment and Its Associations with Critical Thinking Ability of Secondary School Students in Liberal Studies

ERIC Educational Resources Information Center

Kwan, Yee Wan; Wong, Angela F. L.

2014-01-01

In this study, we investigated-secondary school students' perceptions of their constructivist learning environment in Liberal Studies, and whether their perceptions were related to their critical thinking ability. A convenience sample of Secondary Three students (N = 967) studying Liberal Studies in Hong Kong participated in this research by…

Critical Thinking in Nurse Anesthesia Education: A Pilot Study

ERIC Educational Resources Information Center

Burns, Shari; Mendel, Shaun; Fisher, Rodney; Cooper, Kimball; Fisher, Michael

2013-01-01

Critical thinking is pivotal for student success in health professions education. Knowing the critical thinking ability of the learner helps educators tailor curriculum to enhance critical thinking. A quantitative comparative pilot study assessed critical thinking ability for students at two distinct points in a nurse anesthesia program…

Think3d!: Training Spatial Thinking Fundamental to STEM Education

ERIC Educational Resources Information Center

Taylor, Holly A.; Hutton, Allyson

2013-01-01

This article describes the initial implementation of an innovative program for elementary-age children involving origami and pop-up paper engineering to promote visuospatial thinking. While spatial ability measures correlate with science, technology, engineering, and math (STEM) success, a focus on spatial thinking is all but missing in elementary…

Divergent thinking and constructing episodic simulations.

PubMed

Addis, Donna Rose; Pan, Ling; Musicaro, Regina; Schacter, Daniel L

2016-01-01

Divergent thinking likely plays an important role in simulating autobiographical events. We investigated whether divergent thinking is differentially associated with the ability to construct detailed imagined future and imagined past events as opposed to recalling past events. We also examined whether age differences in divergent thinking might underlie the reduced episodic detail generated by older adults. The richness of episodic detail comprising autobiographical events in young and older adults was assessed using the Autobiographical Interview. Divergent thinking abilities were measured using the Alternative Uses Task. Divergent thinking was significantly associated with the amount of episodic detail for imagined future events. Moreover, while age was significantly associated with imagined episodic detail, this effect was strongly related to age-related changes in episodic retrieval rather than divergent thinking.

Composition for Critical Thinking: A Course Description.

ERIC Educational Resources Information Center

Lazere, Donald

Intended for college or secondary school teachers of courses beyond the basic level in freshman English and composition, this course description treats components of composition for critical thinking, including semantics, tone, logic, and argumentation, and their application to writing critical, argumentative, and research papers. The introduction…

Divergent Thinking and Constructing Episodic Simulations

PubMed Central

Addis, Donna Rose; Pan, Ling; Musicaro, Regina; Schacter, Daniel L.

2014-01-01

Divergent thinking likely plays an important role in simulating autobiographical events. We investigated whether divergent thinking is differentially associated with the ability to construct detailed imagined future and imagined past events as opposed to recalling past events. We also examined whether age differences in divergent thinking might underlie the reduced episodic detail generated by older adults. The richness of episodic detail comprising autobiographical events in young and older adults was assessed using the Autobiographical Interview. Divergent thinking abilities were measured using the Alternate Uses Task. Divergent thinking was significantly associated with the amount of episodic detail for imagined future events. Moreover, while age was significantly associated with imagined episodic detail, this effect was strongly related to age-related changes in episodic retrieval rather than divergent thinking. PMID:25483132

Think outside the Box: A Logic-Defying "Impossible" Solution

ERIC Educational Resources Information Center

Raje, Sonali

2012-01-01

"Think outside the box" is a very common phrase, routinely used to convey the idea of finding creative and unconventional solutions to problems. Although widely used as a cliche in the business world, this phrase is significantly applicable to people who do science for a living, because scientists are constantly developing and testing new ideas.…

Teaching critical thinking in a developmental biology course at an American liberal arts college.

PubMed

Adams, Dany S

2003-01-01

We all expect our students to learn facts and concepts, but more importantly, we want them to learn how to evaluate new information from an educated and skeptical perspective; that is, we want them to become critical thinkers. For many of us who are scientists and teachers, critical thought is either intuitive or we learned it so long ago that it is not at all obvious how to pass on the skills to our students. Explicitly discussing the logic that underlies the experimental basis of developmental biology is an easy and very successful way to teach critical thinking skills. Here, I describe some simple changes to a lecture course that turn the practice of critical thinking into the centerpiece of the learning process. My starting point is the "Evidence and Antibodies" sidelight in Gilbert's Developmental Biology (2000), which I use as an introduction to the ideas of correlation, necessity and sufficiency, and to the kinds of experiments required to gather each type of evidence: observation ("show it"), loss of function ("block it") and gain of function ("move it"). Thereafter, every experiment can be understood quickly by the class and discussed intelligently with a common vocabulary. Both verbal and written reinforcement of these ideas dramatically improve the students' ability to evaluate new information. In particular, they are able to evaluate claims about cause and effect; they become experts at distinguishing between correlation and causation. Because the intellectual techniques are so powerful and the logic so satisfying, the students come to view the critical assessment of knowledge as a fun puzzle and the rigorous thinking behind formulating a question as an exciting challenge.

Graphic Abilities in Relation to Mathematical and Scientific Ability in Adolescents

ERIC Educational Resources Information Center

Stavridou, Fotini; Kakana, Domna

2008-01-01

Background: The study investigated a small range of cognitive abilities, related to visual-spatial intelligence, in adolescents. This specific range of cognitive abilities was termed "graphic abilities" and defined as a range of abilities to visualise and think in three dimensions, originating in the domain of visual-spatial…

A High-Enrollment Course-Based Undergraduate Research Experience Improves Student Conceptions of Scientific Thinking and Ability to Interpret Data

PubMed Central

Brownell, Sara E.; Hekmat-Scafe, Daria S.; Singla, Veena; Chandler Seawell, Patricia; Conklin Imam, Jamie F.; Eddy, Sarah L.; Stearns, Tim; Cyert, Martha S.

2015-01-01

We present an innovative course-based undergraduate research experience curriculum focused on the characterization of single point mutations in p53, a tumor suppressor gene that is mutated in more than 50% of human cancers. This course is required of all introductory biology students, so all biology majors engage in a research project as part of their training. Using a set of open-ended written prompts, we found that the course shifts student conceptions of what it means to think like a scientist from novice to more expert-like. Students at the end of the course identified experimental repetition, data analysis, and collaboration as important elements of thinking like a scientist. Course exams revealed that students showed gains in their ability to analyze and interpret data. These data indicate that this course-embedded research experience has a positive impact on the development of students’ conceptions and practice of scientific thinking. PMID:26033869

Learning with touchscreen devices: game strategies to improve geometric thinking

NASA Astrophysics Data System (ADS)

Soldano, Carlotta; Arzarello, Ferdinando

2016-03-01

The aim of this paper is to reflect on the importance of the students' game-strategic thinking during the development of mathematical activities. In particular, we hypothesise that this type of thinking helps students in the construction of logical links between concepts during the "argumentation phase" of the proving process. The theoretical background of our study lies in the works of J. Hintikka, a Finnish logician, who developed a new type of logic, based on game theory, called the logic of inquiry. In order to experiment with this new approach to the teaching and learning of mathematics, we have prepared five game-activities based on geometric theorems in which two players play against each other in a multi-touch dynamic geometric environment (DGE). In this paper, we present the design of the first game-activity and the relationship between it and the logic of inquiry. Then, adopting the theoretical framework of the instrumental genesis by Vérillon and Rabardel (EJPE 10: 77-101, 1995), we will present and analyse significant actions and dialogues developed by students while they are solving the game. We focus on the presence of a particular way of playing the game introduced by the students, the "reflected game", and highlight its functions for the development of the task.

Executive Functions and the Improvement of Thinking Abilities: The Intervention in Reading Comprehension

PubMed Central

García-Madruga, Juan A.; Gómez-Veiga, Isabel; Vila, José Ó.

2016-01-01

In this paper, we propose a preliminary theory of executive functions that address in a specific way their relationship with working memory (WM) and higher-level cognition. It includes: (a) four core on-line WM executive functions that are involved in every novel and complex cognitive task; (b) two higher order off-line executive functions, planning and revision, that are required to resolving the most complex intellectual abilities; and (c) emotional control that is involved in any complex, novel and difficult task. The main assumption is that efficiency on thinking abilities may be improved by specific instruction or training on the executive functions necessary to solving novel and complex tasks involved in these abilities. Evidence for the impact of our training proposal on WM's executive functions involved in higher-level cognitive abilities comes from three studies applying an adaptive program designed to improve reading comprehension in primary school students by boosting the core WM's executive functions involved in it: focusing on relevant information, switching (or shifting) between representations or tasks, connecting incoming information from text with long-term representations, updating of the semantic representation of the text in WM, and inhibition of irrelevant information. The results are consistent with the assumption that cognitive enhancements from the training intervention may have affected not only a specific but also a more domain-general mechanism involved in various executive functions. We discuss some methodological issues in the studies of effects of WM training on reading comprehension. The perspectives and limitations of our approach are finally discussed. PMID:26869961

Measuring Psychological Critical Thinking: An Update

ERIC Educational Resources Information Center

Lawson, Timothy J.; Jordan-Fleming, Mary Kay; Bodle, James H.

2015-01-01

Critical thinking is widely considered an important skill for psychology majors. However, few measures exist of the types of critical thinking that are specific to psychology majors. Lawson (1999) designed the Psychological Critical Thinking Exam (PCTE) to measure students' ability to "think critically, or evaluate claims, in a way that…

Development of a Culture Specific Critical Thinking Ability Test and Using It as a Supportive Diagnostic Test for Giftedness

ERIC Educational Resources Information Center

Köksal, Mustafa Serdar

2016-01-01

The purposes of this study were to develop a culture specific critical thinking ability test for 6, 7, and 8. grade students in Turkey and to use it as an assessment instrument for giftedness. For these purposes, item pool involving 22 items was formed by writing items focusing on the current and common events presented in (Turkish) media from…

Critical thinking and accuracy of nurses' diagnoses.

PubMed

Lunney, Margaret

2003-01-01

Interpretations of patient data are complex and diverse, contributing to a risk of low accuracy nursing diagnoses. This risk is confirmed in research findings that accuracy of nurses' diagnoses varied widely from high to low. Highly accurate diagnoses are essential, however, to guide nursing interventions for the achievement of positive health outcomes. Development of critical thinking abilities is likely to improve accuracy of nurses' diagnoses. New views of critical thinking serve as a basis for critical thinking in nursing. Seven cognitive skills and ten habits of mind are identified as dimensions of critical thinking for use in the diagnostic process. Application of the cognitive skills of critical thinking illustrates the importance of using critical thinking for accuracy of nurses' diagnoses. Ten strategies are proposed for self-development of critical thinking abilities.

Molecular processors: from qubits to fuzzy logic.

PubMed

Gentili, Pier Luigi

2011-03-14

Single molecules or their assemblies are information processing devices. Herein it is demonstrated how it is possible to process different types of logic through molecules. As long as decoherent effects are maintained far away from a pure quantum mechanical system, quantum logic can be processed. If the collapse of superimposed or entangled wavefunctions is unavoidable, molecules can still be used to process either crisp (binary or multi-valued) or fuzzy logic. The way for implementing fuzzy inference engines is declared and it is supported by the examples of molecular fuzzy logic systems devised so far. Fuzzy logic is drawing attention in the field of artificial intelligence, because it models human reasoning quite well. This ability may be due to some structural analogies between a fuzzy logic system and the human nervous system. Copyright © 2011 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

Heuristic thinking and human intelligence: a commentary on Marewski, Gaissmaier and Gigerenzer.

PubMed

Evans, Jonathan St B T; Over, David E

2010-05-01

Marewski, Gaissmaier and Gigerenzer (2009) present a review of research on fast and frugal heuristics, arguing that complex problems are best solved by simple heuristics, rather than the application of knowledge and logical reasoning. We argue that the case for such heuristics is overrated. First, we point out that heuristics can often lead to biases as well as effective responding. Second, we show that the application of logical reasoning can be both necessary and relatively simple. Finally, we argue that the evidence for a logical reasoning system that co-exists with simpler heuristic forms of thinking is overwhelming. Not only is it implausible a priori that we would have evolved such a system that is of no use to us, but extensive evidence from the literature on dual processing in reasoning and judgement shows that many problems can only be solved when this form of reasoning is used to inhibit and override heuristic thinking.

Temporal logics meet telerobotics

NASA Technical Reports Server (NTRS)

Rutten, Eric; Marce, Lionel

1989-01-01

The specificity of telerobotics being the presence of a human operator, decision assistance tools are necessary for the operator, especially in hostile environments. In order to reduce execution hazards due to a degraded ability for quick and efficient recovery of unexpected dangerous situations, it is of importance to have the opportunity, amongst others, to simulate the possible consequences of a plan before its actual execution, in order to detect these problematic situations. Hence the idea of providing the operator with a simulator enabling him to verify the temporal and logical coherence of his plans. Therefore, the power of logical formalisms is used for representation and deduction purposes. Starting from the class of situations that are represented, a STRIPS (the STanford Research Institute Problem Solver)-like formalism and its underlying logic are adapted to the simulation of plans of actions in time. The choice of a temporal logic enables to build a world representation, on which the effects of plans, grouping actions into control structures, will be transcribed by the simulation, resulting in a verdict and information about the plan's coherence.

Analysis of Geometric Thinking Students’ and Process-Guided Inquiry Learning Model

NASA Astrophysics Data System (ADS)

Hardianti, D.; Priatna, N.; Priatna, B. A.

2017-09-01

This research aims to analysis students’ geometric thinking ability and theoretically examine the process-oriented guided iquiry (POGIL) model. This study uses qualitative approach with descriptive method because this research was done without any treatment on subjects. Data were collected naturally. This study was conducted in one of the State Junior High School in Bandung. The population was second grade students and the sample was 32 students. Data of students’ geometric thinking ability were collected through geometric thinking test. These questions are made based on the characteristics of geometry thinking based on van hiele’s theory. Based on the results of the analysis and discussion, students’ geometric thinking ability is still low so it needs to be improved. Therefore, an effort is needed to overcome the problems related to students’ geometric thinking ability. One of the efforts that can be done by doing the learning that can facilitate the students to construct their own geometry concept, especially quadrilateral’s concepts so that students’ geometric thinking ability can enhance maximally. Based on study of the theory, one of the learning models that can enhance the students’ geometric thinking ability is POGIL model.

Defect-sensitivity analysis of an SEU immune CMOS logic family

NASA Technical Reports Server (NTRS)

Ingermann, Erik H.; Frenzel, James F.

1992-01-01

Fault testing of resistive manufacturing defects is done on a recently developed single event upset immune logic family. Resistive ranges and delay times are compared with those of traditional CMOS logic. Reaction of the logic to these defects is observed for a NOR gate, and an evaluation of its ability to cope with them is determined.

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

ERIC Educational Resources Information Center

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…

Comparison of Thinking Abilities of Five-Year-Old White and Black Children in Relation to Certain Environmental Factors. Final Report.

ERIC Educational Resources Information Center

Ball, Rachel S.

Preceded by three studies of preschool children, this research compared the thinking abilities of 5-year-old white and black children in relation to certain environmental factors. All of the 2413 children were chosen to conform with the earlier studies by having approximately one-fourth with mothers having graduated from college, one-half…

Multi-Valued Logic, Neutrosophy, and Schrödinger Equation

NASA Astrophysics Data System (ADS)

Smarandache, Florentin; Christianto, Victor

2017-04-01

Discussing some paradoxes in Quantum Mechanics from the viewpoint of Multi-Valued-logic pioneered by Lukasiewicz, and the recent concept Neutrosophic Logic. Essentially, this new concept offers new insights on the idea of `identity', which too often it has been accepted as given. Neutrosophy itself was developed in attempt to generalize Fuzzy-Logic introduced by L. Zadeh. The discussion is motivated by observation that despite almost eight decades, there is indication that some of those paradoxes known in Quantum Physics are not yet solved. In our knowledge, this is because the solution of those paradoxes requires re-examination of the foundations of logic itself, in particular on the notion of identity and multi-valuedness of entity. The discussion is also intended for young physicist fellows who think that somewhere there should be a `complete' explanation of these paradoxes in Quantum Mechanics. If this it doesn't answer all of their questions, it is our hope that at least it offers a new alternative viewpoint for these old questions.

Increasing Critical Thinking Skills To Improve Problem-Solving Ability in Mathematics.

ERIC Educational Resources Information Center

Jackson, Louise

This report investigated to what extent a curriculum designed to actively teach critical thinking skills resulted in students utilizing higher-order thinking skills (e.g., analysis, synthesis and evaluation). An intervention strategy was designed for a sixth grade class located in a diverse suburban community in northern Illinois. The intervention…

Using Teacher Questions to Enhance EFL Students' Critical Thinking Ability

ERIC Educational Resources Information Center

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…

Student’s Critical Thinking in Solving Open-Ended Problems Based on Their Personality Type

NASA Astrophysics Data System (ADS)

Fitriana, L. D.; Fuad, Y.; Ekawati, R.

2018-01-01

Critical thinking plays an important role for students in solving open-ended problems. This research aims at describing student’s critical thinking in solving open-ended problems based on Keirsey’s personality types, namely rational, idealist, guardian, and artisan. Four students, with the higher rank in the mathematics’ test and representing each type of Keirsey personality, were selected as the research subjects. The data were collected from the geometry problem and interviews. The student’s critical thinking is described based on the FRISCO criteria. The result underlines that rational and idealist students fulfilled all FRISCO criteria, and but not for guardian and artisan students. Related to the inference criteria, guardian and artisan students could not make reasonable conclusions and connect the concepts. Related to the reason of criteria, rational student performed critical thinking by providing logical reason that supported his strategy to solve the problem. In contrast, the idealist student provided subjective reason. This results suggest that teachers should frequently train the students’ logical thinkingin every lesson and activity to develop student’s critical thinking and take the student’s personality character into account, especially for guardian and artisan students.

Fuzzy, crisp, and human logic in e-commerce marketing data mining

NASA Astrophysics Data System (ADS)

Hearn, Kelda L.; Zhang, Yanqing

2001-03-01

In today's business world there is an abundance of available data and a great need to make good use of it. Many businesses would benefit from examining customer habits and trends and making marketing and product decisions based on that analysis. However, the process of manually examining data and making sound decisions based on that data is time consuming and often impractical. Intelligent systems that can make judgments similar to human judgments are sorely needed. Thus, systems based on fuzzy logic present themselves as an option to be seriously considered. The work described in this paper attempts to make an initial comparison between fuzzy logic and more traditional hard or crisp logic to see which would make a better substitute for human intervention. In this particular case study, customers are classified into categories that indicate how desirable the customer would be as a prospect for marketing. This classification is based on a small set of customer data. The results from these investigations make it clear that fuzzy logic is more able to think for itself and make decisions that more closely match human decision and is therefore significantly closer to human logic than crisp logic.

Cognitive abilities predict death during the next 15 years in older Japanese adults.

PubMed

Nishita, Yukiko; Tange, Chikako; Tomida, Makiko; Otsuka, Rei; Ando, Fujiko; Shimokata, Hiroshi

2017-10-01

The longitudinal relationship between cognitive abilities and subsequent death was investigated among community-dwelling older Japanese adults. Participants (n = 1060; age range 60-79 years) comprised the first-wave participants of the National Institute for Longevity Sciences-Longitudinal Study of Aging. Participants' cognitive abilities were measured at baseline using the Japanese Wechsler Adult Intelligence Scale-Revised Short Form, which includes the following tests: Information (general knowledge), Similarities (logical abstract thinking), Picture Completion (visual perception and long-term visual memory) and Digit Symbol (information processing speed). By each cognitive test score, participants were classified into three groups: the high-level group (≥ the mean + 1SD), the low-level group (≤ the mean - 1SD) and the middle-level group. Data on death and moving during the subsequent 15 years were collected and analyzed using the multiple Cox proportional hazard model adjusted for physical and psychosocial covariates. During the follow-up period, 308 participants (29.06%) had died and 93 participants (8.77%) had moved. In the Similarities test, adjusted hazard ratios (HR) of the low-level group to the high-level group were significant (HR 1.49, 95% CI 1.02-2.17, P = 0.038). Furthermore, in the Digit symbol test, the adjusted HR of the low-level group to the high-level group was significant (HR 1.62, 95% CI 1.03-2.58, P = 0.038). Significant adjusted HR were not observed for the Information or Picture Completion tests. It is suggested that a lower level of logical abstract thinking and slower information processing speed are associated with shorter survival among older Japanese adults. Geriatr Gerontol Int 2017; 17: 1654-1660. © 2016 Japan Geriatrics Society.

Cricital Thinking Abilities That Support Scientific Skills. Workshop.

ERIC Educational Resources Information Center

Pallas, Stella

Science is suggested as an excellent content area for teaching primary students the creative and critical thinking skills that can help them become better problem solvers. J. P. Guilford's Structure of Intellect model and Benjamin Bloom's Taxonomy of Educational Objectives serve as the basis for developing exercises which lead to improvement of…

Temporal cognition in children with autistic spectrum disorders: tests of diachronic thinking.

PubMed

Boucher, Jill; Pons, Francisco; Lind, Sophie; Williams, David

2007-09-01

Impaired diachronic thinking-(the propensity and capacity to think about events spreading across time)-was demonstrated in a 2-Phase study in which children with autism were compared with age and ability matched controls. Identical tests of diachronic thinking were administered in both phases of the study, but to different participant groups, with the same results. The marked impairments shown are therefore robust. Various non-temporal explanations of the findings were eliminated by the results of control tasks in Phase 2. Diachronic thinking did not correlate with verbal or non-verbal ability, age, or mentalising ability, consistent with other evidence of the specificity of diachronic thinking ability. Possible causes of impaired diachronic thinking in autism are discussed.

Critical thinking: concept analysis from the perspective of Rodger's evolutionary method of concept analysis

PubMed Central

Carbogim, Fábio da Costa; de Oliveira, Larissa Bertacchini; Püschel, Vilanice Alves de Araújo

2016-01-01

ABSTRACT Objective: to analyze the concept of critical thinking (CT) in Rodger's evolutionary perspective. Method: documentary research undertaken in the Cinahl, Lilacs, Bdenf and Dedalus databases, using the keywords of 'critical thinking' and 'Nursing', without limitation based on year of publication. The data were analyzed in accordance with the stages of Rodger's conceptual model. The following were included: books and articles in full, published in Portuguese, English or Spanish, which addressed CT in the teaching and practice of Nursing; articles which did not address aspects related to the concept of CT were excluded. Results: the sample was made up of 42 works. As a substitute term, emphasis is placed on 'analytical thinking', and, as a related factor, decision-making. In order, the most frequent preceding and consequent attributes were: ability to analyze, training of the student nurse, and clinical decision-making. As the implications of CT, emphasis is placed on achieving effective results in care for the patient, family and community. Conclusion: CT is a cognitive skill which involves analysis, logical reasoning and clinical judgment, geared towards the resolution of problems, and standing out in the training and practice of the nurse with a view to accurate clinical decision-making and the achieving of effective results. PMID:27598376

[Critical thinking skills in the nursing diagnosis process].

PubMed

Bittencourt, Greicy Kelly Gouveia Dias; Crossetti, Maria da Graça Oliveira

2013-04-01

The aim of this study was to identify the critical thinking skills utilized in the nursing diagnosis process. This was an exploratory descriptive study conducted with seven nursing students on the application of a clinical case to identify critical thinking skills, as well as their justifications in the nursing diagnosis process. Content analysis was performed to evaluate descriptive data. Six participants reported that analysis, scientific and technical knowledge and logical reasoning skills are important in identifying priority nursing diagnoses; clinical experience was cited by five participants, knowledge about the patient and application of standards were mentioned by three participants; Furthermore, discernment and contextual perspective were skills noted by two participants. Based on these results, the use of critical thinking skills related to the steps of the nursing diagnosis process was observed. Therefore, that the application of this process may constitute a strategy that enables the development of critical thinking skills.

Mathematical Representation Ability by Using Project Based Learning on the Topic of Statistics

NASA Astrophysics Data System (ADS)

Widakdo, W. A.

2017-09-01

Seeing the importance of the role of mathematics in everyday life, mastery of the subject areas of mathematics is a must. Representation ability is one of the fundamental ability that used in mathematics to make connection between abstract idea with logical thinking to understanding mathematics. Researcher see the lack of mathematical representation and try to find alternative solution to dolve it by using project based learning. This research use literature study from some books and articles in journals to see the importance of mathematical representation abiliy in mathemtics learning and how project based learning able to increase this mathematical representation ability on the topic of Statistics. The indicators for mathematical representation ability in this research classifies namely visual representation (picture, diagram, graph, or table); symbolize representation (mathematical statement. Mathematical notation, numerical/algebra symbol) and verbal representation (written text). This article explain about why project based learning able to influence student’s mathematical representation by using some theories in cognitive psychology, also showing the example of project based learning that able to use in teaching statistics, one of mathematics topic that very useful to analyze data.

Creativity. Education Today Series.

ERIC Educational Resources Information Center

Cropley, A. J.

The relationship between creativity and intelligence is discussed; and the position that intellect is not synonymous with the ability to respond in the usual logical way to a standard test item is developed. This logical (convergent) way of thinking, measured by IQ tests, is contrasted with the creative (divergent) way of thinking, measured by…

Component processes underlying future thinking.

PubMed

D'Argembeau, Arnaud; Ortoleva, Claudia; Jumentier, Sabrina; Van der Linden, Martial

2010-09-01

This study sought to investigate the component processes underlying the ability to imagine future events, using an individual-differences approach. Participants completed several tasks assessing different aspects of future thinking (i.e., fluency, specificity, amount of episodic details, phenomenology) and were also assessed with tasks and questionnaires measuring various component processes that have been hypothesized to support future thinking (i.e., executive processes, visual-spatial processing, relational memory processing, self-consciousness, and time perspective). The main results showed that executive processes were correlated with various measures of future thinking, whereas visual-spatial processing abilities and time perspective were specifically related to the number of sensory descriptions reported when specific future events were imagined. Furthermore, individual differences in self-consciousness predicted the subjective feeling of experiencing the imagined future events. These results suggest that future thinking involves a collection of processes that are related to different facets of future-event representation.

Down to Earth: Contemplative Thinking Exercises for Geography Education

ERIC Educational Resources Information Center

de Busser, Cathelijne

2014-01-01

Contemporary geography education is mostly based on rational linear thinking skills, such as observation, explanation, interpretation, calculation and analysis. Even field trips--according to many the "heart" of geography--are often organized in a logical, rational manner, in which learners step-by-step improve their understanding of the…

A Concept Analysis of Systems Thinking.

PubMed

Stalter, Ann M; Phillips, Janet M; Ruggiero, Jeanne S; Scardaville, Debra L; Merriam, Deborah; Dolansky, Mary A; Goldschmidt, Karen A; Wiggs, Carol M; Winegardner, Sherri

2017-10-01

This concept analysis, written by the National Quality and Safety Education for Nurses (QSEN) RN-BSN Task Force, defines systems thinking in relation to healthcare delivery. A review of the literature was conducted using five databases with the keywords "systems thinking" as well as "nursing education," "nursing curriculum," "online," "capstone," "practicum," "RN-BSN/RN to BSN," "healthcare organizations," "hospitals," and "clinical agencies." Only articles that focused on systems thinking in health care were used. The authors identified defining attributes, antecedents, consequences, and empirical referents of systems thinking. Systems thinking was defined as a process applied to individuals, teams, and organizations to impact cause and effect where solutions to complex problems are accomplished through collaborative effort according to personal ability with respect to improving components and the greater whole. Four primary attributes characterized systems thinking: dynamic system, holistic perspective, pattern identification, and transformation. Using the platform provided in this concept analysis, interprofessional practice has the ability to embrace planned efforts to improve critically needed quality and safety initiatives across patients' lifespans and all healthcare settings. © 2016 Wiley Periodicals, Inc.

Optimized 4-bit Quantum Reversible Arithmetic Logic Unit

NASA Astrophysics Data System (ADS)

Ayyoub, Slimani; Achour, Benslama

2017-08-01

Reversible logic has received a great attention in the recent years due to its ability to reduce the power dissipation. The main purposes of designing reversible logic are to decrease quantum cost, depth of the circuits and the number of garbage outputs. The arithmetic logic unit (ALU) is an important part of central processing unit (CPU) as the execution unit. This paper presents a complete design of a new reversible arithmetic logic unit (ALU) that can be part of a programmable reversible computing device such as a quantum computer. The proposed ALU based on a reversible low power control unit and small performance parameters full adder named double Peres gates. The presented ALU can produce the largest number (28) of arithmetic and logic functions and have the smallest number of quantum cost and delay compared with existing designs.

Promoting Systems Thinking through Biology Lessons

NASA Astrophysics Data System (ADS)

Riess, Werner; Mischo, Christoph

2010-04-01

This study's goal was to analyze various teaching approaches within the context of natural science lessons, especially in biology. The main focus of the paper lies on the effectiveness of different teaching methods in promoting systems thinking in the field of Education for Sustainable Development. The following methods were incorporated into the study: special lessons designed to promote systems thinking, a computer-simulated scenario on the topic "ecosystem forest," and a combination of both special lessons and the computer simulation. These groups were then compared to a control group. A questionnaire was used to assess systems thinking skills of 424 sixth-grade students of secondary schools in Germany. The assessment differentiated between a conceptual understanding (measured as achievement score) and a reflexive justification (measured as justification score) of systems thinking. The following control variables were used: logical thinking, grades in school, memory span, and motivational goal orientation. Based on the pretest-posttest control group design, only those students who received both special instruction and worked with the computer simulation showed a significant increase in their achievement scores. The justification score increased in the computer simulation condition as well as in the combination of computer simulation and lesson condition. The possibilities and limits of promoting various forms of systems thinking by using realistic computer simulations are discussed.

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

ERIC Educational Resources Information Center

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…

Improving Student Critical Thinking and Perceptions of Critical Thinking through Direct Instruction in Rhetorical Analysis

ERIC Educational Resources Information Center

McGuire, Lauren A.

2010-01-01

This study investigated the effect of direct instruction in rhetorical analysis on students' critical thinking abilities, including knowledge, skills, and dispositions. The researcher investigated student perceptions of the effectiveness of argument mapping; Thinker's Guides, based on Paul's model of critical thinking; and Socratic questioning.…

Teaching Computational Thinking: Deciding to Take Small Steps in a Curriculum

NASA Astrophysics Data System (ADS)

Madoff, R. D.; Putkonen, J.

2016-12-01

While computational thinking and reasoning are not necessarily the same as computer programming, programs such as MATLAB can provide the medium through which the logical and computational thinking at the foundation of science can be taught, learned, and experienced. And while math and computer anxiety are often discussed as critical obstacles to students' progress in their geoscience curriculum, it is here suggested that an unfamiliarity with the computational and logical reasoning is what poses a first stumbling block, in addition to the hurdle of expending the effort to learn how to translate a computational problem into the appropriate computer syntax in order to achieve the intended results. Because computational thinking is so vital for all fields, there is a need to initiate many and to build support in the curriculum for it. This presentation focuses on elements to bring into the teaching of computational thinking that are intended as additions to learning MATLAB programming as a basic tool. Such elements include: highlighting a key concept, discussing a basic geoscience problem where the concept would show up, having the student draw or outline a sketch of what they think an operation needs to do in order to perform a desired result, and then finding the relevant syntax to work with. This iterative pedagogy simulates what someone with more experience in programming does, so it discloses the thinking process in the black box of a result. Intended as only a very early stage introduction, advanced applications would need to be developed as students go through an academic program. The objective would be to expose and introduce computational thinking to majors and non-majors and to alleviate some of the math and computer anxiety so that students would choose to advance on with programming or modeling, whether it is built into a 4-year curriculum or not.

Perceptions of the use of critical thinking teaching methods.

PubMed

Kowalczyk, Nina; Hackworth, Ruth; Case-Smith, Jane

2012-01-01

To identify the perceived level of competence in teaching and assessing critical thinking skills and the difficulties facing radiologic science program directors in implementing student-centered teaching methods. A total of 692 program directors received an invitation to complete an electronic survey soliciting information regarding the importance of critical thinking skills, their confidence in applying teaching methods and assessing student performance, and perceived obstacles. Statistical analysis included descriptive data, correlation coefficients, and ANOVA. Responses were received from 317 participants indicating program directors perceive critical thinking to be an essential element in the education of the student; however, they identified several areas for improvement. A high correlation was identified between the program directors' perceived level of skill and their confidence in critical thinking, and between their perceived level of skill and ability to assess the students' critical thinking. Key barriers to implementing critical thinking teaching strategies were identified. Program directors value the importance of implementing critical thinking teaching methods and perceive a need for professional development in critical thinking educational methods. Regardless of the type of educational institution in which the academic program is located, the level of education held by the program director was a significant factor regarding perceived confidence in the ability to model critical thinking skills and the ability to assess student critical thinking skills.

How mental health nurses improve their critical thinking through problem-based learning.

PubMed

Hung, Tsui-Mei; Tang, Lee-Chun; Ko, Chen-Ju

2015-01-01

Critical thinking has been regarded as one of the most important elements for nurses to improve quality of patient care. The aim of this study was to use problem-based learning (PBL) as a method in a continuing education program to evaluate nurses' critical thinking skills. A quasiexperimental study design was carried out. The "Critical Thinking Disposition Inventory" in Chinese was used for data collection. The results indicated significant improvement after PBL continuous education, notably in the dimensions of systematic analysis and curiosity. Content analysis extracted four themes: (a) changes in linear thinking required, (b) logical and systematic thinking required performance improved, (3) integration of prior knowledge and clinical application, and (4) brainstorming learning strategy. The study supports PBL as a continuing education strategy for mental health nurses, and that systematic analysis and curiosity effectively facilitate the development of critical thinking.

Does a Business Curriculum Develop or Filter Critical Thinking?

ERIC Educational Resources Information Center

Coleman, B. Jay; Mason, Paul; Steagall, Jeffrey W.

2012-01-01

We investigate whether a business curriculum develops critical thinking ability or at least serves as a filter for critical thinking (i.e., students who cannot think critically tend not to progress toward graduation). We measure critical thinking by performance on the Watson-Glaser Critical Thinking Appraisal Short Form which was administered to a…

Promoting middle school students’ mathematical creative thinking ability using scientific approach

NASA Astrophysics Data System (ADS)

Istiqomah, A.; Perbowo, K. S.; Purwanto, S. E.

2018-01-01

This research aims to identify the strength of scientific approach in order to develop mathematical creative thinking in junior high school. Descriptive qualitative method is used in this research. 34 students in 7th grade are chosen using purposive sampling. For collecting data, this research uses test, observation, and interview. The test consists of 6 items which have been tested for their validity and reliability and used in pre-test and post-test. The pre-test shows that students average score in mathematical creative thinking is 43 (low), while in post-test it is 69 (middle). The N-gain in mathematical creative thinking point is 0.461, which is classified in the middle grade. Furthermore, the N-gain for each indicator, they score 0.438 for fluency; 0.568 for flexibility; and 0.382 for novelty. The N-gain for those indicators falls under middle grade. The research shows that scientific approach develops more flexibility, and, on the other hand, it develops less novelty.

The Nature and Development of Critical-Analytic Thinking

ERIC Educational Resources Information Center

Byrnes, James P.; Dunbar, Kevin N.

2014-01-01

In this article, we attempt to provide an overview of the features of the abilities, aptitudes, and frames of minds that are attributed to critical thinking and provide the broad outlines of the development of critical-analytic thinking (CAT) abilities. In addition, we evaluate the potential viability of three main hypotheses regarding the reasons…

A molecular logic gate.

PubMed

Kompa, K L; Levine, R D

2001-01-16

We propose a scheme for molecule-based information processing by combining well-studied spectroscopic techniques and recent results from chemical dynamics. Specifically it is discussed how optical transitions in single molecules can be used to rapidly perform classical (Boolean) logical operations. In the proposed way, a restricted number of states in a single molecule can act as a logical gate equivalent to at least two switches. It is argued that the four-level scheme can also be used to produce gain, because it allows an inversion, and not only a switching ability. The proposed scheme is quantum mechanical in that it takes advantage of the discrete nature of the energy levels but, we here discuss the temporal evolution, with the use of the populations only. On a longer time range we suggest that the same scheme could be extended to perform quantum logic, and a tentative suggestion, based on an available experiment, is discussed. We believe that the pumping can provide a partial proof of principle, although this and similar experiments were not interpreted thus far in our terms.

A molecular logic gate

PubMed Central

Kompa, K. L.; Levine, R. D.

2001-01-01

We propose a scheme for molecule-based information processing by combining well-studied spectroscopic techniques and recent results from chemical dynamics. Specifically it is discussed how optical transitions in single molecules can be used to rapidly perform classical (Boolean) logical operations. In the proposed way, a restricted number of states in a single molecule can act as a logical gate equivalent to at least two switches. It is argued that the four-level scheme can also be used to produce gain, because it allows an inversion, and not only a switching ability. The proposed scheme is quantum mechanical in that it takes advantage of the discrete nature of the energy levels but, we here discuss the temporal evolution, with the use of the populations only. On a longer time range we suggest that the same scheme could be extended to perform quantum logic, and a tentative suggestion, based on an available experiment, is discussed. We believe that the pumping can provide a partial proof of principle, although this and similar experiments were not interpreted thus far in our terms. PMID:11209046

Identifying critical thinking indicators and critical thinker attributes in nursing practice.

PubMed

Chao, Shu-Yuan; Liu, Hsing-Yuan; Wu, Ming-Chang; Clark, Mary Jo; Tan, Jung-Ying

2013-09-01

Critical thinking is an essential skill in the nursing process. Although several studies have evaluated the critical thinking skills of nurses, there is limited information related to the indicators of critical thinking or evaluation of critical thinking in the context of the nursing process. This study investigated the potential indicators of critical thinking and the attributes of critical thinkers in clinical nursing practice. Knowledge of these indicators can aid the development of tools to assess nursing students' critical thinking skills. The study was conducted between September 2009 and August 2010. In phase 1, a literature review and four focus groups were conducted to identify the indicators of critical thinking in the context of nursing and the attributes of critical thinkers. In phase 2, 30 nursing professionals participated in a modified Delphi research survey to establish consensus and the appropriateness of each indicator and attribute identified in phase 1. We identified 37 indicators of critical thinking and 10 attributes of critical thinkers. The indicators were categorized into five subscales within the context of the nursing process toreflect nursing clinical practice: assessment, 16 indicators of ability to apply professional knowledge and skills to analyze and interpret patient problems; diagnosis, five indicators of ability to propose preliminary suppositions; planning, five indicators of ability to develop problem-solving strategies; implementation, five indicators of ability to implement planning; and evaluation, six indicators of ability to self-assess and reflect. The study operationalized critical thinking into a practical indicator suitable for nursing contexts in which critical thinking is required for clinical problem solving. Identified indicators and attributes can assist clinical instructors to evaluate student critical thought skills and development-related teaching strategies.

Dichotomous Thinking Leads to Entity Theories of Human Ability

ERIC Educational Resources Information Center

Oshio, Atsushi

2012-01-01

Previous research has indicated that dichotomous thinkers have stereotypic and rigid views of others. This study focuses on the world-view of dichotomous thinkers from the perspective of entity vs. incremental theory. Study 1 explored the relationship between dichotomous thinking and the IPTM (implicit person theory measure) (Dweck, Chiu, &…

CREATE cornerstone: introduction to scientific thinking, a new course for STEM-interested freshmen, demystifies scientific thinking through analysis of scientific literature.

PubMed

Gottesman, Alan J; Hoskins, Sally G

2013-01-01

The Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment (CREATE) strategy for teaching and learning uses intensive analysis of primary literature to improve students' critical-thinking and content integration abilities, as well as their self-rated science attitudes, understanding, and confidence. CREATE also supports maturation of undergraduates' epistemological beliefs about science. This approach, originally tested with upper-level students, has been adapted in Introduction to Scientific Thinking, a new course for freshmen. Results from this course's initial semesters indicate that freshmen in a one-semester introductory course that uses a narrowly focused set of readings to promote development of analytical skills made significant gains in critical-thinking and experimental design abilities. Students also reported significant gains in their ability to think scientifically and understand primary literature. Their perceptions and understanding of science improved, and multiple aspects of their epistemological beliefs about science gained sophistication. The course has no laboratory component, is relatively inexpensive to run, and could be adapted to any area of scientific study.

CREATE Cornerstone: Introduction to Scientific Thinking, a New Course for STEM-Interested Freshmen, Demystifies Scientific Thinking through Analysis of Scientific Literature

PubMed Central

Gottesman, Alan J.; Hoskins, Sally G.

2013-01-01

The Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment (CREATE) strategy for teaching and learning uses intensive analysis of primary literature to improve students’ critical-thinking and content integration abilities, as well as their self-rated science attitudes, understanding, and confidence. CREATE also supports maturation of undergraduates’ epistemological beliefs about science. This approach, originally tested with upper-level students, has been adapted in Introduction to Scientific Thinking, a new course for freshmen. Results from this course's initial semesters indicate that freshmen in a one-semester introductory course that uses a narrowly focused set of readings to promote development of analytical skills made significant gains in critical-thinking and experimental design abilities. Students also reported significant gains in their ability to think scientifically and understand primary literature. Their perceptions and understanding of science improved, and multiple aspects of their epistemological beliefs about science gained sophistication. The course has no laboratory component, is relatively inexpensive to run, and could be adapted to any area of scientific study. PMID:23463229

Student’s thinking process in solving word problems in geometry

NASA Astrophysics Data System (ADS)

Khasanah, V. N.; Usodo, B.; Subanti, S.

2018-05-01

This research aims to find out the thinking process of seventh grade of Junior High School in solve word problem solving of geometry. This research was descriptive qualitative research. The subject of the research was selected based on sex and differences in mathematical ability. Data collection was done based on student’s work test, interview, and observation. The result of the research showed that there was no difference of thinking process between male and female with high mathematical ability, and there were differences of thinking process between male and female with moderate and low mathematical ability. Also, it was found that male with moderate mathematical ability took a long time in the step of making problem solving plans. While female with moderate mathematical ability took a long time in the step of understanding the problems. The importance of knowing the thinking process of students in solving word problem solving were that the teacher knows the difficulties faced by students and to minimize the occurrence of the same error in problem solving. Teacher could prepare the right learning strategies which more appropriate with student’s thinking process.

A high-enrollment course-based undergraduate research experience improves student conceptions of scientific thinking and ability to interpret data.

PubMed

Brownell, Sara E; Hekmat-Scafe, Daria S; Singla, Veena; Chandler Seawell, Patricia; Conklin Imam, Jamie F; Eddy, Sarah L; Stearns, Tim; Cyert, Martha S

2015-01-01

We present an innovative course-based undergraduate research experience curriculum focused on the characterization of single point mutations in p53, a tumor suppressor gene that is mutated in more than 50% of human cancers. This course is required of all introductory biology students, so all biology majors engage in a research project as part of their training. Using a set of open-ended written prompts, we found that the course shifts student conceptions of what it means to think like a scientist from novice to more expert-like. Students at the end of the course identified experimental repetition, data analysis, and collaboration as important elements of thinking like a scientist. Course exams revealed that students showed gains in their ability to analyze and interpret data. These data indicate that this course-embedded research experience has a positive impact on the development of students' conceptions and practice of scientific thinking. © 2015 S. E. Brownell et al. CBE—Life Sciences Education © 2015 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).

Assessing and developing critical-thinking skills in the intensive care unit.

PubMed

Swinny, Betsy

2010-01-01

A lot of resources are spent on the development of new staff in the intensive care unit (ICU). These resources are necessary because the environment in the ICU is complex and the patients are critically ill. Nurses need an advanced knowledge base, the ability to accurately define and change priorities rapidly, good communication and teamwork skills, and the ability to work in a stressful environment in order to succeed and give their patients quality care. Critical thinking helps the nurse to navigate the complex and stressful environment of the ICU. Critical thinking includes more than just nursing knowledge. It includes the ability to think through complex, multifaceted problems to anticipate needs, recognize potential and actual complications, and to expertly communicate with the team. A nurse who is able to think critically will give better patient care. Various strategies can be used to develop critical thinking in ICU nurses. Nurse leaders are encouraged to support the development of critical-thinking skills in less experienced staff with the goal of improving the nurse's ability to work in the ICU and improving patient outcomes.

Memristor-CMOS hybrid integrated circuits for reconfigurable logic.

PubMed

Xia, Qiangfei; Robinett, Warren; Cumbie, Michael W; Banerjee, Neel; Cardinali, Thomas J; Yang, J Joshua; Wu, Wei; Li, Xuema; Tong, William M; Strukov, Dmitri B; Snider, Gregory S; Medeiros-Ribeiro, Gilberto; Williams, R Stanley

2009-10-01

Hybrid reconfigurable logic circuits were fabricated by integrating memristor-based crossbars onto a foundry-built CMOS (complementary metal-oxide-semiconductor) platform using nanoimprint lithography, as well as materials and processes that were compatible with the CMOS. Titanium dioxide thin-film memristors served as the configuration bits and switches in a data routing network and were connected to gate-level CMOS components that acted as logic elements, in a manner similar to a field programmable gate array. We analyzed the chips using a purpose-built testing system, and demonstrated the ability to configure individual devices, use them to wire up various logic gates and a flip-flop, and then reconfigure devices.

What proverb understanding reveals about how people think.

PubMed

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.

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

PubMed

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.

Fuzzy Logic-Based Audio Pattern Recognition

NASA Astrophysics Data System (ADS)

Malcangi, M.

2008-11-01

Audio and audio-pattern recognition is becoming one of the most important technologies to automatically control embedded systems. Fuzzy logic may be the most important enabling methodology due to its ability to rapidly and economically model such application. An audio and audio-pattern recognition engine based on fuzzy logic has been developed for use in very low-cost and deeply embedded systems to automate human-to-machine and machine-to-machine interaction. This engine consists of simple digital signal-processing algorithms for feature extraction and normalization, and a set of pattern-recognition rules manually tuned or automatically tuned by a self-learning process.

A Survey of Memristive Threshold Logic Circuits.

PubMed

Maan, Akshay Kumar; Jayadevi, Deepthi Anirudhan; James, Alex Pappachen

2017-08-01

In this paper, we review different memristive threshold logic (MTL) circuits that are inspired from the synaptic action of the flow of neurotransmitters in the biological brain. The brainlike generalization ability and the area minimization of these threshold logic circuits aim toward crossing Moore's law boundaries at device, circuits, and systems levels. Fast switching memory, signal processing, control systems, programmable logic, image processing, reconfigurable computing, and pattern recognition are identified as some of the potential applications of MTL systems. The physical realization of nanoscale devices with memristive behavior from materials, such as TiO 2 , ferroelectrics, silicon, and polymers, has accelerated research effort in these application areas, inspiring the scientific community to pursue the design of high-speed, low-cost, low-power, and high-density neuromorphic architectures.

Critical-Thinking Grudge Match: Biology vs. Chemistry--Examining Factors That Affect Thinking Skill in Nonmajors Science

ERIC Educational Resources Information Center

Quitadamo, Ian J.; Kurtz, Martha J.; Cornell, Caitlyn Nicole; Griffith, Lindsay; Hancock, Julie; Egbert, Brandi

2011-01-01

Chemistry students appear to bring significantly higher critical-thinking skill to their nonmajors course than do biology students. Knowing student preconceptions and thinking ability is essential to learning growth and effective teaching. Of the factors investigated, ethnicity and high school physics had the largest impact on critical-thinking…

Critical thinking in clinical nurse education: application of Paul's model of critical thinking.

PubMed

Andrea Sullivan, E

2012-11-01

Nurse educators recognize that many nursing students have difficulty in making decisions in clinical practice. The ability to make effective, informed decisions in clinical practice requires that nursing students know and apply the processes of critical thinking. Critical thinking is a skill that develops over time and requires the conscious application of this process. There are a number of models in the nursing literature to assist students in the critical thinking process; however, these models tend to focus solely on decision making in hospital settings and are often complex to actualize. In this paper, Paul's Model of Critical Thinking is examined for its application to nursing education. I will demonstrate how the model can be used by clinical nurse educators to assist students to develop critical thinking skills in all health care settings in a way that makes critical thinking skills accessible to students. Copyright © 2012 Elsevier Ltd. All rights reserved.

Logic programming and metadata specifications

NASA Technical Reports Server (NTRS)

Lopez, Antonio M., Jr.; Saacks, Marguerite E.

1992-01-01

Artificial intelligence (AI) ideas and techniques are critical to the development of intelligent information systems that will be used to collect, manipulate, and retrieve the vast amounts of space data produced by 'Missions to Planet Earth.' Natural language processing, inference, and expert systems are at the core of this space application of AI. This paper presents logic programming as an AI tool that can support inference (the ability to draw conclusions from a set of complicated and interrelated facts). It reports on the use of logic programming in the study of metadata specifications for a small problem domain of airborne sensors, and the dataset characteristics and pointers that are needed for data access.

Optimizing Reasonableness, Critical Thinking, and Cyberspace

ERIC Educational Resources Information Center

Ikuenobe, Polycarp

2003-01-01

In this paper, the author argues that the quantity, superabundance of information, easy availability, and quick access to information in cyberspace may engender critical thinking and the optimization of reasonableness. This point is different from, but presupposes, the commonplace view that critical thinking abilities, criteria, processes, and…

Development of Critical Thinking Self-Assessment System Using Wearable Device

ERIC Educational Resources Information Center

Gotoh, Yasushi

2015-01-01

In this research the author defines critical thinking as skills and dispositions which enable one to solve problems logically and to attempt to reflect autonomously by means of meta-cognitive activities on one's own problem-solving processes. The author focuses on providing meta-cognitive knowledge to help with self-assessment. To develop…

Logic, beliefs, and instruction: a test of the default interventionist account of belief bias.

PubMed

Handley, Simon J; Newstead, Stephen E; Trippas, Dries

2011-01-01

According to dual-process accounts of thinking, belief-based responses on reasoning tasks are generated as default but can be intervened upon in favor of logical responding, given sufficient time, effort, or cognitive resource. In this article, we present the results of 5 experiments in which participants were instructed to evaluate the conclusions of logical arguments on the basis of either their logical validity or their believability. Contrary to the predictions arising from these accounts, the logical status of the presented conclusion had a greater impact on judgments concerning its believability than did the believability of the conclusion on judgments about whether it followed logically. This finding was observed when instructional set was presented as a between-participants factor (Experiment 1), when instruction was indicated prior to problem presentation by a cue (Experiment 2), and when the cue appeared simultaneously with conclusion presentation (Experiments 3 and 4). The finding also extended to a range of simple and more complex argument forms (Experiment 5). In these latter experiments, belief-based judgments took significantly longer than those made under logical instructions. We discuss the implications of these findings for default interventionist accounts of belief bias.

Neural Correlates of Species-Typical Illogical Cognitive Bias in Human Inference

ERIC Educational Resources Information Center

Ogawa, Akitoshi; Yamazaki, Yumiko; Ueno, Kenichi; Cheng, Kang; Iriki, Atsushi

2010-01-01

The ability to think logically is a hallmark of human intelligence, yet our innate inferential abilities are marked by implicit biases that often lead to illogical inference. For example, given AB ("if A then B"), people frequently but fallaciously infer the inverse, BA. This mode of inference, called symmetry, is logically invalid because,…

Critical Thinking: The Importance of Teaching.

ERIC Educational Resources Information Center

Strickland, Glen

Modern society is full of examples of people's inability to employ techniques of critical thinking in everyday situations. Learning to think critically is important because within this complex society, individuals are constantly placed into situations where difficult choices must be made. An ability to analyze critically available alternatives…

Computational Thinking Concepts for Grade School

ERIC Educational Resources Information Center

Sanford, John F.; Naidu, Jaideep T.

2016-01-01

Early education has classically introduced reading, writing, and mathematics. Recent literature discusses the importance of adding "computational thinking" as a core ability that every child must learn. The goal is to develop students by making them equally comfortable with computational thinking as they are with other core areas of…

Spatial Thinking in Atmospheric Science Education

NASA Astrophysics Data System (ADS)

McNeal, P. M.; Petcovic, H. L.; Ellis, T. D.

2016-12-01

Atmospheric science is a STEM discipline that involves the visualization of three-dimensional processes from two-dimensional maps, interpretation of computer-generated graphics and hand plotting of isopleths. Thus, atmospheric science draws heavily upon spatial thinking. Research has shown that spatial thinking ability can be a predictor of early success in STEM disciplines and substantial evidence demonstrates that spatial thinking ability is improved through various interventions. Therefore, identification of the spatial thinking skills and cognitive processes used in atmospheric science is the first step toward development of instructional strategies that target these skills and scaffold the learning of students in atmospheric science courses. A pilot study of expert and novice meteorologists identified mental animation and disembedding as key spatial skills used in the interpretation of multiple weather charts and images. Using this as a starting point, we investigated how these spatial skills, together with expertise, domain specific knowledge, and working memory capacity affect the ability to produce an accurate forecast. Participants completed a meteorology concept inventory, experience questionnaire and psychometric tests of spatial thinking ability and working memory capacity prior to completing a forecasting task. A quantitative analysis of the collected data investigated the effect of the predictor variables on the outcome task. A think-aloud protocol with individual participants provided a qualitative look at processes such as task decomposition, rule-based reasoning and the formation of mental models in an attempt to understand how individuals process this complex data and describe outcomes of particular meteorological scenarios. With our preliminary results we aim to inform atmospheric science education from a cognitive science perspective. The results point to a need to collaborate with the atmospheric science community broadly, such that multiple

Critical thinking level in geometry based on self-regulated learning

NASA Astrophysics Data System (ADS)

Bayuningsih, A. S.; Usodo, B.; Subanti, S.

2018-03-01

Critical thinking ability of mathematics students affected by the student’s ability in solving a specific problem. This research aims to determine the level of critical thinking (LCT) students in solving problems of geometry regarding self-regulated learning (SRL) students. This is a qualitative descriptive study with the purpose to analyze the level of Junior High School student’s critical thinking in the Regency of Banyumas. The subject is taken one student from each category SRL (high, medium and low). Data collection is given problem-solving tests to find out the level of critical thinking student, questionnaire, interview and documentation. The result of the research shows that student with SRL high is at the level of critical thinking 2, then a student with SRL medium is at the level of critical thinking 1 and student with SRL low is at the level of critical thinking 0. So students with SRL high, medium or low can solve math problems based on the critical thinking level of each student.

Critical thinking in physics education

NASA Astrophysics Data System (ADS)

Sadidi, Farahnaz

2016-07-01

We agree that training the next generation of leaders of the society, who have the ability to think critically and form a better judgment is an important goal. It is a long-standing concern of Educators and a long-term desire of teachers to establish a method in order to teach to think critically. To this end, many questions arise on three central aspects: the definition, the evaluation and the design of the course: What is Critical Thinking? How can we define Critical Thinking? How can we evaluate Critical Thinking? Therefore, we want to implement Critical Thinking in physics education. How can we teach for Critical Thinking in physics? What should the course syllabus and materials be? We present examples from classical physics and give perspectives for astro-particle physics. The main aim of this paper is to answer the questions and provide teachers with the opportunity to change their classroom to an active one, in which students are encouraged to ask questions and learn to reach a good judgment. Key words: Critical Thinking, evaluation, judgment, design of the course.

Learning to think strategically.

PubMed

1994-01-01

Strategic thinking focuses on issues that directly affect the ability of a family planning program to attract and retain clients. This issue of "The Family Planning Manager" outlines the five steps of strategic thinking in family planning administration: 1) define the organization's mission and strategic goals; 2) identify opportunities for improving quality, expanding access, and increasing demand; 3) evaluate each option in terms of its compatibility with the organization's goals; 4) select an option; and 5) transform strategies into action. Also included in this issue is a 20-question test designed to permit readers to assess their "strategic thinking quotient" and a list of sample questions to guide a strategic analysis.

Is adolescence a critical period for learning formal thinking skills? A case study investigating the development of formal thinking skills in a short-term inquiry-based intervention program

NASA Astrophysics Data System (ADS)

Towne, Forrest S.

Current domestic and international comparative studies of student achievement in science are demonstrating that the U.S. needs to improve science education if it wants to remain competitive in the global economy. One of the causes of the poor performance of U.S. science education is the lack of students who have developed the formal thinking skills that are necessary to obtain scientific literacy. Previous studies have demonstrated that formal thinking skills can be taught to adolescents, however only 25% of incoming college freshman have these necessary skills. There is some evidence that adolescence (girls aged 11-13, boys aged 12-14) is a critical period where students must learn formal thinking skills, similar to the critical period that exists for young children learning languages. It is not known whether it is more difficult for students to learn formal thinking skills either prior to or following adolescence. The purpose of this quantitative case study is to determine whether adolescence is a critical period for students to learn formal thinking skills. The study also investigates whether a formal thinking skills focused program can improve students' intelligence. In this study 32 students who had not developed any formal thinking skills, ranging in age from 10-16, underwent an intensive four-week, inquiry-based, formal thinking skill intervention program that focused on two formal thinking skills: (1) the ability to control and exclude variables; and (2) the ability to manipulate ratios and proportionalities. The students undergoing the training were matched with control students by age, gender, formal thinking skill ability, and intelligence. The control group attended their traditional science course during the intervention periods. The results of the study showed that the intervention program was successful in developing students' formal thinking skills. The pre-adolescents (males, age 10-11, females, age 10) were unable to learn formal thinking skills

The Van Hiele geometry thinking levels of mild mental retardation students

NASA Astrophysics Data System (ADS)

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.

Students’ Mathematical Creative Thinking through Problem Posing Learning

NASA Astrophysics Data System (ADS)

Ulfah, U.; Prabawanto, S.; Jupri, A.

2017-09-01

The research aims to investigate the differences in enhancement of students’ mathematical creative thinking ability of those who received problem posing approach assisted by manipulative media and students who received problem posing approach without manipulative media. This study was a quasi experimental research with non-equivalent control group design. Population of this research was third-grade students of a primary school in Bandung city in 2016/2017 academic year. Sample of this research was two classes as experiment class and control class. The instrument used is a test of mathematical creative thinking ability. Based on the results of the research, it is known that the enhancement of the students’ mathematical creative thinking ability of those who received problem posing approach with manipulative media aid is higher than the ability of those who received problem posing approach without manipulative media aid. Students who get learning problem posing learning accustomed in arranging mathematical sentence become matter of story so it can facilitate students to comprehend about story

The determinants of strategic thinking in preschool children.

PubMed

Brocas, Isabelle; Carrillo, Juan D

2018-01-01

Strategic thinking is an essential component of rational decision-making. However, little is known about its developmental aspects. Here we show that preschoolers can reason strategically in simple individual decisions that require anticipating a limited number of future decisions. This ability is transferred only partially to solve more complex individual decision problems and to efficiently interact with others. This ability is also more developed among older children in the classroom. Results indicate that while preschoolers potentially have the capacity to think strategically, it does not always translate into the ability to behave strategically.

The determinants of strategic thinking in preschool children

PubMed Central

Brocas, Isabelle

2018-01-01

Strategic thinking is an essential component of rational decision-making. However, little is known about its developmental aspects. Here we show that preschoolers can reason strategically in simple individual decisions that require anticipating a limited number of future decisions. This ability is transferred only partially to solve more complex individual decision problems and to efficiently interact with others. This ability is also more developed among older children in the classroom. Results indicate that while preschoolers potentially have the capacity to think strategically, it does not always translate into the ability to behave strategically. PMID:29851954

Logic, Beliefs, and Instruction: A Test of the Default Interventionist Account of Belief Bias

ERIC Educational Resources Information Center

Handley, Simon J.; Newstead, Stephen E.; Trippas, Dries

2011-01-01

According to dual-process accounts of thinking, belief-based responses on reasoning tasks are generated as default but can be intervened upon in favor of logical responding, given sufficient time, effort, or cognitive resource. In this article, we present the results of 5 experiments in which participants were instructed to evaluate the…

Predicting Student Performance in Sonographic Scanning Using Spatial Ability as an Ability Determinent of Skill Acquisition

ERIC Educational Resources Information Center

Clem, Douglas Wayne

2012-01-01

Spatial ability refers to an individual's capacity to visualize and mentally manipulate three dimensional objects. Since sonographers manually manipulate 2D and 3D sonographic images to generate multi-viewed, logical, sequential renderings of an anatomical structure, it can be assumed that spatial ability is central to the perception and…

Nurse educators' critical thinking: A mixed methods exploration.

PubMed

Raymond, Christy; Profetto-McGrath, Joanne; Myrick, Florence; Strean, William B

2018-07-01

Nurse educator's critical thinking remains unexamined as a key factor in the development of students' critical thinking. The objective of this study is to understand how nurse educators reveal their critical thinking in the clinical setting while supervising students. This study uses a single-phase triangulation mixed methods design with multiple data gathering techniques. Participants for this study are clinical nurse educators from a large Western Canadian baccalaureate nursing program who teach 2nd or 3rd year students in medical-surgical settings. Participants for this study completed a demographic survey, the California Critical Thinking Skills Test (CCTST), the California Critical Thinking Disposition Inventory (CCTDI), participant observation in a clinical practice setting, and semi-structured interviews. The results from the California Critical Thinking assessments (CCTST and CCTDI) show that participants are positively inclined and have a moderate to strong ability to think critically, similar to other studies. Participants find it difficult to describe how they reveal their critical thinking in the clinical setting, yet all participants use role modeling and questioning to share their critical thinking with students. When the quantitative and qualitative results are compared, it is apparent that the confidence in reasoning subscale of the California Critical Thinking Skills Test is higher in those educators who more frequently demonstrate and voice engagement in reflective activities. Dispositions associated with critical thinking, as measured by the California Critical Thinking Disposition Inventory, are more easily observed compared to critical thinking skills. This study is a beginning exploration of nurse educators' critical thinking-in-action. Our mixed methods approach uncovers a valuable approach to understanding the complexity of nurse educators' critical thinking. Further study is needed to uncover how nurse educators' can specifically enact

Content Analysis of the Studies in Turkey on the Ability of Critical Thinking

ERIC Educational Resources Information Center

Polat, Seyat

2015-01-01

Critical thinking, along with other skills, is included as a basic skill in the constructive education program that has been in use in Turkey since 2005. Therefore, a large increase has been observed in studies on critical thinking skills since 2005. In this frame, the present study was conducted in order to systematically examine research papers…

Thinking through Writing. Lord Fairfax Community College, 1990-1992.

ERIC Educational Resources Information Center

Lord Fairfax Community Coll., Middletown, VA.

In an attempt to improve its students' writing abilities, as well as their critical thinking skills, Lord Fairfax Community College, in Virginia, developed a program called "Thinking through Writing." The project designers believed that concept formation, classification, memory enhancement, and other learning/thinking skills could be…

The Emergence of Episodic Future Thinking in Humans

ERIC Educational Resources Information Center

Atance, C.M.; O'Neill, D.K.

2005-01-01

In this paper, we discuss the construct of episodic future thinking. We have previously defined episodic future thinking as the ability to project oneself into the future to pre-experience an event (Atance & O'Neill, 2001). We distinguish this type of thinking about the future from that which is largely based on a script of how an event routinely…

Values beyond value? Is anything beyond the logic of capital?

PubMed

Skeggs, Bev

2014-03-01

We are living in a time when it is frequently assumed that the logic of capital has subsumed every single aspect of our lives, intervening in the organization of our intimate relations as well as the control of our time, including investments in the future (e.g. via debt). The theories that document the incursion of this logic (often through the terms of neoliberalism and/or governmentality) assume that this logic is internalized, works and organizes everything including our subjectivity. These theories performatively reproduce the very conditions they describe, shrinking the domain of values and making it subject to capital's logic. All values are reduced to value. Yet values and value are always dialogic, dependent and co-constituting. In this paper I chart the history by which value eclipses values and how this shrinks our sociological imagination. By outlining the historical processes that institutionalized different organizations of the population through political economy and the social contract, producing ideas of proper personhood premised on propriety, I detail how forms of raced, gendered and classed personhood was formed. The gaps between the proper and improper generate significant contradictions that offer both opportunities to and limits on capitals' lines of flight. It is the lacks, the residues, and the excess that cannot be captured by capital's mechanisms of valuation that will be explored in order to think beyond the logic of capital and show how values will always haunt value. © London School of Economics and Political Science 2014.

Episodic future thinking in 3- to 5-year-old children: the ability to think of what will be needed from a different point of view.

PubMed

Russell, James; Alexis, Dean; Clayton, Nicola

2010-01-01

Assessing children's episodic future thinking by having them select items for future use may be assessing their functional reasoning about the future rather than their future episodic thinking. In an attempt to circumvent this problem, we capitalised on the fact that episodic cognition necessarily has a spatial format (Clayton & Russell, 2009; Hassabis & Maguire, 2007). Accordingly, we asked children of 3, 4, and 5 to chose items they would need to play a game (blow football) from the opposite side of the table on which they had never before played. The crucial item was the box that was needed by children to reach the table from the other side. Over four experiments, we demonstrated that, while children of 3 perform poorly on future questions and children of 5 generally perform quite well, children of 4 years find a question about what they themselves will need to play in the future harder to answer than a similar question posed about another child. We suggest that this result is due to the 'growth error' of over-applying newly-developed Level 2 perspective-taking skills (Flavell et al., 1981), which encourages the selection of non-functional items. The data are discussed in terms of perspective-taking abilities in children and of the neural correlates of episodic cognition, navigation, and theory of mind.

Matrix Tests as a Means of the Students' Level of Logical Thinking Diagnosis

ERIC Educational Resources Information Center

Roman, Yavich; Gein, Alexander; Gerkerova, Alexandra

2017-01-01

Nowadays pedagogical testing technology has become the basic tool for diagnosis and assessment of the level of students' mastery of learning material. Primarily they allow testing the acquired knowledge and skills in their use as a technology of the definite types of problems solution. Thus, the level of logical reasoning development plays a…

Heuristics and biases: interactions among numeracy, ability, and reflectiveness predict normative responding

PubMed Central

Klaczynski, Paul A.

2014-01-01

In Stanovich's (2009a, 2011) dual-process theory, analytic processing occurs in the algorithmic and reflective minds. Thinking dispositions, indexes of reflective mind functioning, are believed to regulate operations at the algorithmic level, indexed by general cognitive ability. General limitations at the algorithmic level impose constraints on, and affect the adequacy of, specific strategies and abilities (e.g., numeracy). In a study of 216 undergraduates, the hypothesis that thinking dispositions and general ability moderate the relationship between numeracy (understanding of mathematical concepts and attention to numerical information) and normative responses on probabilistic heuristics and biases (HB) problems was tested. Although all three individual difference measures predicted normative responses, the numeracy-normative response association depended on thinking dispositions and general ability. Specifically, numeracy directly affected normative responding only at relatively high levels of thinking dispositions and general ability. At low levels of thinking dispositions, neither general ability nor numeric skills related to normative responses. Discussion focuses on the consistency of these findings with the hypothesis that the implementation of specific skills is constrained by limitations at both the reflective level and the algorithmic level, methodological limitations that prohibit definitive conclusions, and alternative explanations. PMID:25071639

Heuristics and biases: interactions among numeracy, ability, and reflectiveness predict normative responding.

PubMed

Klaczynski, Paul A

2014-01-01

In Stanovich's (2009a, 2011) dual-process theory, analytic processing occurs in the algorithmic and reflective minds. Thinking dispositions, indexes of reflective mind functioning, are believed to regulate operations at the algorithmic level, indexed by general cognitive ability. General limitations at the algorithmic level impose constraints on, and affect the adequacy of, specific strategies and abilities (e.g., numeracy). In a study of 216 undergraduates, the hypothesis that thinking dispositions and general ability moderate the relationship between numeracy (understanding of mathematical concepts and attention to numerical information) and normative responses on probabilistic heuristics and biases (HB) problems was tested. Although all three individual difference measures predicted normative responses, the numeracy-normative response association depended on thinking dispositions and general ability. Specifically, numeracy directly affected normative responding only at relatively high levels of thinking dispositions and general ability. At low levels of thinking dispositions, neither general ability nor numeric skills related to normative responses. Discussion focuses on the consistency of these findings with the hypothesis that the implementation of specific skills is constrained by limitations at both the reflective level and the algorithmic level, methodological limitations that prohibit definitive conclusions, and alternative explanations.

Mechanics as the Logical Point of Entry for the Enculturation into Scientific Thinking

ERIC Educational Resources Information Center

Carson, Robert; Rowlands, Stuart

2005-01-01

Force in modern classical mechanics is unique, both in terms of its logical character and the conceptual difficulties it causes. Force is well defined by a set of axioms that not only structures mechanics but science in general. Force is also the dominant theme in the "misconceptions" literature and many philosophers and physicists alike have…

A Curriculum for Logical Thinking. NAAESC Occasional Papers, Volume 1, Number 4.

ERIC Educational Resources Information Center

Charuhas, Mary S.

The purpose of this paper is to demonstrate methods for developing cognitive processes in adult students. It discusses concept formation and concept attainment, problem solving (which involves concept formation and concept attainment), Bruner's three stages of learning (enactive, iconic, and symbolic modes), and visual thinking. A curriculum for…

No Static in Your Attic: Tapping into Your Creative and Intuitive Abilities.

ERIC Educational Resources Information Center

Schwab, Lynne

1991-01-01

This article describes a process for increasing the quality of students' thinking through alternating from a quiet intuitive state to rational logical processing. The article provides specific teaching suggestions using guided imagery for students in grades K-2, grades 3-4, and grades 5 through college. (DB)

Robust prediction of individual creative ability from brain functional connectivity.

PubMed

Beaty, Roger E; Kenett, Yoed N; Christensen, Alexander P; Rosenberg, Monica D; Benedek, Mathias; Chen, Qunlin; Fink, Andreas; Qiu, Jiang; Kwapil, Thomas R; Kane, Michael J; Silvia, Paul J

2018-01-30

People's ability to think creatively is a primary means of technological and cultural progress, yet the neural architecture of the highly creative brain remains largely undefined. Here, we employed a recently developed method in functional brain imaging analysis-connectome-based predictive modeling-to identify a brain network associated with high-creative ability, using functional magnetic resonance imaging (fMRI) data acquired from 163 participants engaged in a classic divergent thinking task. At the behavioral level, we found a strong correlation between creative thinking ability and self-reported creative behavior and accomplishment in the arts and sciences ( r = 0.54). At the neural level, we found a pattern of functional brain connectivity related to high-creative thinking ability consisting of frontal and parietal regions within default, salience, and executive brain systems. In a leave-one-out cross-validation analysis, we show that this neural model can reliably predict the creative quality of ideas generated by novel participants within the sample. Furthermore, in a series of external validation analyses using data from two independent task fMRI samples and a large task-free resting-state fMRI sample, we demonstrate robust prediction of individual creative thinking ability from the same pattern of brain connectivity. The findings thus reveal a whole-brain network associated with high-creative ability comprised of cortical hubs within default, salience, and executive systems-intrinsic functional networks that tend to work in opposition-suggesting that highly creative people are characterized by the ability to simultaneously engage these large-scale brain networks.

Using simulation to test critical thinking skills of nursing students.

PubMed

Johannsson, S L; Wertenberger, D H

1996-10-01

The purpose of this pilot study was to evaluate the effectiveness of using simulations to test critical thinking ability of nursing students. Nine medical and surgical videotaped vignettes were selected from the critical thinking component of the Performance Based Development System (PBDS). Pathology, difficulty rating and the obviousness of cues varied between vignettes. Each student was rated as acceptable, partially acceptable or unacceptable in their ability to identify a problem and provide appropriate nursing interventions with rationale for each vignette. A paper and pencil exercise and interviews were used to validate findings obtained from the video simulations. The pros and cons of using video simulations to assess critical thinking abilities of nursing students are discussed.

Parent and Teacher Opinions of Eight Different Ways of Thinking and Learning

ERIC Educational Resources Information Center

Maycock, George

2017-01-01

Parents and teachers at seven elementary schools were surveyed to determine their opinions of the importance of Gardner's eight different ways of thinking and learning. Parent and teacher opinions were highest in the four areas of logical-mathematical, intrapersonal, linguistic and interpersonal, which were all rated very important. Next in…

Developing geogebra-assisted reciprocal teaching strategy to improve junior high school students’ abstraction ability, lateral thinking and mathematical persistence

NASA Astrophysics Data System (ADS)

Priatna, N.; Martadiputra, B. A. P.; Wibisono, Y.

2018-05-01

The development of science and technology requires reform in the utilization of various resources for mathematics teaching and learning process. One of the efforts that can be made is the implementation of GeoGebra-assisted Reciprocal Teaching strategy in mathematics instruction as an effective strategy in improving students’ cognitive, affective, and psychomotor abilities. This research is intended to implement GeoGebra-assisted Reciprocal Teaching strategy in improving abstraction ability, lateral thinking, and mathematical persistence of junior high school students. It employed quasi-experimental method with non-random pre-test and post-test control design. More specifically, it used the 2x3 factorial design, namely the learning factors that included GeoGebra-assisted Reciprocal Teaching and conventional teaching learning, and levels of early mathematical ability (high, middle, and low). The subjects in this research were the eighth grade students of junior high school, taken with purposive sampling. The results of this research show: Abstraction and lateral abilities of students who were taught with GeoGebra-assisted Reciprocal Teaching strategy were significantly higher than those of students who received conventional learning. Mathematical persistence of students taught with GeoGebra-assisted Reciprocal Teaching strategy was also significantly higher than of those taught with conventional learning.

Creative Thinking in Prospective Teachers: The "Status Quo" and the Impact of Contextual Factors

ERIC Educational Resources Information Center

Meintjes, Hannetjie; Grosser, Mary

2010-01-01

To create unique and appropriate learning opportunities and environments and to nurture the development of creative thinking abilities among learners are some of the demands for creative thinking currently expected of teachers globally and also in South Africa. Creative thinking in academic context assumes, among other things, the ability to…

Implementation and evaluation of critical thinking strategies to enhance critical thinking skills in Middle Eastern nurses.

PubMed

Simpson, Elaine; Courtney, Mary

2008-12-01

The purpose of this study was to develop, implement and evaluate critical thinking strategies to enhance critical thinking skills in Middle Eastern nurses. Critical thinking strategies such as questioning, debate, role play and small group activity were developed and used in a professional development programme, which was trialled on a sample of Middle Eastern nurses (n = 20), to promote critical thinking skills, encourage problem solving, development of clinical judgment making and care prioritization in order to improve patient care and outcomes. Classroom learning was transformed from memorization to interaction and active participation. The intervention programme was successful in developing critical thinking skills in both the nurse educators and student nurses in this programme. This programme successfully integrated critical thinking strategies into a Middle Eastern nursing curriculum. Recommendations are as follows: (1) utilize evidence-based practice and stem questions to encourage the formulation of critical thinking questions; (2) support the needs of nurse educators for them to effectively implement teaching strategies to foster critical thinking skills; and (3) adopt creative approaches to (i) transform students into interactive participants and (ii) open students' minds and stimulate higher-level thinking and problem-solving abilities.

N channel JFET based digital logic gate structure

NASA Technical Reports Server (NTRS)

Krasowski, Michael J. (Inventor)

2010-01-01

A circuit topography is presented which is used to create usable digital logic gates using N (negatively doped) channel Junction Field Effect Transistors (JFETs) and load resistors, level shifting resistors, and supply rails whose values are based on the direct current (DC) parametric distributions of those JFETs. This method has direct application to the current state of the art in high temperature, for example 300.degree. C. to 500.degree. C. and higher, silicon carbide (SiC) device production. The ability to produce inverting and combinatorial logic enables the production of pulse and edge triggered latches. This scale of logic synthesis would bring digital logic and state machine capabilities to devices operating in extremely hot environments, such as the surface of Venus, near hydrothermal vents, within nuclear reactors (SiC is inherently radiation hardened), and within internal combustion engines. The basic logic gate can be configured as a driver for oscillator circuits allowing for time bases and simple digitizers for resistive or reactive sensors. The basic structure of this innovation, the inverter, can be reconfigured into various analog circuit topographies through the use of feedback structures.

Experiments on neural network architectures for fuzzy logic

NASA Technical Reports Server (NTRS)

Keller, James M.

1991-01-01

The use of fuzzy logic to model and manage uncertainty in a rule-based system places high computational demands on an inference engine. In an earlier paper, the authors introduced a trainable neural network structure for fuzzy logic. These networks can learn and extrapolate complex relationships between possibility distributions for the antecedents and consequents in the rules. Here, the power of these networks is further explored. The insensitivity of the output to noisy input distributions (which are likely if the clauses are generated from real data) is demonstrated as well as the ability of the networks to internalize multiple conjunctive clause and disjunctive clause rules. Since different rules with the same variables can be encoded in a single network, this approach to fuzzy logic inference provides a natural mechanism for rule conflict resolution.

Development and validation of climate change system thinking instrument (CCSTI) for measuring system thinking on climate change content

NASA Astrophysics Data System (ADS)

Meilinda; Rustaman, N. Y.; Firman, H.; Tjasyono, B.

2018-05-01

The Climate Change System Thinking Instrument (CCSTI) is developed to measure a system thinking ability in the concept of climate change. CCSTI is developed in four phase’s development including instrument draft development, validation and evaluation including readable material test, expert validation, and field test. The result of field test is analyzed by looking at the readability score in Cronbach’s alpha test. Draft instrument is tested on college students majoring in Biology Education, Physics Education, and Chemistry Education randomly with a total number of 80 college students. Score of Content Validation Index at 0.86, which means that the CCSTI developed are categorized as very appropriate with question indicators and Cronbach’s alpha about 0.605 which mean categorized undesirable to minimal acceptable. From 45 questions of system thinking, there are 37 valid questions spread in four indicators of system thinking, which are system thinking phase I (pre-requirement), system thinking phase II (basic), system thinking phase III (intermediate), and system thinking phase IV (coherent expert).

Difference to Inference: teaching logical and statistical reasoning through on-line interactivity.

PubMed

Malloy, T E

2001-05-01

Difference to Inference is an on-line JAVA program that simulates theory testing and falsification through research design and data collection in a game format. The program, based on cognitive and epistemological principles, is designed to support learning of the thinking skills underlying deductive and inductive logic and statistical reasoning. Difference to Inference has database connectivity so that game scores can be counted as part of course grades.

Assessing the critical thinking skills of faculty: What do the findings mean for nursing education?

PubMed

Zygmont, Dolores M; Schaefer, Karen Moore

2006-01-01

The purpose of this study was twofold: to determine the critical thinking skills of nurse faculty and to examine the relationship between epistemological position and critical thinking. Most participants reported having no education on critical thinking. Data were collected using the California Critical Thinking Skills Test (CCTST) and the Learning Environment Preferences (LEP). Findings from the CCTST indicated that faculty varied considerably in their ability to think critically; LEP findings suggested that participants had not reached the intellectual level needed for critical thinking. In addition, 12 faculty participated in one-hour telephone interviews in which they described experiences in which students demonstrated critical thinking. Despite a lack of clarity on the definition of critical thinking, faculty described clinical examples where students engaged in analysis, inference, and evaluation. Based on these findings, it is recommended that faculty transfer their ability to engage students in critical thinking in the clinical setting to the classroom setting. Benchmarks can be established based on the ability of faculty to engage in critical thinking.

Beyond Logic and Argument Analysis: Critical Thinking, Everyday Problems and Democratic Deliberation in Cambridge International Examinations' Thinking Skills Curriculum

ERIC Educational Resources Information Center

Lim, Leonel

2011-01-01

It is widely held that, by teaching individuals how to reason through and analyse everyday problems, the teaching of critical thinking develops the deliberative capacities essential to the healthy functioning of democracy. Implicit in this view is the assumption that a certain commensurability exists between the problems presented in such…

Thinking Style Diversity and Collaborative Design Learning

NASA Astrophysics Data System (ADS)

Volpentesta, Antonio P.; Ammirato, Salvatore; Sofo, Francesco

The paper explores the impact of structured learning experiences that were designed to challenge students’ ways of thinking and promote creativity. The aim was to develop the ability of students, coming from different engineering disciplines and characterized by particular thinking style profiles, to collaboratively work on a project-based learning experience in an educational environment. Three project-based learning experiences were structured using critical thinking methods to stimulate creativity. Pre and post-survey data using a specially modified thinking style inventory for 202 design students indicated a thinking style profile of preferences with a focus on exploring and questioning. Statistically significant results showed students successfully developed empathy and openness to multiple perspectives.

Teaching Critical Thinking in Undergraduate Science Courses.

ERIC Educational Resources Information Center

Hager, Paul; Sleet, Ray; Logan, Peter; Hooper, Mal

2003-01-01

Explains the design and evaluation of a project aimed at fostering the critical thinking abilities and dispositions of first year students at an Australian university. Most of the tasks relate to applications of chemistry and physics in everyday life. Many students revealed that their thinking skills were enhanced by their experience in attempting…

Think Pair Share Using Realistic Mathematics Education Approach in Geometry Learning

NASA Astrophysics Data System (ADS)

Afthina, H.; Mardiyana; Pramudya, I.

2017-09-01

This research aims to determine the impact of mathematics learning applying Think Pair Share (TPS) using Realistic Mathematics Education (RME) viewed from mathematical-logical intelligence in geometry learning. Method that used in this research is quasi experimental research The result of this research shows that (1) mathematics achievement applying TPS using RME approach gives a better result than those applying direct learning model; (2) students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low one, whereas students with average mathematical-logical intelligence can reach a better achievement than those with low one; (3) there is no interaction between learning model and the level of students’ mathematical-logical intelligence in giving a mathematics achievement. The impact of this research is that TPS model using RME approach can be applied in mathematics learning so that students can learn more actively and understand the material more, and mathematics learning become more meaningful. On the other hand, internal factors of students must become a consideration toward the success of students’ mathematical achievement particularly in geometry material.

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

NASA Astrophysics Data System (ADS)

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.

Reflection: A Key Component to Thinking Critically

ERIC Educational Resources Information Center

Colley, Binta M.; Bilics, Andrea R.; Lerch, Carol M.

2012-01-01

The ability to think critically is an important trait of all members of society. With today's multinational, multicultural, complex issues, citizens must be able to sift through large amounts of various data to make intelligent decisions. Thinking critically must be a focus of higher education in order to provide the intellectual training for its…

On three forms of thinking: magical thinking, dream thinking, and transformative thinking.

PubMed

Ogden, Thomas H

2010-04-01

The author believes that contemporary psychoanalysis has shifted its emphasis from the understanding of the symbolic meaning of dreams, play, and associations to the exploration of the processes of thinking, dreaming, and playing. In this paper, he discusses his understanding of three forms of thinking-magical thinking, dream thinking, and transformative thinking-and provides clinical illustrations in which each of these forms of thinking figures prominently. The author views magical thinking as a form of thinking that subverts genuine thinking and psychological growth by substituting invented psychic reality for disturbing external reality. By contrast, dream thinking--our most profound form of thinking-involves viewing an emotional experience from multiple perspectives simultaneously: for example, the perspectives of primary process and secondary process thinking. In transformative thinking, one creates a new way of ordering experience that allows one to generate types of feeling, forms of object relatedness, and qualities of aliveness that had previously been unimaginable.

Teaching Critical Thinking in Undergraduate Science Courses

NASA Astrophysics Data System (ADS)

Hager, Paul; Sleet, Ray; Logan, Peter; Hooper, Mal

This paper reports on the design and evaluation of a project aimed at fostering the critical thinking abilities and dispositions of first year students at an Australian university. Novel paper and pencil problems were designed to foster the range of critical thinking abilities identified by Ennis (1991). Most of these critical thinking tasks relate to applications of chemistry and physics in everyday life. Some of the tasks were developed from information and/or ideas obtained from critical incident interviews with scientists in private and government organisations. The first year university students were required to attempt the tasks in co-operative groups and to interact in these groups in ways aimed at fostering the dispositions of Ennis' ideal critical thinker (Ennis 1996).The project was evaluated from discussions with groups of students, from comments of tutors who observed the students working in groups and from a questionnaire. Evidence obtained from these data indicated that many students considered their thinking skills were enhanced by their experience of attempting the tasks in small co-operative groups.

Instrument development of causalitic thinking approach in physics learning to increase problem solving ability of pre-service teachers

NASA Astrophysics Data System (ADS)

Rokhmat, Joni; Marzuki, Hikmawati, Verawati, Ni Nyoman Sri Putu

2017-01-01

It has been developed instruments of Causalitic Thinking Approach (CTA) in Physics learning to increase Problem Solving Ability (PSA) of pre-service teachers (low and high groups). Causalitic means causality and analitic. Implementation of the CTA at kinematics and Newton's law about movement increased the PSA of students (significance 5%) and the increases were not different between the low and high groups. PSA includes abilities of understanding (IPSA-1), selecting (IPSA-2), differentiating (IPSA-3), determining (IPSA-4), applying (IPSA-5), and identifying (IPSA-6). The differences between pre-test (initial PSA) and post-test (final PSA), and between PSA-gain of low and high groups were tested using Wilcoxon signed-ranks test. Pairs of tcounted and ttable (tcount, ttable) at IPSA-1 to IPSA-6 for low group were (2,-), (0,5), (0,2), (0,0), (0,3), (0,0) at kinematics and (0,5), (0,5), (0,2), (0,5), (0,2), (0,0) at Newton's law. While, for high group, the pairs were (0,5), (0,5), (0,3), (0,3), (0,3), (0,0) at kinematics and (0,2), (0,5), (0,2), (0,3), (0,5), (0,2) at Newton's law. Finally, pairs of tcounted and ttable (tcounted, ttable) for the PSA gain differences were (0,3), (4,0), (5,2), (13.5,5), (5,2), (5,2) at kinematics and (3,2), (12,5), (10.5,5), (2,0), (8.5,5), (10.5,) at Newton's law. The value of ttable is related to the number of effective data pairs (for 6, 7, 8, and 9 pairs, the ttable respectively are 0, 2, 3, and 5). This first of three year research used mixed method of embedded experimental two-phase design and involved 49 students (39 females). The CTA facilitated students to develop ability of causality and analytic thinking. To solve phenomenon, students determined all causes and deductively predicted all of possible effects, and finally identified conditions of each causes which resulted in each effects. This paper will focus at three focus discussions, i.e. instruments of CTA, PSA increases, and responds of students to the instruments.

Critical Thinking and the Danger of Intellectual Conformity.

ERIC Educational Resources Information Center

Walter, Kerry S.

1987-01-01

Although the goals of critical thinking are to foster critical ability and broad-mindedness, it tends to encourage absolutism, promote passivity, and breed intolerance. The current concentration on critical thinking's reductionism should be balanced with the teaching of alternative approaches to understanding knowledge and reality. (Author/LB)

HUMOR STYLES, CREATIVE PERSONALITY TRAITS, AND CREATIVE THINKING IN A HONG KONG SAMPLE.

PubMed

Yue, Xiao Dong; Hui, Anna Na

2015-12-01

Humor is found to be an essential element of creative thinking in Western culture. In Eastern culture, however, the relationship between creativity and humor is ambivalent. This study examined the relationship among humor styles, creative personality traits, and creative thinking abilities. A sample of 118 Chinese undergraduates in Hong Kong was recruited to complete the Humor Styles Questionnaire, the three Creative Personality subscales of the Chinese Personality Assessment Inventory-2 (CPAI-2), and the Verbal Test of the Wallach-Kogan Creativity Tests. Results show that humor styles are uncorrelated with creative thinking abilities of flexibility, fluency, and originality, but affiliative humor and aggressive humor are correlated with creative personality traits of novelty and diversity. A hierarchical multiple regression shows that both humor styles and creative personality traits of novelty and diversity account for non-significant variance on creative thinking abilities. These findings largely support a hypothesized non-association between humor styles and creative measures. They also pose a sharp contrast to findings obtained in the West, in which humor styles are typically correlated with both creative thinking abilities and creative personality traits.

Robust Fuzzy Logic Stabilization with Disturbance Elimination

PubMed Central

Danapalasingam, Kumeresan A.

2014-01-01

A robust fuzzy logic controller is proposed for stabilization and disturbance rejection in nonlinear control systems of a particular type. The dynamic feedback controller is designed as a combination of a control law that compensates for nonlinear terms in a control system and a dynamic fuzzy logic controller that addresses unknown model uncertainties and an unmeasured disturbance. Since it is challenging to derive a highly accurate mathematical model, the proposed controller requires only nominal functions of a control system. In this paper, a mathematical derivation is carried out to prove that the controller is able to achieve asymptotic stability by processing state measurements. Robustness here refers to the ability of the controller to asymptotically steer the state vector towards the origin in the presence of model uncertainties and a disturbance input. Simulation results of the robust fuzzy logic controller application in a magnetic levitation system demonstrate the feasibility of the control design. PMID:25177713

Global Perspectives: Developing Media Literacy Skills to Advance Critical Thinking

ERIC Educational Resources Information Center

Radeloff, Cheryl L.; Bergman, Barbara J.

2009-01-01

Women's studies and feminist curricula have been lauded for the development and application of critical thinking skills for social and political change in its students (Fisher; Kellner and Share; Mayberry). Critical thinking can be defined as the ability to identify and challenge assumptions, to search for alternative ways of thinking, and to…

Thinking styles and creativity preferences in nursing.

PubMed

Almansa, Pilar; López-Martínez, Olivia; Corbalán, Javier; Limiñana-Gras, Rosa M

2013-01-01

This article describes a study using a descriptive approach of cross-sectional correlation to explore the association between thinking styles and creativity in a group of nursing professionals and students. A thinking style is a characteristic way of thinking. The hypothesis was that the most creative subjects would present thinking styles that enhance and express their creativity. De la Torre and Violant (2006) argue that creativity is not only a personal value, insofar as it recognizes and stimulates the transforming potential of the individual, but is also an educational value because it generates abilities and attitudes toward improvement. The study results show that a legislative thinking style encourages innovation and creativity and should be encouraged both during education and training and in the professional domain.

Improving the past and the future: a temporal asymmetry in hypothetical thinking.

PubMed

Ferrante, Donatella; Girotto, Vittorio; Stragà, Marta; Walsh, Clare

2013-02-01

Current views of hypothetical thinking implicitly assume that the content of imaginary thoughts about the past and future should be the same. Two experiments show that, given the same experienced facts of reality, future imagination may differ from past reconstruction. When participants failed a task, their counterfactual thoughts focused on uncontrollable features of their attempt (e.g., "Things would have been better if the allocated time were longer/if I had better logic skills"). But their prefactual thoughts focused on controllable features of their ensuing endeavor (e.g., "Things will be better next time if I concentrate more/if I use another strategy"). This finding suggests that compared with prefactual thinking, counterfactual thinking may be less subject to reality checks and less likely to serve preparatory goals. 2013 APA, all rights reserved

Teaching Philosophical Thinking through Children's Literature: Creative Applications of Dialogue and Story.

ERIC Educational Resources Information Center

Delanoy, Mary

Teaching reasoning and judgment to children under the auspices of philosophy is an idea that has emerged recently in the modern era. It is theorized that, through practice in logic and ethics, children will begin to apply reasoning skills to their own life situations, think for themselves, and become better critical thinkers, all in a context that…

A psychometric evaluation of the digital logic concept inventory

NASA Astrophysics Data System (ADS)

Herman, Geoffrey L.; Zilles, Craig; Loui, Michael C.

2014-10-01

Concept inventories hold tremendous promise for promoting the rigorous evaluation of teaching methods that might remedy common student misconceptions and promote deep learning. The measurements from concept inventories can be trusted only if the concept inventories are evaluated both by expert feedback and statistical scrutiny (psychometric evaluation). Classical Test Theory and Item Response Theory provide two psychometric frameworks for evaluating the quality of assessment tools. We discuss how these theories can be applied to assessment tools generally and then apply them to the Digital Logic Concept Inventory (DLCI). We demonstrate that the DLCI is sufficiently reliable for research purposes when used in its entirety and as a post-course assessment of students' conceptual understanding of digital logic. The DLCI can also discriminate between students across a wide range of ability levels, providing the most information about weaker students' ability levels.

Experiential Collaborative Learning and Preferential Thinking

NASA Astrophysics Data System (ADS)

Volpentesta, Antonio P.; Ammirato, Salvatore; Sofo, Francesco

The paper presents a Project-Based Learning (shortly, PBL) approach in a collaborative educational environment aimed to develop design ability and creativity of students coming from different engineering disciplines. Three collaborative learning experiences in product design were conducted in order to study their impact on preferred thinking styles of students. Using a thinking style inventory, pre- and post-survey data was collected and successively analyzed through ANOVA techniques. Statistically significant results showed students successfully developed empathy and an openness to multiple perspectives. Furthermore, data analysis confirms that the proposed collaborative learning experience positively contributes to increase awareness in students' thinking styles.

How logical reasoning mediates the relation between lexical quality and reading comprehension.

PubMed

Segers, Eliane; Verhoeven, Ludo

The present study aimed to examine the role of logical reasoning in the relation between lexical quality and reading comprehension in 146 fourth grade Dutch children. We assessed their standardized reading comprehension measure, along with their decoding efficiency and vocabulary as measures of lexical quality, syllogistic reasoning as measure of (verbal) logical reasoning, and nonverbal reasoning as a control measure. Syllogistic reasoning was divided into a measure tapping basic, coherence inferencing skill using logical syllogisms, and a measure tapping elaborative inferencing skill using indeterminate syllogisms. Results showed that both types of syllogisms partly mediated the relation between lexical quality and reading comprehension, but also had a unique additional effect on reading comprehension. The indirect effect of lexical quality on reading comprehension via syllogisms was driven by vocabulary knowledge. It is concluded that measures of syllogistic reasoning account for higher-order thinking processes that are needed to make inferences in reading comprehension. The role of lexical quality appears to be pivotal in explaining the variation in reading comprehension both directly and indirectly via syllogistic reasoning.

Creative and Critical Thinking, Teamwork, and Tomorrow's Workplace

ERIC Educational Resources Information Center

Gould, J. Christine; Schoonover, Patricia F.

2009-01-01

Creative and critical thinking have been identified by Isaksen, Dorval, and Treffinger (2000) as the ability to "perceive gaps, challenges, or concerns; think of many varied or unusual possibilities; or elaborate and extend alternatives," as well as make meaningful connections that include analyzing, evaluating, and developing options.…

Using a Pseudoscience Activity to Teach Critical Thinking

ERIC Educational Resources Information Center

Adam, Aimee; Manson, Todd M.

2014-01-01

In two studies, we assessed the effectiveness of a classroom activity designed to increase students' ability to think critically. This activity involved watching and discussing an infomercial that contained pseudoscientific claims, thus incorporating course material on good research design and critical thinking. In Study 1, we used a…

The Influence of 16-year-old Students' Gender, Mental Abilities, and Motivation on their Reading and Drawing Submicrorepresentations Achievements

NASA Astrophysics Data System (ADS)

Devetak, Iztok; Aleksij Glažar, Saša

2010-08-01

Submicrorepresentations (SMRs) are a powerful tool for identifying misconceptions of chemical concepts and for generating proper mental models of chemical phenomena in students' long-term memory during chemical education. The main purpose of the study was to determine which independent variables (gender, formal reasoning abilities, visualization abilities, and intrinsic motivation for learning chemistry) have the maximum influence on students' reading and drawing SMRs. A total of 386 secondary school students (aged 16.3 years) participated in the study. The instruments used in the study were: test of Chemical Knowledge, Test of Logical Thinking, two tests of visualization abilities Patterns and Rotations, and questionnaire on Intrinsic Motivation for Learning Science. The results show moderate, but statistically significant correlations between students' intrinsic motivation, formal reasoning abilities and chemical knowledge at submicroscopic level based on reading and drawing SMRs. Visualization abilities are not statistically significantly correlated with students' success on items that comprise reading or drawing SMRs. It can be also concluded that there is a statistically significant difference between male and female students in solving problems that include reading or drawing SMRs. Based on these statistical results and content analysis of the sample problems, several educational strategies can be implemented for students to develop adequate mental models of chemical concepts on all three levels of representations.

Sensitivity to Landscape Features: A Spatial Analysis of Field Geoscientists on the Move

ERIC Educational Resources Information Center

Baker, Kathleen M.; Petcovic, L. Heather

2016-01-01

Intelligent behavior in everyday contexts may depend on both ability and an individual's disposition toward using that ability. Research into patterns of thinking has identified three logically distinct components necessary for dispositional behavior: ability, inclination, and sensitivity. Surprisingly, sensitivity appears to be the most common…

[Concept analysis of reflective thinking].

PubMed

Van Vuuren, M; Botes, A

1999-09-01

The nursing practice is described as a scientific practice, but also as a practice where caring is important. The purpose of nursing education is to provide competent nursing practitioners. This implies that future practitioners must have both critical analytical thinking abilities, as well as empathy and moral values. Reflective thinking could probably accommodate these thinking skills. It seems that the facilitation of reflective thinking skills is essential in nursing education. The research question that is relevant in this context is: "What is reflective thinking?" The purpose of this article is to report on the concept analysis of reflective thinking and in particular on the connotative meaning (critical attributes) thereof. The method used to perform the concept analysis is based on the original method of Wilson (1987) as described by Walker & Avant (1995). As part of the concept analysis the connotations (critical attributes) are identified, reduced and organized into three categories, namely pre-requisites, processes and outcomes. A model case is described which confirms the essential critical attributes of reflective thinking. Finally a theoretical definition of reflective thinking is derived and reads as follows: Reflective thinking is a cyclic, hierarchical and interactive construction process. It is initiated, extended and continued because of personal cognitive-affective interaction (individual dimension) as well as interaction with the social environment (social dimension). to realize reflective thinking, a level of internalization on the cognitive and affective domain is required. The result of reflective thinking is a integrated framework of knowledge (meaningful learning) and a internalized value system providing a new perspective on and better understanding of a problem. Reflective thinking further leads to more effective decision making- and problem solving skills.

Workplace skills and the skills gaps related to employee critical thinking ability and science education curriculum

NASA Astrophysics Data System (ADS)

Alexander, William A.

In recent years, business and industry have been vocal critics of education. Critics complain the American workforce, particularly young people, are deficient in workplace skills. A survey of 500 randomly selected Ohio businesses was used to determine opinions of respondents related to workplace skills gaps, rising skill levels, and level and type of critical thinking used on the job by all employees and entry-level employees. Four of 18 science outcomes promoted by the Ohio Department of Education had an application in business and these required critical-thinking skills to complete. These four formed the foundation in the survey because they provided a connection between thinking skills required on the Ohio 12 th Grade Proficiency Test and those required on the job. Pearson correlation coefficient was used to identify correlation between responses. The alpha level was p ≤ .05. Stepwise multiple linear regression analysis was conducted to identify significant (p ≤ .05) relationships between variables as represented by responses. In addition, one version of the Science Section of the Ohio 12th Grade Proficiency Test was analyzed for use of critical thinking using the SCAN's critical-thinking attributes as a standard. There were several findings related to workplace skills and critical thinking. Only 17.1% of respondents indicated dissatisfaction with the basic academic skill level of their employees. A majority (71.1%) of responding businesses perceived a lack of work ethic as more important than deficient academic skills. Only 17.1% of respondents reported the skill level of their entry-level employees was rising. Approximately 1/3 of responding businesses required no critical thinking at all from their entry-level employees. Small businesses were significantly more likely to require higher levels of critical thinking from their entry level employees than larger businesses. Employers who reported rising skill levels in entry-level employees required all of

Use of critical thinking in the diagnostic process.

PubMed

Lunney, Margaret

2010-01-01

To demonstrate use of critical thinking in the diagnostic process in order to achieve accuracy of nursing diagnoses. The 7 cognitive skills and 10 habits of mind identified as important for nursing in a Delphi study by Scheffer and Rubenfeld are applied to the diagnostic process using a published case study of a woman with heart failure. Taking into account all data from the case study and using the concepts of critical thinking, two high-accuracy nursing diagnoses were selected to guide nursing interventions. Because the specific types of critical thinking needed for accurate diagnosing are not known, nurses should develop all 17 of the cognitive skills and habits of mind so these thinking abilities are available when needed. The 17 critical thinking concepts should be combined with domain knowledge, e.g., nursing diagnoses, to think about thinking, which will improve critical thinking processes.

Minesweeper and Hypothetical Thinking Action Research & Pilot Study

ERIC Educational Resources Information Center

Walker, Jacob J.

2010-01-01

This Action Research project and Pilot Study was designed and implemented to improve students' hypothetical thinking abilities by exploring the possibility that learning and playing the computer game Minesweeper may inherently help improve hypothetical thinking. One objective was to use educational tools to make it easier for students to learn the…

Observable phenomena that reveal medical students' clinical reasoning ability during expert assessment of their history taking: a qualitative study.

PubMed

Haring, Catharina M; Cools, Bernadette M; van Gurp, Petra J M; van der Meer, Jos W M; Postma, Cornelis T

2017-08-29

During their clerkships, medical students are meant to expand their clinical reasoning skills during their patient encounters. Observation of these encounters could reveal important information on the students' clinical reasoning abilities, especially during history taking. A grounded theory approach was used to analyze what expert physicians apply as indicators in their assessment of medical students' diagnostic reasoning abilities during history taking. Twelve randomly selected clinical encounter recordings of students at the end of the internal medicine clerkships were observed by six expert assessors, who were prompted to formulate their assessment criteria in a think-aloud procedure. These formulations were then analyzed to identify the common denominators and leading principles. The main indicators of clinical reasoning ability were abstracted from students' observable acts during history taking in the encounter. These were: taking control, recognizing and responding to relevant information, specifying symptoms, asking specific questions that point to pathophysiological thinking, placing questions in a logical order, checking agreement with patients, summarizing and body language. In addition, patients' acts and the course, result and efficiency of the conversation were identified as indicators of clinical reasoning, whereas context, using self as a reference, and emotion/feelings were identified by the clinicians as variables in their assessment of clinical reasoning. In observing and assessing clinical reasoning during history taking by medical students, general and specific phenomena to be used as indicators for this process could be identified. These phenomena can be traced back to theories on the development and the process of clinical reasoning.

Computational thinking in life science education.

PubMed

Rubinstein, Amir; Chor, Benny

2014-11-01

We join the increasing call to take computational education of life science students a step further, beyond teaching mere programming and employing existing software tools. We describe a new course, focusing on enriching the curriculum of life science students with abstract, algorithmic, and logical thinking, and exposing them to the computational "culture." The design, structure, and content of our course are influenced by recent efforts in this area, collaborations with life scientists, and our own instructional experience. Specifically, we suggest that an effective course of this nature should: (1) devote time to explicitly reflect upon computational thinking processes, resisting the temptation to drift to purely practical instruction, (2) focus on discrete notions, rather than on continuous ones, and (3) have basic programming as a prerequisite, so students need not be preoccupied with elementary programming issues. We strongly recommend that the mere use of existing bioinformatics tools and packages should not replace hands-on programming. Yet, we suggest that programming will mostly serve as a means to practice computational thinking processes. This paper deals with the challenges and considerations of such computational education for life science students. It also describes a concrete implementation of the course and encourages its use by others.

Promoting Graphical Thinking: Using Temperature and a Graphing Calculator to Teach Kinetics Concepts

ERIC Educational Resources Information Center

Cortes-Figueroa, Jose E.; Moore-Russo, Deborah A.

2004-01-01

A combination of graphical thinking with chemical and physical theories in the classroom is encouraged by using the Calculator-Based Laboratory System (CBL) with a temperature sensor and graphing calculator. The theory of first-order kinetics is logically explained with the aid of the cooling or heating of the metal bead of the CBL's temperature…

A Role for Theatre in the Education, Training and Thinking Processes of Managers

ERIC Educational Resources Information Center

Nicolaidis, Christos; Liotas, Naum

2006-01-01

This paper addresses the need for managers to possess hard-to-obtain skills in today's complex business environment. To achieve this, they need to expand their borders of knowledge beyond the barriers that logic imposes. This has to be reflected in managers' education, training and thinking processes. The first part of the paper examines how…

Activating children's thinking skills (ACTS): the effects of an infusion approach to teaching thinking in primary schools.

PubMed

Dewey, Jessica; Bento, Janet

2009-06-01

Recent interest in the teaching of thinking skills within education has led to an increase in thinking skills packages available to schools. However many of these are not based on scientific evaluation (DfEE, 1999). This paper endeavours to examine the effectiveness of one approach, that of infusion, to teaching thinking. To investigate the impact of an infusion methodology, activating children's thinking skills (ACTS), on the cognitive, social, and emotional development of children in Year 4-6 in primary schools. This is a sister project to research being conducted in Northern Ireland (McGuinness, 2006). The study involved 404 children from 8 primary schools in one local authority. These were divided into 160 in the experimental group and 244 in the waiting list control group. A quasi-experimental design was used with pre-, post-, and delayed post-tests to ascertain changes in children's cognitive abilities, self-perceptions, and social/behavioural skills using quantitative measures. In addition qualitative techniques were used with pupils and teachers to evaluate effectiveness. The experimental group made significantly greater gains in cognitive ability skills over a 2 year period compared to the waiting list control. Qualitative data demonstrated a positive impact on children's social and emotional development. In addition teacher professional development was reported to be enhanced. This research indicated that children's cognitive abilities can be developed following a 2 year period of the ACTS infusion intervention. While some positive effects were evidenced on the social and emotional development of children, further study will be necessary to examine these in more detail.

A Systematic Approach to Teaching Critical Thinking Skills to Electrical and Computer Engineering Undergraduates

ERIC Educational Resources Information Center

Welch, Karla Conn; Hieb, Jeffrey; Graham, James

2015-01-01

Coursework that instills patterns of rigorous logical thought has long been a hallmark of the engineering curriculum. However, today's engineering students are expected to exhibit a wider range of thinking capabilities both to satisfy ABET requirements and to prepare the students to become successful practitioners. This paper presents the initial…

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

PubMed

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.

Measuring Gains in Critical Thinking in Food Science and Human Nutrition Courses: The Cornell Critical Thinking Test, Problem-Based Learning Activities, and Student Journal Entries

ERIC Educational Resources Information Center

Iwaoka, Wayne T.; Li, Yong; Rhee, Walter Y.

2010-01-01

The Cornell Critical Thinking Test (CCTT) is one of the many multiple-choice tests with validated questions that have been reported to measure general critical thinking (CT) ability. One of the IFT Education Standards for undergraduate degrees in Food Science is the emphasis on the development of critical thinking. While this skill is easy to list…

Development of Analytical Thinking Ability and Attitudes towards Science Learning of Grade-11 Students through Science Technology Engineering and Mathematics (STEM Education) in the Study of Stoichiometry

ERIC Educational Resources Information Center

Chonkaew, Patcharee; Sukhummek, Boonnak; Faikhamta, Chatree

2016-01-01

The purpose of this study was to investigate the analytical thinking abilities and attitudes towards science learning of grade-11 students through science, technology, engineering, and mathematics (STEM) education integrated with a problem-based learning in the study of stoichiometry. The research tools consisted of a pre- and post-analytical…

Improving Critical Thinking Skills of College Students through RMS Model for Learning Basic Concepts in Science

ERIC Educational Resources Information Center

Muhlisin, Ahmad; Susilo, Herawati; Amin, Mohamad; Rohman, Fatchur

2016-01-01

The purposes of this study were to: 1) Examine the effect of RMS learning model towards critical thinking skills. 2) Examine the effect of different academic abilities against critical thinking skills. 3) Examine the effect of the interaction between RMS learning model and different academic abilities against critical thinking skills. The research…

Students’ Cognitive Abilities in Plant Anatomy Practical Work

NASA Astrophysics Data System (ADS)

Setiono, S.; Rustaman, N. Y.; Rahmat, A.; Anggraeni, S.

2017-09-01

Cognitive abilities is fundamental for the students, as it is closely related to higher thinking skills such as the ability to think critically, creatively, and problem solving. This descriptive study aims to investigate the cognitive abilities of biology prospective teachers in the course of Plant Anatomy Practicum based on the cognitive process dimension and dimensions of knowledge the using the framework of Revision of Bloom taxonomy. A number of biology prospective teachers was involved in this study (n=42). The instrument used to collect data for students’ cognitive process mastery in the form of multiple choice with 5 options. Research finding shows that the average student’s cognitive ability is 68.10. The acquisition of knowledge mastery of cognitive ability is still under the criterion of mastery in the course of the Plant Anatomy Practicum (75). Validity and reliability of the instrument (0,71) and (0,81). It is necessary to design lecture programs both in the class and laboratory to develop student’ cognitive abilities.

Characteristics Of Ferroelectric Logic Gates Using a Spice-Based Model

NASA Technical Reports Server (NTRS)

MacLeod, Todd C.; Phillips, Thomas A.; Ho, Fat D.

2005-01-01

A SPICE-based model of an n-channel ferroelectric field effect transistor has been developed based on both theoretical and empirical data. This model was used to generate the I-V characteristic of several logic gates. The use of ferroelectric field effect transistors in memory circuits is being developed by several organizations. The use of FFETs in other circuits, both analog and digital needs to be better understood. The ability of FFETs to have different characteristics depending on the initial polarization can be used to create logic gates. These gates can have properties not available to standard CMOS logic gates, such as memory, reconfigurability and memory. This paper investigates basic properties of FFET logic gates. It models FFET inverter, NAND gate and multi-input NAND gate. The I-V characteristics of the gates are presented as well as transfer characteristics and timing. The model used is a SPICE-based model developed from empirical data from actual Ferroelectric transistors. It simulates all major characteristics of the ferroelectric transistor, including polarization, hysteresis and decay. Contrasts are made of the differences between FFET logic gates and CMOS logic gates. FFET parameters are varied to show the effect on the overall gate. A recodigurable gate is investigated which is not possible with CMOS circuits. The paper concludes that FFETs can be used in logic gates and have several advantages over standard CMOS gates.

Using Critical Thinking Rubrics to Increase Academic Performance

ERIC Educational Resources Information Center

Hohmann, Julie W.; Grillo, Michael C.

2014-01-01

The purpose of this study was to develop a way to measure students' abilities to think critically about concepts covered during academic support sessions. Tutors trained in a College Reading and Learning Association (CRLA)-certified program at the University of Louisville used a rubric based on the Paul-Elder Critical Thinking Model in order to…

Gesture Facilitates Children's Creative Thinking.

PubMed

Kirk, Elizabeth; Lewis, Carine

2017-02-01

Gestures help people think and can help problem solvers generate new ideas. We conducted two experiments exploring the self-oriented function of gesture in a novel domain: creative thinking. In Experiment 1, we explored the relationship between children's spontaneous gesture production and their ability to generate novel uses for everyday items (alternative-uses task). There was a significant correlation between children's creative fluency and their gesture production, and the majority of children's gestures depicted an action on the target object. Restricting children from gesturing did not significantly reduce their fluency, however. In Experiment 2, we encouraged children to gesture, and this significantly boosted their generation of creative ideas. These findings demonstrate that gestures serve an important self-oriented function and can assist creative thinking.

The illogicality of stock-brokers: psychological experiments on the effects of prior knowledge and belief biases on logical reasoning in stock trading.

PubMed

Knauff, Markus; Budeck, Claudia; Wolf, Ann G; Hamburger, Kai

2010-10-18

Explanations for the current worldwide financial crisis are primarily provided by economists and politicians. However, in the present work we focus on the psychological-cognitive factors that most likely affect the thinking of people on the economic stage and thus might also have had an effect on the progression of the crises. One of these factors might be the effect of prior beliefs on reasoning and decision-making. So far, this question has been explored only to a limited extent. We report two experiments on logical reasoning competences of nineteen stock-brokers with long-lasting vocational experiences at the stock market. The premises of reasoning problems concerned stock trading and the experiments varied whether or not their conclusions--a proposition which is reached after considering the premises--agreed with the brokers' prior beliefs. Half of the problems had a conclusion that was highly plausible for stock-brokers while the other half had a highly implausible conclusion. The data show a strong belief bias. Stock-brokers were strongly biased by their prior knowledge. Lowest performance was found for inferences in which the problems caused a conflict between logical validity and the experts' belief. In these cases, the stock-brokers tended to make logically invalid inferences rather than give up their existing beliefs. Our findings support the thesis that cognitive factors have an effect on the decision-making on the financial market. In the present study, stock-brokers were guided more by past experience and existing beliefs than by logical thinking and rational decision-making. They had difficulties to disengage themselves from vastly anchored thinking patterns. However, we believe, that it is wrong to accuse the brokers for their "malfunctions", because such hard-wired cognitive principles are difficult to suppress even if the person is aware of them.

Value innovation: the strategic logic of high growth.

PubMed

Kim, W C; Mauborgne, R

1997-01-01

Why are some companies able to sustain high growth in revenues and profits--and others are not? To answer that question, the authors, both of INSEAD, spent five years studying more than 30 companies around the world. They found that the difference between the high-growth companies and their less successful competitors was in each group's assumptions about strategy. Managers of the less successful companies followed conventional strategic logic. Managers of the high-growth companies followed what the authors call the logic of value innovation. Conventional strategic logic and value innovation differ along the basic dimensions of strategy. Many companies take their industry's conditions as given; value innovators don't. Many companies let competitors set the parameters of their strategic thinking; value innovators do not use rivals as benchmarks. Rather than focus on the differences among customers, value innovators look for what customers value in common. Rather than view opportunities through the lens of existing assets and capabilities, value innovators ask, What if we start anew? The authors tell the story of the French hotelier Accor, which discarded the notion of what a hotel is supposed to look like in order to offer what most customers want: a good night's sleep at a low price. And Virgin Atlantic challenged industry conventions by eliminating first-class service and channeling savings into innovations for business-class passengers. Those companies didn't set out to build advantages over the competition, but they ended up achieving the greatest competitive advantages.

Fuzzy Logic Engine

NASA Technical Reports Server (NTRS)

Howard, Ayanna

2005-01-01

The Fuzzy Logic Engine is a software package that enables users to embed fuzzy-logic modules into their application programs. Fuzzy logic is useful as a means of formulating human expert knowledge and translating it into software to solve problems. Fuzzy logic provides flexibility for modeling relationships between input and output information and is distinguished by its robustness with respect to noise and variations in system parameters. In addition, linguistic fuzzy sets and conditional statements allow systems to make decisions based on imprecise and incomplete information. The user of the Fuzzy Logic Engine need not be an expert in fuzzy logic: it suffices to have a basic understanding of how linguistic rules can be applied to the user's problem. The Fuzzy Logic Engine is divided into two modules: (1) a graphical-interface software tool for creating linguistic fuzzy sets and conditional statements and (2) a fuzzy-logic software library for embedding fuzzy processing capability into current application programs. The graphical- interface tool was developed using the Tcl/Tk programming language. The fuzzy-logic software library was written in the C programming language.

Applications of fuzzy logic to control and decision making

NASA Technical Reports Server (NTRS)

Lea, Robert N.; Jani, Yashvant

1991-01-01

Long range space missions will require high operational efficiency as well as autonomy to enhance the effectivity of performance. Fuzzy logic technology has been shown to be powerful and robust in interpreting imprecise measurements and generating appropriate control decisions for many space operations. Several applications are underway, studying the fuzzy logic approach to solving control and decision making problems. Fuzzy logic algorithms for relative motion and attitude control have been developed and demonstrated for proximity operations. Based on this experience, motion control algorithms that include obstacle avoidance were developed for a Mars Rover prototype for maneuvering during the sample collection process. A concept of an intelligent sensor system that can identify objects and track them continuously and learn from its environment is under development to support traffic management and proximity operations around the Space Station Freedom. For safe and reliable operation of Lunar/Mars based crew quarters, high speed controllers with ability to combine imprecise measurements from several sensors is required. A fuzzy logic approach that uses high speed fuzzy hardware chips is being studied.

Explicitly Teaching Critical Thinking Skills in a History Course

NASA Astrophysics Data System (ADS)

McLaughlin, Anne Collins; McGill, Alicia Ebbitt

2017-03-01

Critical thinking skills are often assessed via student beliefs in non-scientific ways of thinking, (e.g, pseudoscience). Courses aimed at reducing such beliefs have been studied in the STEM fields with the most successful focusing on skeptical thinking. However, critical thinking is not unique to the sciences; it is crucial in the humanities and to historical thinking and analysis. We investigated the effects of a history course on epistemically unwarranted beliefs in two class sections. Beliefs were measured pre- and post-semester. Beliefs declined for history students compared to a control class and the effect was strongest for the honors section. This study provides evidence that a humanities education engenders critical thinking. Further, there may be individual differences in ability or preparedness in developing such skills, suggesting different foci for critical thinking coursework.

Organ transplantation and magical thinking.

PubMed

Vamos, Marina

2010-10-01

Organ transplantation can provide important treatment benefits in a variety of situations. While a number of live donor procedures are now possible, procurement of organs from dead donors remains the mainstay of transplant programmes. However, cadaveric donation rates remain much lower than anticipated, and some patients who receive organs struggle to adapt to their new body. The reasons for this are not entirely explained by rational or logical means. This paper uses concepts drawn from magical thinking to try to explain some of the less apparent issues at play within the process of cadaveric organ transplantation, including both the donation and receiving of organs. Three themes are explored as potentially relevant: superstitions and rituals around death and the dead body, incorporation and the meanings attached to the transplanted organ, and survivor guilt. All three are shown to be relevant for some part of the transplantation process in at least a minority of cases. It is therefore suggested that focusing not only on the logical and scientific, but also on the ambiguous and magical may enhance the organ donation process and thus increase donation rates and the psychological adjustment of transplant recipients.

Parsing with logical variables (logic-based programming systems)

DOE Office of Scientific and Technical Information (OSTI.GOV)

Finin, T.W.; Stone Palmer, M.

1983-01-01

Logic based programming systems have enjoyed an increasing popularity in applied AI work in the last few years. One of the contributions to computational linguistics made by the logic programming paradigm has been the definite clause grammar. In comparing DCGS with previous parsing mechanisms such as ATNS, certain clear advantages are seen. The authors feel that the most important of these advantages are due to the use of logical variables with unification as the fundamental operation on them. To illustrate the power of the logical variable, they have implemented an experimental atn system which treats atn registers as logical variablesmore » and provides a unification operation over them. They aim to simultaneously encourage the use of the powerful mechanisms available in DCGS and demonstrate that some of these techniques can be captured without reference to a resolution theorem prover. 14 references.« less

The Effects of Learning a Computer Programming Language on the Logical Reasoning of School Children.

ERIC Educational Resources Information Center

Seidman, Robert H.

The research reported in this paper explores the syntactical and semantic link between computer programming statements and logical principles, and addresses the effects of learning a programming language on logical reasoning ability. Fifth grade students in a public school in Syracuse, New York, were randomly selected as subjects, and then…

An Embedded Reconfigurable Logic Module

NASA Technical Reports Server (NTRS)

Tucker, Jerry H.; Klenke, Robert H.; Shams, Qamar A. (Technical Monitor)

2002-01-01

A Miniature Embedded Reconfigurable Computer and Logic (MERCAL) module has been developed and verified. MERCAL was designed to be a general-purpose, universal module that that can provide significant hardware and software resources to meet the requirements of many of today's complex embedded applications. This is accomplished in the MERCAL module by combining a sub credit card size PC in a DIMM form factor with a XILINX Spartan I1 FPGA. The PC has the ability to download program files to the FPGA to configure it for different hardware functions and to transfer data to and from the FPGA via the PC's ISA bus during run time. The MERCAL module combines, in a compact package, the computational power of a 133 MHz PC with up to 150,000 gate equivalents of digital logic that can be reconfigured by software. The general architecture and functionality of the MERCAL hardware and system software are described.

Past and Future Episodic Thinking in Middle Childhood

ERIC Educational Resources Information Center

Wang, Qi; Capous, Diana; Koh, Jessie Bee Kim; Hou, Yubo

2014-01-01

The abilities of past and future episodic thinking develop hand in hand across the preschool years and are intimately connected in adults. Little is known, however, about the development of episodic thinking in middle childhood and how it is influenced by sociocultural factors. In the present study, one hundred sixty-seven 7- to 10-year-old…

Analysis of Mathematics Critical Thinking Students in Junior High School Based on Cognitive Style

NASA Astrophysics Data System (ADS)

Agoestanto, A.; Sukestiyarno, YL; Rochmad

2017-04-01

The purpose of this research was to determine the critical thinking ability of mathematics from junior high school students based on FI and FD cognitive style. Data of this research were taken from students grade VIII at SMPN 2 Ambarawa. The research method used a descriptive qualitative approach. Data was taken with a testing method; the critical thinking was measured with WGCTA which is modified with mathematical problems, the cognitive style was measured with GEFT. The student’s test result was analysed, then four students were selected, the two of them are FI cognitive style, and the others are FD cognitive style, for qualitative analysis. The result showed that the ability of mathematics critical thinking students with FI cognitive style is better than FD cognitive style on the ability of inference, assumption, deduction, and interpretation. While on the aspect of argument evaluation, mathematics critical thinking ability of students with FD cognitive style is a little better than students with FI cognitive style.

Individual Differences and Age-Related Changes in Divergent Thinking in Toddlers and Preschoolers

ERIC Educational Resources Information Center

Bijvoet-van den Berg, Simone; Hoicka, Elena

2014-01-01

Divergent thinking shows the ability to search for new ideas, which is an important factor contributing to innovation and problem solving. Current divergent thinking tests allow researchers to study children's divergent thinking from the age of 3 years on. This article presents the first measure of divergent thinking that can be used with children…

Development of Fuzzy Logic Controller for Quanser Bench-Top Helicopter

NASA Astrophysics Data System (ADS)

Jafri, M. H.; Mansor, H.; Gunawan, T. S.

2017-11-01

Bench-top helicopter is a laboratory scale helicopter that usually used as a testing bench of the real helicopter behavior. This helicopter is a 3 Degree of Freedom (DOF) helicopter which works by three different axes wshich are elevation, pitch and travel. Thus, fuzzy logic controller has been proposed to be implemented into Quanser bench-top helicopter because of its ability to work with non-linear system. The objective for this project is to design and apply fuzzy logic controller for Quanser bench-top helicopter. Other than that, fuzzy logic controller performance system has been simulated to analyze and verify its behavior over existing PID controller by using Matlab & Simulink software. In this research, fuzzy logic controller has been designed to control the elevation angle. After simulation has been performed, it can be seen that simulation result shows that fuzzy logic elevation control is working for 4°, 5° and 6°. These three angles produce zero steady state error and has a fast response. Other than that, performance comparisons have been performed between fuzzy logic controller and PID controller. Fuzzy logic elevation control has a better performance compared to PID controller where lower percentage overshoot and faster settling time have been achieved in 4°, 5° and 6° step response test. Both controller are have zero steady state error but fuzzy logic controller is managed to produce a better performance in term of settling time and percentage overshoot which make the proposed controller is reliable compared to the existing PID controller.

Barrier to Success: Community College Students Critical Thinking Skills.

ERIC Educational Resources Information Center

Pearson, Charlene V.

In 1991, a study was conducted using the Watson-Glaser Critical Thinking Appraisal (CTA) to determine how well students at Rancho Santiago College (RSC), a large, multicultural community institution in Santa Ana, California, demonstrated critical thinking abilities. Written at the ninth grade reading level, the CTA attempts to assess an…

Using Interactive Management to Facilitate a Student-Centred Conceptualisation of Critical Thinking: A Case Study

ERIC Educational Resources Information Center

Dwyer, Christopher P.; Hogan, Michael J.; Harney, Owen M.; O'Reilly, John

2014-01-01

Critical thinking (CT) is a metacognitive process, consisting of a number of sub-skills and dispositions, that, when used appropriately, increases the chances of producing a logical solution to a problem or a valid conclusion to an argument. CT has been identified as a fundamental learning objective of third-level education; however, students…

Developing Thinking Skills within the Context of the Existing Secondary Curriculum: The Case of Economics.

ERIC Educational Resources Information Center

Morris, Paul

Topics and issues which are central features of current secondary school economics curricula can be used to develop two aspects of students' thinking skills: (1) the development of problem-solving skills, and (2) the recognition of logical fallacies. The efficacy of economics instruction as a vehicle for developing student problem-solving skills…

Paper-and-Pencil Programming Strategy toward Computational Thinking for Non-Majors: Design Your Solution

ERIC Educational Resources Information Center

Kim, Byeongsu; Kim, Taehun; Kim, Jonghoon

2013-01-01

The paper-and-pencil programming strategy (PPS) is a way of representing an idea logically by any representation that can be created using paper and pencil. It was developed for non-computer majors to improve their understanding and use of computational thinking and increase interest in learning computer science. A total of 110 non-majors in their…

Quantitative and Qualitative Relations between Motivation and Critical-Analytic Thinking

ERIC Educational Resources Information Center

Miele, David B.; Wigfield, Allan

2014-01-01

The authors examine two kinds of factors that affect students' motivation to engage in critical-analytic thinking. The first, which includes ability beliefs, achievement values, and achievement goal orientations, influences the "quantitative" relation between motivation and critical-analytic thinking; that is, whether students are…

Does Critical Thinking and Logic Education Have a Western Bias? The Case of the Nyaya School of Classical Indian Philosophy

ERIC Educational Resources Information Center

Vaidya, Anand Jayprakash

2017-01-01

In this paper I develop a cross-cultural critique of contemporary critical thinking education in the United States, the United Kingdom, and those educational systems that adopt critical thinking education from the standard model used in the US and UK. The cross-cultural critique rests on the idea that contemporary critical thinking textbooks…

Boolean and fuzzy logic implemented at the molecular level

NASA Astrophysics Data System (ADS)

Gentili, Pier Luigi

2007-07-01

In this work, it is shown how to implement both hard and soft computing by means of two structurally related heterocyclic compounds: flindersine (FL) and 6(5H)-phenanthridinone (PH). Since FL and PH have a carbonyl group in their molecular skeletons, they exhibit Proximity Effects in their photophysics. In other words, they have an emission power that can be modulated through external inputs such as temperature ( T) and hydrogen-bonding donation (HBD) ability of solvents. This phenomenology can be exploited to implement both crisp and fuzzy logic. Fuzzy Logic Systems (FLSs) wherein the antecedents of the rules are connected through the AND operator, are built by both the Mamdani's and Sugeno's models. Finally, they are adopted as approximators of the proximity effect phenomenon and tested for their prediction capabilities. Moreover, FL as photochromic compound is also a multiply configurable crisp logic molecular element.

Applications of Logic Coverage Criteria and Logic Mutation to Software Testing

ERIC Educational Resources Information Center

Kaminski, Garrett K.

2011-01-01

Logic is an important component of software. Thus, software logic testing has enjoyed significant research over a period of decades, with renewed interest in the last several years. One approach to detecting logic faults is to create and execute tests that satisfy logic coverage criteria. Another approach to detecting faults is to perform mutation…

Temporal Cognition in Children with Autistic Spectrum Disorders: Tests of Diachronic Thinking

ERIC Educational Resources Information Center

Boucher, Jill; Pons, Francisco; Lind, Sophie; Williams, David

2007-01-01

Impaired diachronic thinking--(the propensity and capacity to think about events spreading across time)--was demonstrated in a 2-Phase study in which children with autism were compared with age and ability matched controls. Identical tests of diachronic thinking were administered in both phases of the study, but to different participant groups,…

[The application of creative thinking teaching in nursing education].

PubMed

Ku, Ya-Lie; Chang, Ching-Feng; Kuo, Chien-Lin; Sheu, Sheila

2010-04-01

Nursing education is increasingly expected to cultivate nursing student creative abilities in line with general Ministry of Education promotion of greater creativity within education and the greater leeway for creativity won domestically for nurses by professional nursing organizations. Creative thinking has been named by education experts in the United States as the third most important goal of nursing education. However, nursing students in Taiwan have been shown to test lower in terms of creativity than students enrolled in business management. Leaders in nursing education should consider methods by which to improve the creative thinking capabilities of nursing students. Articles in the literature indicate that courses in creative studies are concentrated in the field of education, with few designed specifically for nursing. The teaching of constructing creative thinking is particularly weak in the nursing field. The purpose of this article was to review literature on education and nursing in order to explore current definitions, teaching strategies, and evaluation approaches related to creativity, and to develop a foundation for teaching creativity in nursing. The authors hope that an appropriate creative thinking course for nursing students may be constructed by referencing guidance provided in this in order to further cultivate creative thinking abilities in nursing students that will facilitate their application of creative thinking in their future clinical practicum.

Disjointness of Stabilizer Codes and Limitations on Fault-Tolerant Logical Gates

NASA Astrophysics Data System (ADS)

Jochym-O'Connor, Tomas; Kubica, Aleksander; Yoder, Theodore J.

2018-04-01

Stabilizer codes are among the most successful quantum error-correcting codes, yet they have important limitations on their ability to fault tolerantly compute. Here, we introduce a new quantity, the disjointness of the stabilizer code, which, roughly speaking, is the number of mostly nonoverlapping representations of any given nontrivial logical Pauli operator. The notion of disjointness proves useful in limiting transversal gates on any error-detecting stabilizer code to a finite level of the Clifford hierarchy. For code families, we can similarly restrict logical operators implemented by constant-depth circuits. For instance, we show that it is impossible, with a constant-depth but possibly geometrically nonlocal circuit, to implement a logical non-Clifford gate on the standard two-dimensional surface code.

An Evaluation of Critical Thinking Competencies in Business Settings

ERIC Educational Resources Information Center

Dwyer, Christopher P.; Boswell, Amy; Elliott, Mark A.

2015-01-01

Although critical thinking (CT) skills are usually considered as domain general (Gabbenesch, 2006; Halpern, 2003), CT ability may benefit from expertise knowledge and skill. The current study examined both general CT ability and CT ability related to business scenarios for individuals (a) expert in business, (b) novice in business, and (c) with no…

Critical Thinking and Constructivism: Mambo Dog Fish to the Banana Patch

ERIC Educational Resources Information Center

Boghossian, Peter

2012-01-01

Constructivist pedagogies cannot achieve their critical thinking ambitions. Constructivism, and constructivist epistemological presuppositions, actively thwarts the critical thinking process. Using Wittgenstein's private language argument, this paper argues that corrective mechanisms--the ability to correct a student's propositions and cognitions…

Critical Thinking in Criminology: Critical Reflections on Learning and Teaching

ERIC Educational Resources Information Center

Howes, Loene M.

2017-01-01

Fostering critical thinking abilities amongst students is one component of preparing them to navigate uncertain and complex social lives and employment circumstances. One conceptualisation of critical thinking, valuable in higher education, draws from critical theory to promote social justice and redress power inequities. This study explored how…

An Investigation on the Scientific Thinking Ability of Fourth Year University Students.

ERIC Educational Resources Information Center

Boo, Hong-Kwen; Toh, Kok-Aun

1998-01-01

Fourth-year university students (n=12) in a secondary-science-education degree program in Singapore were interviewed after demonstrations of five familiar chemical reactions. The majority of interviewees used perceptually-dominated rather than conceptually-dominated thinking and were unable to use scientific concepts consistently across the five…

Computational Thinking in Compulsory Education: Towards an Agenda for Research and Practice

ERIC Educational Resources Information Center

Voogt, Joke; Fisser, Petra; Good, Jon; Mishra, Punya; Yadav, Aman

2015-01-01

Computational Thinking is considered a universal competence, which should be added to every child's analytical ability as a vital ingredient of their school learning. In this article we further elaborate on what Computational Thinking is and present examples of what needs to be taught and how. First we position Computational Thinking in Papert's…

Thinking around the Corner: The Development of Planning Abilities

ERIC Educational Resources Information Center

Kaller, Cristopher P.; Rahm, Benjamin; Spreer, Joachim; Mader, Irina; Unterrainer, Josef M.

2008-01-01

The ability to plan and search ahead is essential for problem solving in most situations in everyday life. To investigate the development of planning and related processes, a sample of four- and five-year-old children was examined in a variant of the Tower of London, a frequently used neuropsychological assessment tool of planning abilities. The…

Thinking in nursing education. Part II. A teacher's experience.

PubMed

Ironside, P M

1999-01-01

Across academia, educators are investigating teaching strategies that facilitate students' abilities to think critically. Because may these strategies require low teacher-student ratios or sustained involvement over time, efforts to implement them are often constrained by diminishing resources for education, faculty reductions, and increasing number of part-time teachers and students. In nursing, the challenges of teaching and learning critical thinking are compounded by the demands of providing care to patients with increasingly acute and complex problems in a wide variety of settings. To meet these challenges, nurse teachers have commonly used a variety of strategies to teach critical thinking (1). For instance, they often provide students with case studies or simulated clinical situations in classroom and laboratory settings (2). At other times, students are taught a process of critical thinking and given structured clinical assignments, such as care plans or care maps, where they apply this process in anticipating the care a particular patient will require. Accompanying students onto clinical units, teachers typically evaluate critical thinking ability by reviewing a student's preparation prior to the experience and discussing it with the student during the course of the experience. The rationales students provide for particular nursing interventions are taken as evidence of their critical thinking ability. While this approach is commonly thought to be effective, the evolving health care system has placed increased emphasis on community nursing (3,4), where it is often difficult to prespecify learning experiences or to anticipate patient care needs. In addition, teachers are often not able to accompany each student to the clinical site. Thus, the traditional strategies for teaching and learning critical thinking common to hospital-based clinical courses are being challenged, transformed, and extended (5). Part II of this article describes findings that suggest

Comparison of Diachronic Thinking and Event Ordering in 5- to 10-Year-Old Children

ERIC Educational Resources Information Center

Moore, Brandy D.; Brooks, Patricia J.; Rabin, Laura A.

2014-01-01

Two main theoretical constructs seek to describe the elaborated sense of time that may be a uniquely human attribute: diachronic thinking (the ability to think about the past and use that information to predict future events) and event ordering (the ability to sequence events in temporal order). Researchers utilize various tasks to measure the…

Developing Minds: Programs for Teaching Thinking. Revised Edition, Volume 2.

ERIC Educational Resources Information Center

Costa, Arthur L., Ed.

This book contains 29 articles which address topics related to teaching thinking. The articles include: (1) "Balancing Process and Content" (Marilyn Jager Adams); (2) "Structure of Intellect (SOI)" (Mary N. Meeker); (3) "Instrumental Enrichment" (Francis R. Link); (4) "Thinking to Write: Assessing Higher-Order Cognitive Skills and Abilities"…

Environmental Activities for Teaching Critical Thinking. [Environmental Education Information Report.

ERIC Educational Resources Information Center

Howe, Robert W.; Disinger, John F.

The ability to think critically is essential if individuals are to live, work, and function effectively in our current and changing society. The activities included in this publication were selected to identify a variety of effective strategies for teaching critical thinking skills through environmental education. Activities include library…

Effects of Critical Thinking Intervention for Early Childhood Teacher Candidates

ERIC Educational Resources Information Center

Han, Heejeong Sophia; Brown, E. Todd

2013-01-01

This study is based on an intervention designed to enhance early childhood teacher candidates' critical thinking abilities. The concept, elements, standards, and traits of critical thinking were integrated into the main course contents, and the effects of the intervention were examined. The results indicated that early childhood teacher…

A Shifting Landscape: Using Tablets to Support Learning in Students with Diverse Abilities

ERIC Educational Resources Information Center

Burke, Anne; Hughes, Janette

2018-01-01

As technology becomes a larger part of people's everyday lives, it is logical to think that it should also become a part of the learning process. The use of tablets in classrooms is becoming an area of interest as researchers are trying to understand what the benefits are--if any--to using these devices. This article gives an overview of some of…

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

ERIC Educational Resources Information Center

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…

Sleep deprivation reduces perceived emotional intelligence and constructive thinking skills.

PubMed

Killgore, William D S; Kahn-Greene, Ellen T; Lipizzi, Erica L; Newman, Rachel A; Kamimori, Gary H; Balkin, Thomas J

2008-07-01

Insufficient sleep can adversely affect a variety of cognitive abilities, ranging from simple alertness to higher-order executive functions. Although the effects of sleep loss on mood and cognition are well documented, there have been no controlled studies examining its effects on perceived emotional intelligence (EQ) and constructive thinking, abilities that require the integration of affect and cognition and are central to adaptive functioning. Twenty-six healthy volunteers completed the Bar-On Emotional Quotient Inventory (EQi) and the Constructive Thinking Inventory (CTI) at rested baseline and again after 55.5 and 58 h of continuous wakefulness, respectively. Relative to baseline, sleep deprivation was associated with lower scores on Total EQ (decreased global emotional intelligence), Intrapersonal functioning (reduced self-regard, assertiveness, sense of independence, and self-actualization), Interpersonal functioning (reduced empathy toward others and quality of interpersonal relationships), Stress Management skills (reduced impulse control and difficulty with delay of gratification), and Behavioral Coping (reduced positive thinking and action orientation). Esoteric Thinking (greater reliance on formal superstitions and magical thinking processes) was increased. These findings are consistent with the neurobehavioral model suggesting that sleep loss produces temporary changes in cerebral metabolism, cognition, emotion, and behavior consistent with mild prefrontal lobe dysfunction.

Beyond Translation: Adapting a Performance-Task-Based Assessment of Critical Thinking Ability for Use in Rwanda

ERIC Educational Resources Information Center

Schendel, Rebecca; Tolmie, Andrew

2017-01-01

Critical thinking is frequently proposed as one of the most important learning outcomes of a university education. However, to date, it has been difficult to ascertain whether university students in low-income contexts are improving in their critical thinking skills, because the limited studies in this domain have relied on instruments developed…

Episodic Future Thinking in 3- to 5-Year-Old Children: The Ability to Think of What Will Be Needed from a Different Point of View

ERIC Educational Resources Information Center

Russell, James; Alexis, Dean; Clayton, Nicola

2010-01-01

Assessing children's episodic future thinking by having them select items for future use may be assessing their functional reasoning about the future rather than their future episodic thinking. In an attempt to circumvent this problem, we capitalised on the fact that episodic cognition necessarily has a spatial format ([Clayton and Russell, 2009]…

Exploring the attributes of critical thinking: a conceptual basis.

PubMed

Forneris, Susan G

2004-01-01

Many teaching methods used in nursing education to enhance critical thinking focus on teaching students how to directly apply knowledge; a technically rational approach. While seemingly effective at enhancing students' critical thinking abilities in structured learning situations, these methods don't prepare students to operationalize critical thinking to manage the complexities that actually exist in practice. The work of contemporary educational theorists Paulo Freire, Donald Schon, Chris Argyris, Jack Mezirow, Stephen Brookfield, and Robert Tennyson all share similar perspectives on thinking in practice and the use of reflection to achieve a coherence of understanding. Their perspectives provide insight on how educators can shift from a means-end approach to operationalizing thinking in practice. The author identifies four attributes of critical thinking in practice evidenced in these views, followed by a discussion of specific educational strategies that reflect these attributes, and operationalize a critical thinking process in nursing practice to achieve a coherence of understanding.

Dispositional logic

DOE Office of Scientific and Technical Information (OSTI.GOV)

Zadeh, L.A.

1988-01-01

The applicability of conventional mathematical analysis (based on the combination of two-valued logic and probability theory) to problems in which human judgment, perception, or emotions play significant roles is considered theoretically. It is shown that dispositional logic, a branch of fuzzy logic, has particular relevance to the common-sense reasoning typical of human decision-making. The concepts of dispositionality and usuality are defined analytically, and a dispositional conjunctive rule and dispositional modus ponens are derived. 7 references.

Dispositional logic

NASA Technical Reports Server (NTRS)

Le Balleur, J. C.

1988-01-01

The applicability of conventional mathematical analysis (based on the combination of two-valued logic and probability theory) to problems in which human judgment, perception, or emotions play significant roles is considered theoretically. It is shown that dispositional logic, a branch of fuzzy logic, has particular relevance to the common-sense reasoning typical of human decision-making. The concepts of dispositionality and usuality are defined analytically, and a dispositional conjunctive rule and dispositional modus ponens are derived.

Fuzzy logic controller optimization

DOEpatents

Sepe, Jr., Raymond B; Miller, John Michael

2004-03-23

A method is provided for optimizing a rotating induction machine system fuzzy logic controller. The fuzzy logic controller has at least one input and at least one output. Each input accepts a machine system operating parameter. Each output produces at least one machine system control parameter. The fuzzy logic controller generates each output based on at least one input and on fuzzy logic decision parameters. Optimization begins by obtaining a set of data relating each control parameter to at least one operating parameter for each machine operating region. A model is constructed for each machine operating region based on the machine operating region data obtained. The fuzzy logic controller is simulated with at least one created model in a feedback loop from a fuzzy logic output to a fuzzy logic input. Fuzzy logic decision parameters are optimized based on the simulation.

Logical errors on proving theorem

NASA Astrophysics Data System (ADS)

Sari, C. K.; Waluyo, M.; Ainur, C. M.; Darmaningsih, E. N.

2018-01-01

In tertiary level, students of mathematics education department attend some abstract courses, such as Introduction to Real Analysis which needs an ability to prove mathematical statements almost all the time. In fact, many students have not mastered this ability appropriately. In their Introduction to Real Analysis tests, even though they completed their proof of theorems, they achieved an unsatisfactory score. They thought that they succeeded, but their proof was not valid. In this study, a qualitative research was conducted to describe logical errors that students made in proving the theorem of cluster point. The theorem was given to 54 students. Misconceptions on understanding the definitions seem to occur within cluster point, limit of function, and limit of sequences. The habit of using routine symbol might cause these misconceptions. Suggestions to deal with this condition are described as well.

Enhancement of Productive Thinking in Institutionalized Mental Retardates. Final Report.

ERIC Educational Resources Information Center

Ladner, Judith L.

The purpose of the study was to evaluate the effectiveness of a supplementary program of 30 lessons to increase the productive thinking abilities (divergent thinking) of educable mentally handicapped students. An experimental group of 30 institutionalized children were given the supplementary lessons at a rate of three per week. The lessons, based…

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).

PubMed

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 <0.001). However, the mean scores obtained for the

Interaction of cerebral hemispheres and artistic thinking

NASA Astrophysics Data System (ADS)

Nikolaenko, Nikolay N.

1998-07-01

Study of drawings by patients with local lesions of the right or left hemisphere allows to understand how artistic thinking is supported by brain structures. The role of the right hemisphere is significant at the early stage of creative process. The right hemisphere is a generator of nonverbal visuo-spatial thinking. It operates with blurred nonverbal images and arrange them in a visual space. With the help of iconic signs the right hemisphere reflects the world and creates perceptive visual standards which are stored in the long-term right hemisphere memory. The image, which appeared in the `inner' space, should be transferred into a principally different language, i.e. a left hemispheric sign language. This language operates with a number of discrete units, logical succession and learned grammar rules. This process can be explained by activation (information) transfer from the right hemisphere to the left one. Thus, natural and spontaneous creative process, which is finished by a conscious effort, can be understood as an activation impulse transfer from the right hemisphere to the left one and back.

Teaching Tree-Thinking to Undergraduate Biology Students.

PubMed

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.

Can Learning a Foreign Language Foster Analytic Thinking?-Evidence from Chinese EFL Learners' Writings.

PubMed

Jiang, Jingyang; Ouyang, Jinghui; Liu, Haitao

2016-01-01

Language is not only the representation of thinking, but also shapes thinking. Studies on bilinguals suggest that a foreign language plays an important and unconscious role in thinking. In this study, a software-Linguistic Inquiry and Word Count 2007-was used to investigate whether the learning of English as a foreign language (EFL) can foster Chinese high school students' English analytic thinking (EAT) through the analysis of their English writings with our self-built corpus. It was found that: (1) learning English can foster Chinese learners' EAT. Chinese EFL learners' ability of making distinctions, degree of cognitive complexity and degree of thinking activeness have all improved along with the increase of their English proficiency and their age; (2) there exist differences in Chinese EFL learners' EAT and that of English native speakers, i. e. English native speakers are better in the ability of making distinctions and degree of thinking activeness. These findings suggest that the best EFL learners in high schools have gained native-like analytic thinking through six years' English learning and are able to switch their cognitive styles as needed.

Eying the future: Eye movement in past and future thinking.

PubMed

El Haj, Mohamad; Lenoble, Quentin

2017-06-07

We investigated eye movement during past and future thinking. Participants were invited to retrieve past events and to imagine future events while their scan path was recorded by an eye-tracker. Past thinking triggered more fixation (p < .05), and saccade counts (p < .05) than future thinking. Past and future thinking triggered a similar duration of fixations and saccades, as well as a similar amplitude of saccades. Interestingly, participants rated past thinking as more vivid than future thinking (p < .01). Therefore, the vividness of past thinking seems to be accompanied by an increased number of fixations and saccades. Fixations and saccades in past thinking can be interpreted as an attempt by the visual system to find (through saccades) and activate (through fixations) stored memory representations. The same interpretation can be applied to future thinking as this ability requires activation of past experiences. However, future thinking triggers fewer fixations and saccades than past thinking: this may be due to its decreased demand on visual imagery, but could also be related to a potentially deleterious effect of eye movements on spatial imagery required for future thinking. Copyright © 2017 Elsevier Ltd. All rights reserved.

A Three-Part Theory of Critical Thinking: Dialogue, Mental Models, and Reliability

DTIC Science & Technology

2000-08-01

A THREE-PART THEORY OF CRITICAL THINKING: DIALOGUE, MENTAL MODELS, AND RELIABILITY1 Marvin S. Cohen, Ph.D. Cognitive Technologies...1. REPORT DATE AUG 2000 2. REPORT TYPE 3. DATES COVERED 00-00-2000 to 00-00-2000 4. TITLE AND SUBTITLE A Three-part Theory of Critical...in logic or decision theory ? Does it require stand-alone courses? How will we persuade students to devote their time to the study of critical

Using the case study teaching method to promote college students' critical thinking skills

NASA Astrophysics Data System (ADS)

Terry, David Richard

2007-12-01

The purpose of this study was to examine general and domain-specific critical thinking skills in college students, particularly ways in which these skills might be increased through the use of the case study method of teaching. General critical thinking skills were measured using the Watson-Glaser Critical Thinking Appraisal (WGCTA) Short Form, a forty-item paper-and-pencil test designed to measure important abilities involved in critical thinking, including inference, recognition of assumptions, deduction, interpretation, and evaluation of arguments. The ability to identify claims and support those claims with evidence is also an important aspect of critical thinking. I developed a new instrument, the Claim and Evidence Assessment Tool (CEAT), to measure these skills in a domain-specific manner. Forty undergraduate students in a general science course for non-science majors at a small two-year college in the northeastern United States experienced positive changes in general critical thinking according to results obtained using the Watson-Glaser Critical Thinking Appraisal (WGCTA). In addition, the students showed cumulative improvement in their ability to identify claims and evidence, as measured by the Claim and Evidence Assessment Tool (CEAT). Mean score on the WGCTA improved from 22.15 +/- 4.59 to 23.48 +/- 4.24 (out of 40), and the mean CEAT score increased from 14.98 +/- 3.28 to 16.20 +/- 3.08 (out of 24). These increases were modest but statistically and educationally significant. No differences in claim and evidence identification were found between students who learned about specific biology topics using the case study method of instruction and those who were engaged in more traditional instruction, and the students' ability to identify claims and evidence and their factual knowledge showed little if any correlation. The results of this research were inconclusive regarding whether or not the case study teaching method promotes college students' general or

OncoLogicTM

EPA Science Inventory

OncoLogic^TM - A Computer System to Evaluate the Carcinogenic Potential of Chemicals
OncoLogic^TM is a software program that evaluates the likelihood that a chemical may cause cancer. OncoLogic^TM has been peer reviewed and is being rele...

The Interrelationship among Critical Thinking, Writing an Argumentative Essay in an L2 and Their Subskills

ERIC Educational Resources Information Center

Soodmand Afshar, Hassan; Movassagh, Hossein; Radi Arbabi, Hassan

2017-01-01

This study investigated the relationship between critical thinking and the writing ability of Iranian EFL learners, and the interrelationship among the subskills of the two constructs. Furthermore, it aimed at finding which skills of critical thinking predicted the participants' writing ability. To this end, 104 students majoring in English…

People Like Logical Truth: Testing the Intuitive Detection of Logical Value in Basic Propositions.

PubMed

Nakamura, Hiroko; Kawaguchi, Jun

2016-01-01

Recent studies on logical reasoning have suggested that people are intuitively aware of the logical validity of syllogisms or that they intuitively detect conflict between heuristic responses and logical norms via slight changes in their feelings. According to logical intuition studies, logically valid or heuristic logic no-conflict reasoning is fluently processed and induces positive feelings without conscious awareness. One criticism states that such effects of logicality disappear when confounding factors such as the content of syllogisms are controlled. The present study used abstract propositions and tested whether people intuitively detect logical value. Experiment 1 presented four logical propositions (conjunctive, biconditional, conditional, and material implications) regarding a target case and asked the participants to rate the extent to which they liked the statement. Experiment 2 tested the effects of matching bias, as well as intuitive logic, on the reasoners' feelings by manipulating whether the antecedent or consequent (or both) of the conditional was affirmed or negated. The results showed that both logicality and matching bias affected the reasoners' feelings, and people preferred logically true targets over logically false ones for all forms of propositions. These results suggest that people intuitively detect what is true from what is false during abstract reasoning. Additionally, a Bayesian mixed model meta-analysis of conditionals indicated that people's intuitive interpretation of the conditional "if p then q" fits better with the conditional probability, q given p.

Effects of Virtual Reality Integrated Creative Thinking Instruction on Students' Creative Thinking Abilities

ERIC Educational Resources Information Center

Hu, Ridong; Wu, Yi-Yong; Shieh, Chich-Jen

2016-01-01

Since the popular applications of information technology, digitalized materials, media, and equipment have become the essential abilities and instruments for teachers in modern education. In addition to some curricula requiring computing & reasoning and operation & demonstration, the situations of teachers utilizing transparencies, films,…

Simple online recognition of optical data strings based on conservative optical logic

NASA Astrophysics Data System (ADS)

Caulfield, H. John; Shamir, Joseph; Zavalin, Andrey I.; Silberman, Enrique; Qian, Lei; Vikram, Chandra S.

2006-06-01

Optical packet switching relies on the ability of a system to recognize header information on an optical signal. Unless the headers are very short with large Hamming distances, optical correlation fails and optical logic becomes attractive because it can handle long headers with Hamming distances as low as 1. Unfortunately, the only optical logic gates fast enough to keep up with current communication speeds involve semiconductor optical amplifiers and do not lend themselves to the incorporation of large numbers of elements for header recognition and would consume a lot of power as well. The ideal system would operate at any bandwidth with no power consumption. We describe how to design and build such a system by using passive optical logic. This too leads to practical problems that we discuss. We show theoretically various ways to use optical interferometric logic for reliable recognition of long data streams such as headers in optical communication. In addition, we demonstrate one particularly simple experimental approach using interferometric coinc gates.

Prospective thinking and decision making in primary school age children.

PubMed

Lombardi, Elisabetta; Di Dio, Cinzia; Castelli, Ilaria; Massaro, Davide; Marchetti, Antonella

2017-06-01

In this study, we seek to widen our understanding of the developmental processes underlying bargaining behaviour in children addressing the concept of prospective thinking. We argue that the emergence of the capacity to think prospectively about future outcomes or behaviours in response to current actions is a required precedent to strategic decision making. To test this idea, we compared 6, 8 and 10 years old children's performance on three tasks: the ultimatum game assessing fairness/inequality aversion, the marshmallow task, an intertemporal choice task evaluating the ability to delay gratification, and the dictator game assessing altruism. The children's socio-demographic and cognitive variables were also evaluated. We hypothesized that development of strategic thinking in the ultimatum game is related to an increased ability to delay gratification - given that both tasks require looking at prospective benefits - and, crucially, not to altruism, which benefits from immediate selfless reward. Our results confirmed our hypothesis suggesting that increased strategic planning with age would also stem from the development of competencies like prospective thinking.

Measurement and comparison of nursing faculty members' critical thinking skills.

PubMed

Blondy, Laurie C

2011-03-01

Nursing faculty members strive to teach students to think critically. It has long been assumed that nursing faculty members are good at critical thinking because they are expected to teach these skills to students, but this assumption has not been well supported empirically. Faculty members question their ability to think critically and are unsure of their skills. The purpose of this study was to address this assumption by measuring nursing faculty members' critical thinking skills and compare the faculty mean score to that of a student norming group, and to the mean scores of other nursing faculty studies. Findings can be used to increase nursing faculty members' understanding of their critical thinking skills, prompt discussion about critical thinking skills, and to help faculty members address concerns and uncertainty about the concept of critical thinking. This study also helps establish an empirical basis for future research.

Brain Activity Associated with Logical Inferences in Geometry: Focusing on Students with Different Levels of Ability

ERIC Educational Resources Information Center

Waisman, Ilana; Leikin, Mark; Leikin, Roza

2016-01-01

Mathematical processing associated with solving short geometry problems requiring logical inference was examined among students who differ in their levels of general giftedness (G) and excellence in mathematics (EM) using ERP research methodology. Sixty-seven male adolescents formed four major research groups designed according to various…

Fuzzy logic in control systems: Fuzzy logic controller. I, II

NASA Technical Reports Server (NTRS)

Lee, Chuen Chien

1990-01-01

Recent advances in the theory and applications of fuzzy-logic controllers (FLCs) are examined in an analytical review. The fundamental principles of fuzzy sets and fuzzy logic are recalled; the basic FLC components (fuzzification and defuzzification interfaces, knowledge base, and decision-making logic) are described; and the advantages of FLCs for incorporating expert knowledge into a control system are indicated. Particular attention is given to fuzzy implication functions, the interpretation of sentence connectives (and, also), compositional operators, and inference mechanisms. Applications discussed include the FLC-guided automobile developed by Sugeno and Nishida (1985), FLC hardware systems, FLCs for subway trains and ship-loading cranes, fuzzy-logic chips, and fuzzy computers.

Lessons Learned from Working with High-Ability Students

ERIC Educational Resources Information Center

Pfeiffer, Steven I.

2013-01-01

This article discusses three lessons that stand out as particularly poignant in the author's career working with high-ability students. The author recounts personal and professional experiences that influenced his thinking. The three lessons are that identifying high-ability students is not an easy business, the development of talent requires more…

Intellectual performance and ego depletion: role of the self in logical reasoning and other information processing.

PubMed

Schmeichel, Brandon J; Vohs, Kathleen D; Baumeister, Roy F

2003-07-01

Some complex thinking requires active guidance by the self, but simpler mental activities do not. Depletion of the self's regulatory resources should therefore impair the former and not the latter. Resource depletion was manipulated by having some participants initially regulate attention (Studies 1 and 3) or emotion (Study 2). As compared with no-regulation participants who did not perform such exercises, depleted participants performed worse at logic and reasoning (Study 1), cognitive extrapolation (Study 2), and a test of thoughtful reading comprehension (Study 3). The same manipulations failed to cause decrements on a test of general knowledge (Study 2) or on memorization and recall of nonsense syllables (Study 3). Successful performance at complex thinking may therefore rely on limited regulatory resources.

Logical qubit fusion

NASA Astrophysics Data System (ADS)

Moussa, Jonathan; Ryan-Anderson, Ciaran

The canonical modern plan for universal quantum computation is a Clifford+T gate set implemented in a topological error-correcting code. This plan has the basic disparity that logical Clifford gates are natural for codes in two spatial dimensions while logical T gates are natural in three. Recent progress has reduced this disparity by proposing logical T gates in two dimensions with doubled, stacked, or gauge color codes, but these proposals lack an error threshold. An alternative universal gate set is Clifford+F, where a fusion (F) gate converts two logical qubits into a logical qudit. We show that logical F gates can be constructed by identifying compatible pairs of qubit and qudit codes that stabilize the same logical subspace, much like the original Bravyi-Kitaev construction of magic state distillation. The simplest example of high-distance compatible codes results in a proposal that is very similar to the stacked color code with the key improvement of retaining an error threshold. Sandia National Labs is a multi-program laboratory managed and operated by Sandia Corp, a wholly owned subsidiary of Lockheed Martin Corp, for the U.S. Department of Energy's National Nuclear Security Administration under contract DE-AC04-94AL85000.

Comparison of Critical Thinking in Undergraduates and Graduates in Special Education

ERIC Educational Resources Information Center

Zascavage, Victoria; Masten, William G.; Schroeder-Steward, Jennifer; Nichols, Christopher

2007-01-01

This study assessed overall critical thinking ability in graduate and undergraduate students in special education at a southwestern university. A comparison of the two groups resulted in significant differences on the Watson-Glaser Critical Thinking Appraisal Form Short (WGCTA-FS) subscales for Inference, Recognition of Assumption, Deduction, and…

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

PubMed

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.

Constructing critical thinking in health professional education.

PubMed

Kahlke, Renate; Eva, Kevin

2018-04-04

Calls for enabling 'critical thinking' are ubiquitous in health professional education. However, there is little agreement in the literature or in practice as to what this term means and efforts to generate a universal definition have found limited traction. Moreover, the variability observed might suggest that multiplicity has value that the quest for universal definitions has failed to capture. In this study, we sought to map the multiple conceptions of critical thinking in circulation in health professional education to understand the relationships and tensions between them. We used an inductive, qualitative approach to explore conceptions of critical thinking with educators from four health professions: medicine, nursing, pharmacy, and social work. Four participants from each profession participated in two individual in-depth semi-structured interviews, the latter of which induced reflection on a visual depiction of results generated from the first set of interviews. Three main conceptions of critical thinking were identified: biomedical, humanist, and social justice-oriented critical thinking. 'Biomedical critical thinking' was the dominant conception. While each conception had distinct features, the particular conceptions of critical thinking espoused by individual participants were not stable within or between interviews. Multiple conceptions of critical thinking likely offer educators the ability to express diverse beliefs about what 'good thinking' means in variable contexts. The findings suggest that any single definition of critical thinking in the health professions will be inherently contentious and, we argue, should be. Such debates, when made visible to educators and trainees, can be highly productive.

People Like Logical Truth: Testing the Intuitive Detection of Logical Value in Basic Propositions

PubMed Central

2016-01-01

Recent studies on logical reasoning have suggested that people are intuitively aware of the logical validity of syllogisms or that they intuitively detect conflict between heuristic responses and logical norms via slight changes in their feelings. According to logical intuition studies, logically valid or heuristic logic no-conflict reasoning is fluently processed and induces positive feelings without conscious awareness. One criticism states that such effects of logicality disappear when confounding factors such as the content of syllogisms are controlled. The present study used abstract propositions and tested whether people intuitively detect logical value. Experiment 1 presented four logical propositions (conjunctive, biconditional, conditional, and material implications) regarding a target case and asked the participants to rate the extent to which they liked the statement. Experiment 2 tested the effects of matching bias, as well as intuitive logic, on the reasoners’ feelings by manipulating whether the antecedent or consequent (or both) of the conditional was affirmed or negated. The results showed that both logicality and matching bias affected the reasoners’ feelings, and people preferred logically true targets over logically false ones for all forms of propositions. These results suggest that people intuitively detect what is true from what is false during abstract reasoning. Additionally, a Bayesian mixed model meta-analysis of conditionals indicated that people’s intuitive interpretation of the conditional “if p then q” fits better with the conditional probability, q given p. PMID:28036402

Logic models to predict continuous outputs based on binary inputs with an application to personalized cancer therapy

PubMed Central

Knijnenburg, Theo A.; Klau, Gunnar W.; Iorio, Francesco; Garnett, Mathew J.; McDermott, Ultan; Shmulevich, Ilya; Wessels, Lodewyk F. A.

2016-01-01

Mining large datasets using machine learning approaches often leads to models that are hard to interpret and not amenable to the generation of hypotheses that can be experimentally tested. We present ‘Logic Optimization for Binary Input to Continuous Output’ (LOBICO), a computational approach that infers small and easily interpretable logic models of binary input features that explain a continuous output variable. Applying LOBICO to a large cancer cell line panel, we find that logic combinations of multiple mutations are more predictive of drug response than single gene predictors. Importantly, we show that the use of the continuous information leads to robust and more accurate logic models. LOBICO implements the ability to uncover logic models around predefined operating points in terms of sensitivity and specificity. As such, it represents an important step towards practical application of interpretable logic models. PMID:27876821

Logic models to predict continuous outputs based on binary inputs with an application to personalized cancer therapy.

PubMed

Knijnenburg, Theo A; Klau, Gunnar W; Iorio, Francesco; Garnett, Mathew J; McDermott, Ultan; Shmulevich, Ilya; Wessels, Lodewyk F A

2016-11-23

Mining large datasets using machine learning approaches often leads to models that are hard to interpret and not amenable to the generation of hypotheses that can be experimentally tested. We present 'Logic Optimization for Binary Input to Continuous Output' (LOBICO), a computational approach that infers small and easily interpretable logic models of binary input features that explain a continuous output variable. Applying LOBICO to a large cancer cell line panel, we find that logic combinations of multiple mutations are more predictive of drug response than single gene predictors. Importantly, we show that the use of the continuous information leads to robust and more accurate logic models. LOBICO implements the ability to uncover logic models around predefined operating points in terms of sensitivity and specificity. As such, it represents an important step towards practical application of interpretable logic models.

Contemporary Approaches to Critical Thinking and the World Wide Web

ERIC Educational Resources Information Center

Buffington, Melanie L.

2007-01-01

Teaching critical thinking skills is often endorsed as a means to help students develop their abilities to navigate the complex world in which people live and, in addition, as a way to help students succeed in school. Over the past few years, this author explored the idea of teaching critical thinking using the World Wide Web (WWW). She began…

Analogy, higher order thinking, and education.

PubMed

Richland, Lindsey Engle; Simms, Nina

2015-01-01

Analogical reasoning, the ability to understand phenomena as systems of structured relationships that can be aligned, compared, and mapped together, plays a fundamental role in the technology rich, increasingly globalized educational climate of the 21st century. Flexible, conceptual thinking is prioritized in this view of education, and schools are emphasizing 'higher order thinking', rather than memorization of a cannon of key topics. The lack of a cognitively grounded definition for higher order thinking, however, has led to a field of research and practice with little coherence across domains or connection to the large body of cognitive science research on thinking. We review literature on analogy and disciplinary higher order thinking to propose that relational reasoning can be productively considered the cognitive underpinning of higher order thinking. We highlight the utility of this framework for developing insights into practice through a review of mathematics, science, and history educational contexts. In these disciplines, analogy is essential to developing expert-like disciplinary knowledge in which concepts are understood to be systems of relationships that can be connected and flexibly manipulated. At the same time, analogies in education require explicit support to ensure that learners notice the relevance of relational thinking, have adequate processing resources available to mentally hold and manipulate relations, and are able to recognize both the similarities and differences when drawing analogies between systems of relationships. © 2015 John Wiley & Sons, Ltd.

Teaching and evaluating critical thinking in respiratory care.

PubMed

Mishoe, Shelley C; Hernlen, Kitty

2005-09-01

The capacity to perform critical thinking in respiratory care may be enhanced through awareness and education to improve skills, abilities, and opportunities. The essential skills for critical thinking in respiratory care include prioritizing, anticipating, troubleshooting, communicating, negotiating, decision making, and reflecting. In addition to these skills, critical thinkers exhibit certain characteristics such as critical evaluation, judgment,insight, motivation, and lifelong learning. The teaching of critical thinking may be accomplished though problem-based learning using an evidenced-based approach to solve clinical problems similar to those encountered in professional practice. Other traditional strategies such as discussion, debate, case study, and case presentations can be used. Web-based curriculum and technologic advances have created opportunities such as bulletin boards, real-time chats, and interactive media tools that can incorporate critical thinking. Many concerns and controversies surround the assessment of critical thinking, and individuals who administer critical thinking tests must be aware of the strengths and limitations of these assessment tools, as well as their relevance to the workplace. The foundational works reported in this article summarize the current status of assessment of critical thinking and can stimulate further investigation and application of the skills, characteristics, educational strategies, and measurement of critical thinking in respiratory care.

Thinking Critically about Critical Thinking

ERIC Educational Resources Information Center

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…

Developing strategic thinking in senior management.

PubMed

Zabriskie, N B; Huellmantel, A B

1991-12-01

Chief Executive Officers have recently stated that their greatest staffing challenge for the 1990s is the development of strategic leadership in their senior management. In order to do this, it is necessary to identify the substance of strategic thinking, and the capabilities that must be mastered. Writers on strategy have identified six major elements of strategic thinking and these have been organized to reveal the tasks, questions, decisions, and skills that senior executives must acquire in order to lead their organizations strategically. Finally, the article identifies training programme elements which are used by Directors of Manpower Development to develop strategic leadership ability.

Generic Critical Thinking Infusion and Course Content Learning in Introductory Psychology

ERIC Educational Resources Information Center

Solon, Tom

2007-01-01

One group of introductory psychology students received a moderate infusion of generic critical thinking material. The other group did not. Otherwise both groups had the same course content, and took the same pretests and posttests of their critical thinking ability and their knowledge of psychology. The experimental group improved its critical…

Logical Framework of Forensic Identification: Ability to Resist Fabricated DNA.

PubMed

Wang, Zheng; Zhou, Di; Zhang, Suhua; Bian, Yingnan; Hu, Zhen; Zhu, Ruxin; Lu, Daru; Li, Chengtao

2015-12-01

Over the past 30 years, DNA analysis has revolutionized forensic science and has become the most useful single tool in the multifaceted fight against crime. Today, DNA profiling with sets of highly polymorphic autosomal short tandem repeat markers is widely employed and accepted in the courts due to its high discriminating power and reliability. However, an artificial bloodstain purposefully created using molecular biology techniques succeeded in tricking a leading forensic DNA laboratory. The disturbing possibility that a forensic DNA profile can be faked shocked the general public and the mass media, and generated serious discussion about the credibility of DNA evidence. Herein, we present two exemplary assays based on tissue-specific methylation patterns and cell-specific mRNA expression, respectively. These two assays can be integrated into the DNA analysis pipelines without consumption of additional samples. We show that the two assays can not only distinguish between artificial and genuine samples, but also provide information on tissue origin. The two assays were tested on natural and artificial bloodstains (generated by polymerase chain reaction and whole genome amplification technique) and the results illustrated that the logical framework of forensic identification is still useful for forensic identification with the high credibility.

Integrated circuits and logic operations based on single-layer MoS2.

PubMed

Radisavljevic, Branimir; Whitwick, Michael Brian; Kis, Andras

2011-12-27

Logic circuits and the ability to amplify electrical signals form the functional backbone of electronics along with the possibility to integrate multiple elements on the same chip. The miniaturization of electronic circuits is expected to reach fundamental limits in the near future. Two-dimensional materials such as single-layer MoS(2) represent the ultimate limit of miniaturization in the vertical dimension, are interesting as building blocks of low-power nanoelectronic devices, and are suitable for integration due to their planar geometry. Because they are less than 1 nm thin, 2D materials in transistors could also lead to reduced short channel effects and result in fabrication of smaller and more power-efficient transistors. Here, we report on the first integrated circuit based on a two-dimensional semiconductor MoS(2). Our integrated circuits are capable of operating as inverters, converting logical "1" into logical "0", with room-temperature voltage gain higher than 1, making them suitable for incorporation into digital circuits. We also show that electrical circuits composed of single-layer MoS(2) transistors are capable of performing the NOR logic operation, the basis from which all logical operations and full digital functionality can be deduced.

Redesigning a General Education Science Course to Promote Critical Thinking

PubMed Central

Rowe, Matthew P.; Gillespie, B. Marcus; Harris, Kevin R.; Koether, Steven D.; Shannon, Li-Jen Y.; Rose, Lori A.

2015-01-01

Recent studies question the effectiveness of a traditional university curriculum in helping students improve their critical thinking and scientific literacy. We developed an introductory, general education (gen ed) science course to overcome both deficiencies. The course, titled Foundations of Science, differs from most gen ed science offerings in that it is interdisciplinary; emphasizes the nature of science along with, rather than primarily, the findings of science; incorporates case studies, such as the vaccine-autism controversy; teaches the basics of argumentation and logical fallacies; contrasts science with pseudoscience; and addresses psychological factors that might otherwise lead students to reject scientific ideas they find uncomfortable. Using a pretest versus posttest design, we show that students who completed the experimental course significantly improved their critical-thinking skills and were more willing to engage scientific theories the general public finds controversial (e.g., evolution), while students who completed a traditional gen ed science course did not. Our results demonstrate that a gen ed science course emphasizing the process and application of science rather than just scientific facts can lead to improved critical thinking and scientific literacy. PMID:26231561

Monitoring Reading Comprehension by Thinking Aloud. Instructional Resource No. 1.

ERIC Educational Resources Information Center

Baumann, James F.; And Others

A think-aloud instructional program was developed to help students acquire the ability to monitor their reading comprehension and to employ various strategies to deal with comprehension breakdowns. Several research studies indicate that comprehension monitoring abilities discriminate successful readers from less successful ones and that…

Fuzzy branching temporal logic.

PubMed

Moon, Seong-ick; Lee, Kwang H; Lee, Doheon

2004-04-01

Intelligent systems require a systematic way to represent and handle temporal information containing uncertainty. In particular, a logical framework is needed that can represent uncertain temporal information and its relationships with logical formulae. Fuzzy linear temporal logic (FLTL), a generalization of propositional linear temporal logic (PLTL) with fuzzy temporal events and fuzzy temporal states defined on a linear time model, was previously proposed for this purpose. However, many systems are best represented by branching time models in which each state can have more than one possible future path. In this paper, fuzzy branching temporal logic (FBTL) is proposed to address this problem. FBTL adopts and generalizes concurrent tree logic (CTL*), which is a classical branching temporal logic. The temporal model of FBTL is capable of representing fuzzy temporal events and fuzzy temporal states, and the order relation among them is represented as a directed graph. The utility of FBTL is demonstrated using a fuzzy job shop scheduling problem as an example.

Using Computers and Original Texts to Teach Critical Reading and Thinking.

ERIC Educational Resources Information Center

Orndorff, Joseph

While ability to read and think critically is the very basis of post-secondary education, increasing numbers of college students lack these skills. A sequence of two courses in critical reading and thinking are currently offered in the Concentrated Studies program at Duquesne University in Pennsylvania. In these courses, students who are…

Transfer of Critical Thinking: Literacy from Reading Art to Reading Text

ERIC Educational Resources Information Center

Vancil, Kelly

2009-01-01

This study examined (a) the effects of Visual Thinking Strategies (VTS) on student use of critical thinking skills (CTS) in written responses to district reading assessments, (b) if practiced oral responses affected the ability to respond critically using written language, (c) whether there was a relationship between the development of the CTS of…

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

NASA Astrophysics Data System (ADS)

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.

Impact of interdisciplinary learning on critical thinking using case study method in allied health care graduate students.

PubMed

Zimmerman, Scott D; Lester Short, Glenda F; Hendrix, E Michael

2011-01-01

It remains unclear which classroom experiences, if any, foster critical think ability. We measured the effectiveness of interdisciplinary, case-based learning on the critical-thinking ability of graduate students enrolled in allied health care programs. We designed a voluntary classroom experience to examine the effectiveness of case studies used in an interdisciplinary setting to increase critical-thinking ability. Two groups of students were measured for their critical thinking ability using an online assessment both before and after their respective classroom experiences. One group of 14 graduate students from 4 different allied health care programs (interdisciplinary, ID) discussed complex interdisciplinary case studies and answered multiple-choice type questions formed around the cases. The second group was composed of graduate students (n = 28) from a single disciple enrolled in a clinical anatomy course (discipline specific, DS). They discussed complex case studies specific to their discipline and answered multiple-choice questions formed around the cases. There was no overall change in critical-thinking scores from the pre- to post-test in either group (delta scores: ID 1.5 ± 5.3, DS -1.7 ± 5.7). However, ID students scoring below the median on the pretest improved significantly (paired t-test, pre 50.7 ± 3.8, post 54.2 ± 1.7, p = 0.02). The interdisciplinary learning experience improved critical-thinking ability in students with the least proficiency. As case studies have long been used to advance deeper learning, these data provide evidence for a broader impact of cases when used in an interdisciplinary setting, especially for those students coming in with the least ability.

Childrearing Antecedents of Flexible Thinking.

ERIC Educational Resources Information Center

Busse, Thomas V.

The behavior, attitudes, and social class of 48 Negro mothers and 48 Negro fathers were related to the development of their fifth grade boys' flexible thinking, defined as the ability to consider alternative means to a given end. The parents were interviewed at home and asked to teach their sons four tasks. Linear relationships were found linking…

Visual Literacy and Visual Thinking.

ERIC Educational Resources Information Center

Hortin, John A.

It is proposed that visual literacy be defined as the ability to understand (read) and use (write) images and to think and learn in terms of images. This definition includes three basic principles: (1) visuals are a language and thus analogous to verbal language; (2) a visually literate person should be able to understand (read) images and use…

Thinking about Fantasy: Are Children Fundamentally Different Thinkers and Believers from Adults?

ERIC Educational Resources Information Center

Woolley, Jacqueline D.

1997-01-01

Reviews research on children's and adults' beliefs about fantasy and their tendency to engage in "magical thinking." Suggests that children are not fundamentally different from adults in their ability to distinguish fantasy from reality. Both entertain fantastical beliefs and engage in magical thinking. Offers suggestions regarding age…

Predicting student performance in sonographic scanning using spatial ability as an ability determinent of skill acquisition

NASA Astrophysics Data System (ADS)

Clem, Douglas Wayne

Spatial ability refers to an individual's capacity to visualize and mentally manipulate three dimensional objects. Since sonographers manually manipulate 2D and 3D sonographic images to generate multi-viewed, logical, sequential renderings of an anatomical structure, it can be assumed that spatial ability is central to the perception and interpretation of these medical images. Using Ackerman's theory of ability determinants of skilled performance as a conceptual framework, this study explored the relationship of spatial ability and learning sonographic scanning. Beginning first year sonography students from four different educational institutions were administered a spatial abilities test prior to their initial scanning lab coursework. The students' spatial test scores were compared with their scanning competency performance scores. A significant relationship between the students' spatial ability scores and their scanning performance scores was found. This result suggests that the use of spatial ability tests for admission to sonography programs may improve candidate selection, as well as assist programs in adjusting instruction and curriculum for students who demonstrate low spatial ability.

Radiation tolerant combinational logic cell

NASA Technical Reports Server (NTRS)

Maki, Gary R. (Inventor); Whitaker, Sterling (Inventor); Gambles, Jody W. (Inventor)

2009-01-01

A system has a reduced sensitivity to Single Event Upset and/or Single Event Transient(s) compared to traditional logic devices. In a particular embodiment, the system includes an input, a logic block, a bias stage, a state machine, and an output. The logic block is coupled to the input. The logic block is for implementing a logic function, receiving a data set via the input, and generating a result f by applying the data set to the logic function. The bias stage is coupled to the logic block. The bias stage is for receiving the result from the logic block and presenting it to the state machine. The state machine is coupled to the bias stage. The state machine is for receiving, via the bias stage, the result generated by the logic block. The state machine is configured to retain a state value for the system. The state value is typically based on the result generated by the logic block. The output is coupled to the state machine. The output is for providing the value stored by the state machine. Some embodiments of the invention produce dual rail outputs Q and Q'. The logic block typically contains combinational logic and is similar, in size and transistor configuration, to a conventional CMOS combinational logic design. However, only a very small portion of the circuits of these embodiments, is sensitive to Single Event Upset and/or Single Event Transients.

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

NASA Astrophysics Data System (ADS)

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.

[Effects of situational and individual variables on critical thinking expression].

PubMed

Tanaka, Yuko; Kusumi, Takashi

2016-04-01

The present study examined when people decide to choose an expression that is based on critical thinking, and how situational and individual variables affect such a decision process. Given a conversation scenario including overgeneralization with two friends, participants decided whether to follow the conversation by a critical-thinking expression or not. The authors controlled purpose and topic as situational variables, and measured critical-thinking ability, critical-thinking disposition, and self-monitoring as individual variables. We conducted an experiment in which the situational variables were counterbalanced in a within-subject design with 60 university students. The results of logistic regression analysis showed differences within individuals in the decision process whether to choose a critical-thinking expression, and that some situational factors and some subscales of the individual measurements were related to the differences.

Assessment of Teaching Methods and Critical Thinking in a Course for Science Majors

NASA Astrophysics Data System (ADS)

Speck, Angela; Ruzhitskaya, L.; Whittington, A. G.

2014-01-01

Ability to think critically is a key ingredient to the scientific mindset. Students who take science courses may or may not be predisposed to critical thinking - the ability to evaluate information analytically. Regardless of their initial stages, students can significantly improve their critical thinking through learning and practicing their reasoning skills, critical assessments, conducting and reflecting on observations and experiments, building their questioning and communication skills, and through the use of other techniques. While, there are several of teaching methods that may help to improve critical thinking, there are only a few assessment instruments that can help in evaluating the efficacy of these methods. Critical thinking skills and improvement in those skills are notoriously difficult to measure. Assessments that are based on multiple-choice questions demonstrate students’ final decisions but not their thinking processes. In addition, during the course of studies students may develop subject-based critical thinking while not being able to extend the skills to the general critical thinking. As such, we wanted to design and conduct a study on efficacy of several teaching methods in which we would learn how students’ improve their thinking processes within a science discipline as well as in everyday life situations. We conducted a study among 20 astronomy, physics and geology majors-- both graduate and undergraduate students-- enrolled in our Solar System Science course (mostly seniors and early graduate students) at the University of Missouri. We used the Ennis-Weir Critical Thinking Essay test to assess students’ general critical thinking and, in addition, we implemented our own subject-based critical thinking assessment. Here, we present the results of this study and share our experience on designing a subject-based critical thinking assessment instrument.

Identification of Knowledge, Skills, and Abilities for Army Design

DTIC Science & Technology

2014-04-01

the problem. Ntuen and Leedom (2007) emphasized that an agile and adaptive commander regularly engages in metacognitive processes to assess whether the...described reflective thinking and metacognition as vital components of design. They described reflective thinking as involving self-awareness of...and evolutionary. It wasn’t like we sat down to write a battalion operations order.” Finally, the ability to hold and consider two distinct, and

Virtual test: A student-centered software to measure student's critical thinking on human disease

NASA Astrophysics Data System (ADS)

Rusyati, Lilit; Firman, Harry

2016-02-01

The study "Virtual Test: A Student-Centered Software to Measure Student's Critical Thinking on Human Disease" is descriptive research. The background is importance of computer-based test that use element and sub element of critical thinking. Aim of this study is development of multiple choices to measure critical thinking that made by student-centered software. Instruments to collect data are (1) construct validity sheet by expert judge (lecturer and medical doctor) and professional judge (science teacher); and (2) test legibility sheet by science teacher and junior high school student. Participants consisted of science teacher, lecturer, and medical doctor as validator; and the students as respondent. Result of this study are describe about characteristic of virtual test that use to measure student's critical thinking on human disease, analyze result of legibility test by students and science teachers, analyze result of expert judgment by science teachers and medical doctor, and analyze result of trial test of virtual test at junior high school. Generally, result analysis shown characteristic of multiple choices to measure critical thinking was made by eight elements and 26 sub elements that developed by Inch et al.; complete by relevant information; and have validity and reliability more than "enough". Furthermore, specific characteristic of multiple choices to measure critical thinking are information in form science comic, table, figure, article, and video; correct structure of language; add source of citation; and question can guide student to critical thinking logically.

Student’s rigorous mathematical thinking based on cognitive style

NASA Astrophysics Data System (ADS)

Fitriyani, H.; Khasanah, U.

2017-12-01

The purpose of this research was to determine the rigorous mathematical thinking (RMT) of mathematics education students in solving math problems in terms of reflective and impulsive cognitive styles. The research used descriptive qualitative approach. Subjects in this research were 4 students of the reflective and impulsive cognitive style which was each consisting male and female subjects. Data collection techniques used problem-solving test and interview. Analysis of research data used Miles and Huberman model that was reduction of data, presentation of data, and conclusion. The results showed that impulsive male subjects used three levels of the cognitive function required for RMT that were qualitative thinking, quantitative thinking with precision, and relational thinking completely while the other three subjects were only able to use cognitive function at qualitative thinking level of RMT. Therefore the subject of impulsive male has a better RMT ability than the other three research subjects.

Logic for Physicists

NASA Astrophysics Data System (ADS)

Pereyra, Nicolas A.

2018-06-01

This book gives a rigorous yet 'physics-focused' introduction to mathematical logic that is geared towards natural science majors. We present the science major with a robust introduction to logic, focusing on the specific knowledge and skills that will unavoidably be needed in calculus topics and natural science topics in general (rather than taking a philosophical-math-fundamental oriented approach that is commonly found in mathematical logic textbooks).

Digital Holographic Logic

NASA Technical Reports Server (NTRS)

Preston, K., Jr.

1972-01-01

The characteristics of the holographic logic computer are discussed. The holographic operation is reviewed from the Fourier transform viewpoint, and the formation of holograms for use in performing digital logic are described. The operation of the computer with an experiment in which the binary identity function is calculated is discussed along with devices for achieving real-time performance. An application in pattern recognition using neighborhood logic is presented.

Navigating a Mobile Robot Across Terrain Using Fuzzy Logic

NASA Technical Reports Server (NTRS)

Seraji, Homayoun; Howard, Ayanna; Bon, Bruce

2003-01-01

A strategy for autonomous navigation of a robotic vehicle across hazardous terrain involves the use of a measure of traversability of terrain within a fuzzy-logic conceptual framework. This navigation strategy requires no a priori information about the environment. Fuzzy logic was selected as a basic element of this strategy because it provides a formal methodology for representing and implementing a human driver s heuristic knowledge and operational experience. Within a fuzzy-logic framework, the attributes of human reasoning and decision- making can be formulated by simple IF (antecedent), THEN (consequent) rules coupled with easily understandable and natural linguistic representations. The linguistic values in the rule antecedents convey the imprecision associated with measurements taken by sensors onboard a mobile robot, while the linguistic values in the rule consequents represent the vagueness inherent in the reasoning processes to generate the control actions. The operational strategies of the human expert driver can be transferred, via fuzzy logic, to a robot-navigation strategy in the form of a set of simple conditional statements composed of linguistic variables. These linguistic variables are defined by fuzzy sets in accordance with user-defined membership functions. The main advantages of a fuzzy navigation strategy lie in the ability to extract heuristic rules from human experience and to obviate the need for an analytical model of the robot navigation process.

Critical-Thinking Dispositions among Dietetic Interns at the Completion of Their Internship

ERIC Educational Resources Information Center

Schumacher, Julie Raeder

2014-01-01

Critical-thinking skills permeate the ability to pass tests such as the Certification Registration Examination for Dietitians (RD Exam) (Dietetic Educators of Practitioners, 2011). The impact of critical thinking on the RD Exam should be evaluated to assist faculty members when developing curriculum-especially as trends in dispositions emerge.…

A Critical Thinking Benchmark for a Department of Agricultural Education and Studies

ERIC Educational Resources Information Center

Perry, Dustin K.; Retallick, Michael S.; Paulsen, Thomas H.

2014-01-01

Due to an ever changing world where technology seemingly provides endless answers, today's higher education students must master a new skill set reflecting an emphasis on critical thinking, problem solving, and communications. The purpose of this study was to establish a departmental benchmark for critical thinking abilities of students majoring…

The Experimental Design Ability Test (EDAT)

ERIC Educational Resources Information Center

Sirum, Karen; Humburg, Jennifer

2011-01-01

Higher education goals include helping students develop evidence based reasoning skills; therefore, scientific thinking skills such as those required to understand the design of a basic experiment are important. The Experimental Design Ability Test (EDAT) measures students' understanding of the criteria for good experimental design through their…

Reprogrammable Logic Gate and Logic Circuit Based on Multistimuli-Responsive Raspberry-like Micromotors.

PubMed

Zhang, Lina; Zhang, Hui; Liu, Mei; Dong, Bin

2016-06-22

In this paper, we report a polymer-based raspberry-like micromotor. Interestingly, the resulting micromotor exhibits multistimuli-responsive motion behavior. Its on-off-on motion can be regulated by the application of stimuli such as H2O2, near-infrared light, NH3, or their combinations. Because of the versatility in motion control, the current micromotor has great potential in the application field of logic gate and logic circuit. With use of different stimuli as the inputs and the micromotor motion as the output, reprogrammable OR and INHIBIT logic gates or logic circuit consisting of OR, NOT, and AND logic gates can be achieved.

A Developmental Perspective of Divergent Movement Ability in Early Young Children

ERIC Educational Resources Information Center

Zachopoulou, Evridiki; Makri, Anastasia

2005-01-01

Movement responses to a stimulus could be either quantitative or qualitative, or could also be the answer to a pre-established problem. This process activates both divergent thinking and critical thinking. Divergent movement ability generates both quantitative and qualitative movement responses to a stimulus. The aim of this study was to examine…

A meta-analysis of the effects of non-traditional teaching methods on the critical thinking abilities of nursing students.

PubMed

Lee, JuHee; Lee, Yoonju; Gong, SaeLom; Bae, Juyeon; Choi, Moonki

2016-09-15

Scientific framework is important in designing curricula and evaluating students in the field of education and clinical practice. The purpose of this study was to examine the effectiveness of non-traditional educational methods on critical thinking skills. A systematic review approach was applied. Studies published in peer-reviewed journals from January 2001 to December 2014 were searched using electronic databases and major education journals. A meta-analysis was performed using Review Manager 5.2. Reviewing the included studies, the California Critical Thinking Dispositions Inventory (CCTDI) and California Critical Thinking Skills Test (CCTST) were used to assess the effectiveness of critical thinking in the meta-analysis. The eight CCTDI datasets showed that non- traditional teaching methods (i.e., no lectures) were more effective compared to control groups (standardized mean difference [SMD]: 0.42, 95 % confidence interval [CI]: 0.26-0.57, p < .00001). And six CCTST datasets showed the teaching and learning methods in these studies were also had significantly more effects when compared to the control groups (SMD: 0.29, 95 % CI: 0.10-0.48, p = 0.003). This research showed that new teaching and learning methods designed to improve critical thinking were generally effective at enhancing critical thinking dispositions.

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

NASA Astrophysics Data System (ADS)

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.

Reconfigurable Optical Directed-Logic Circuits

DTIC Science & Technology

2015-11-20

AFRL-AFOSR-VA-TR-2016-0053 Reconfigurable Optical Directed-Logic Circuits Jacob Robinson WILLIAM MARSH RICE UNIV HOUSTON TX Final Report 11/20/2015...2015 Reconfigurable Optical Directed-Logic Circuits FA9550-12-1-0261 FA9550-12-1-0261 Robinson, Jacob Rice University 6100 Main Street Houston...Optical Directed-Logic Circuits Jacob T. Robinson and Qianfan Xu Rice University 1. Motivation for Directed-Logic Circuits Directed-logic is

Critical thinking dispositions among newly graduated nurses

PubMed Central

Wangensteen, Sigrid; Johansson, Inger S; Björkström, Monica E; Nordström, Gun

2010-01-01

wangensteen s., johansson i.s., björkström m.e. & nordström g. (2010) Critical thinking dispositions among newly graduated nurses. Journal of Advanced Nursing66(10), 2170–2181. Aim The aim of the study was to describe critical thinking dispositions among newly graduated nurses in Norway, and to study whether background data had any impact on critical thinking dispositions. Background Competence in critical thinking is one of the expectations of nursing education. Critical thinkers are described as well-informed, inquisitive, open-minded and orderly in complex matters. Critical thinking competence has thus been designated as an outcome for judging the quality of nursing education programmes and for the development of clinical judgement. The ability to think critically is also described as reducing the research–practice gap and fostering evidence-based nursing. Methods A cross-sectional descriptive study was performed. The data were collected between October 2006 and April 2007 using the California Critical Thinking Disposition Inventory. The response rate was 33% (n= 618). Pearson’s chi-square tests were used to analyse the data. Results Nearly 80% of the respondents reported a positive disposition towards critical thinking. The highest mean score was on the Inquisitiveness subscale and the lowest on the Truth-seeking subscale. A statistically significant higher proportion of nurses with high critical thinking scores were found among those older than 30 years, those with university education prior to nursing education, and those working in community health care. Conclusion Nurse leaders and nurse teachers should encourage and nurture critical thinking among newly graduated nurses and nursing students. The low Truth-seeking scores found may be a result of traditional teaching strategies in nursing education and might indicate a need for more student-active learning models. PMID:20384637

Application of linear logic to simulation

NASA Astrophysics Data System (ADS)

Clarke, Thomas L.

1998-08-01

Linear logic, since its introduction by Girard in 1987 has proven expressive and powerful. Linear logic has provided natural encodings of Turing machines, Petri nets and other computational models. Linear logic is also capable of naturally modeling resource dependent aspects of reasoning. The distinguishing characteristic of linear logic is that it accounts for resources; two instances of the same variable are considered differently from a single instance. Linear logic thus must obey a form of the linear superposition principle. A proportion can be reasoned with only once, unless a special operator is applied. Informally, linear logic distinguishes two kinds of conjunction, two kinds of disjunction, and also introduces a modal storage operator that explicitly indicates propositions that can be reused. This paper discuses the application of linear logic to simulation. A wide variety of logics have been developed; in addition to classical logic, there are fuzzy logics, affine logics, quantum logics, etc. All of these have found application in simulations of one sort or another. The special characteristics of linear logic and its benefits for simulation will be discussed. Of particular interest is a connection that can be made between linear logic and simulated dynamics by using the concept of Lie algebras and Lie groups. Lie groups provide the connection between the exponential modal storage operators of linear logic and the eigen functions of dynamic differential operators. Particularly suggestive are possible relations between complexity result for linear logic and non-computability results for dynamical systems.

Can Learning a Foreign Language Foster Analytic Thinking?—Evidence from Chinese EFL Learners' Writings

PubMed Central

Jiang, Jingyang; Ouyang, Jinghui; Liu, Haitao

2016-01-01

Language is not only the representation of thinking, but also shapes thinking. Studies on bilinguals suggest that a foreign language plays an important and unconscious role in thinking. In this study, a software—Linguistic Inquiry and Word Count 2007—was used to investigate whether the learning of English as a foreign language (EFL) can foster Chinese high school students’ English analytic thinking (EAT) through the analysis of their English writings with our self-built corpus. It was found that: (1) learning English can foster Chinese learners’ EAT. Chinese EFL learners’ ability of making distinctions, degree of cognitive complexity and degree of thinking activeness have all improved along with the increase of their English proficiency and their age; (2) there exist differences in Chinese EFL learners’ EAT and that of English native speakers, i. e. English native speakers are better in the ability of making distinctions and degree of thinking activeness. These findings suggest that the best EFL learners in high schools have gained native-like analytic thinking through six years’ English learning and are able to switch their cognitive styles as needed. PMID:27741270

Fostering Critical Thinking in the Classroom

ERIC Educational Resources Information Center

Sahamid, Husniah

2014-01-01

The ability to cite reasons, to justify claims and give support to arguments is seen as primary characteristics of a critical thinker. This paper discusses how the "Elements of Reasoning" is employed with Socratic Questioning to develop critical thinking in the language classroom. The principles that guide the questioning are laid out…

The characteristics of failure among students who experienced pseudo thinking

NASA Astrophysics Data System (ADS)

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.

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

PubMed

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.

Gate-Controlled BP-WSe2 Heterojunction Diode for Logic Rectifiers and Logic Optoelectronics.

PubMed

Li, Dong; Wang, Biao; Chen, Mingyuan; Zhou, Jun; Zhang, Zengxing

2017-06-01

p-n junctions play an important role in modern semiconductor electronics and optoelectronics, and field-effect transistors are often used for logic circuits. Here, gate-controlled logic rectifiers and logic optoelectronic devices based on stacked black phosphorus (BP) and tungsten diselenide (WSe 2 ) heterojunctions are reported. The gate-tunable ambipolar charge carriers in BP and WSe 2 enable a flexible, dynamic, and wide modulation on the heterojunctions as isotype (p-p and n-n) and anisotype (p-n) diodes, which exhibit disparate rectifying and photovoltaic properties. Based on such characteristics, it is demonstrated that BP-WSe 2 heterojunction diodes can be developed for high-performance logic rectifiers and logic optoelectronic devices. Logic optoelectronic devices can convert a light signal to an electric one by applied gate voltages. This work should be helpful to expand the applications of 2D crystals. © 2017 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

Effects of a "Learn to Think" Intervention Programme on Primary School Students

ERIC Educational Resources Information Center

Hu, Weiping; Adey, Philip; Jia, Xiaojuan; Liu, Jia; Zhang, Lei; Li, Jing; Dong, Xiaomei

2011-01-01

Background: Methods for teaching thinking may be described as out-of-context or infusion. Both approaches have potential to raise students' general cognitive processing ability and so raise academic achievement, but each has disadvantages. Aims: To describe and evaluate a theory-based learn to think (LTT) curriculum for primary school students,…

Short Term Intervention Model for Enhancing Divergent Thinking among School Aged Children

ERIC Educational Resources Information Center

Doron, Eyal

2016-01-01

Creative ability can be developed and improved through intervention and training. This study presents a unique and innovative intervention program for enhancing creative thinking among children, focusing on divergent thinking skills. The program was designed as a short-term (10 weeks) training and conducted with 150 school students ranging in age…

Amplifying genetic logic gates.

PubMed

Bonnet, Jerome; Yin, Peter; Ortiz, Monica E; Subsoontorn, Pakpoom; Endy, Drew

2013-05-03

Organisms must process information encoded via developmental and environmental signals to survive and reproduce. Researchers have also engineered synthetic genetic logic to realize simpler, independent control of biological processes. We developed a three-terminal device architecture, termed the transcriptor, that uses bacteriophage serine integrases to control the flow of RNA polymerase along DNA. Integrase-mediated inversion or deletion of DNA encoding transcription terminators or a promoter modulates transcription rates. We realized permanent amplifying AND, NAND, OR, XOR, NOR, and XNOR gates actuated across common control signal ranges and sequential logic supporting autonomous cell-cell communication of DNA encoding distinct logic-gate states. The single-layer digital logic architecture developed here enables engineering of amplifying logic gates to control transcription rates within and across diverse organisms.

Cognitive and attitudinal predictors related to graphing achievement among pre-service elementary teachers

NASA Astrophysics Data System (ADS)

Szyjka, Sebastian P.

The purpose of this study was to determine the extent to which six cognitive and attitudinal variables predicted pre-service elementary teachers' performance on line graphing. Predictors included Illinois teacher education basic skills sub-component scores in reading comprehension and mathematics, logical thinking performance scores, as well as measures of attitudes toward science, mathematics and graphing. This study also determined the strength of the relationship between each prospective predictor variable and the line graphing performance variable, as well as the extent to which measures of attitude towards science, mathematics and graphing mediated relationships between scores on mathematics, reading, logical thinking and line graphing. Ninety-four pre-service elementary education teachers enrolled in two different elementary science methods courses during the spring 2009 semester at Southern Illinois University Carbondale participated in this study. Each subject completed five different instruments designed to assess science, mathematics and graphing attitudes as well as logical thinking and graphing ability. Sixty subjects provided copies of primary basic skills score reports that listed subset scores for both reading comprehension and mathematics. The remaining scores were supplied by a faculty member who had access to a database from which the scores were drawn. Seven subjects, whose scores could not be found, were eliminated from final data analysis. Confirmatory factor analysis (CFA) was conducted in order to establish validity and reliability of the Questionnaire of Attitude Toward Line Graphs in Science (QALGS) instrument. CFA tested the statistical hypothesis that the five main factor structures within the Questionnaire of Attitude Toward Statistical Graphs (QASG) would be maintained in the revised QALGS. Stepwise Regression Analysis with backward elimination was conducted in order to generate a parsimonious and precise predictive model. This

Critically Thinking about Critical Thinking

ERIC Educational Resources Information Center

Weissberg, Robert

2013-01-01

In this article, the author states that "critical thinking" has mesmerized academics across the political spectrum and that even high school students are now being called upon to "think critically." He furthers adds that it is no exaggeration to say that "critical thinking" has quickly evolved into a scholarly…

Learning a Markov Logic network for supervised gene regulatory network inference

PubMed Central

2013-01-01

Background Gene regulatory network inference remains a challenging problem in systems biology despite the numerous approaches that have been proposed. When substantial knowledge on a gene regulatory network is already available, supervised network inference is appropriate. Such a method builds a binary classifier able to assign a class (Regulation/No regulation) to an ordered pair of genes. Once learnt, the pairwise classifier can be used to predict new regulations. In this work, we explore the framework of Markov Logic Networks (MLN) that combine features of probabilistic graphical models with the expressivity of first-order logic rules. Results We propose to learn a Markov Logic network, e.g. a set of weighted rules that conclude on the predicate “regulates”, starting from a known gene regulatory network involved in the switch proliferation/differentiation of keratinocyte cells, a set of experimental transcriptomic data and various descriptions of genes all encoded into first-order logic. As training data are unbalanced, we use asymmetric bagging to learn a set of MLNs. The prediction of a new regulation can then be obtained by averaging predictions of individual MLNs. As a side contribution, we propose three in silico tests to assess the performance of any pairwise classifier in various network inference tasks on real datasets. A first test consists of measuring the average performance on balanced edge prediction problem; a second one deals with the ability of the classifier, once enhanced by asymmetric bagging, to update a given network. Finally our main result concerns a third test that measures the ability of the method to predict regulations with a new set of genes. As expected, MLN, when provided with only numerical discretized gene expression data, does not perform as well as a pairwise SVM in terms of AUPR. However, when a more complete description of gene properties is provided by heterogeneous sources, MLN achieves the same performance as a black

Learning a Markov Logic network for supervised gene regulatory network inference.

PubMed

Brouard, Céline; Vrain, Christel; Dubois, Julie; Castel, David; Debily, Marie-Anne; d'Alché-Buc, Florence

2013-09-12

Gene regulatory network inference remains a challenging problem in systems biology despite the numerous approaches that have been proposed. When substantial knowledge on a gene regulatory network is already available, supervised network inference is appropriate. Such a method builds a binary classifier able to assign a class (Regulation/No regulation) to an ordered pair of genes. Once learnt, the pairwise classifier can be used to predict new regulations. In this work, we explore the framework of Markov Logic Networks (MLN) that combine features of probabilistic graphical models with the expressivity of first-order logic rules. We propose to learn a Markov Logic network, e.g. a set of weighted rules that conclude on the predicate "regulates", starting from a known gene regulatory network involved in the switch proliferation/differentiation of keratinocyte cells, a set of experimental transcriptomic data and various descriptions of genes all encoded into first-order logic. As training data are unbalanced, we use asymmetric bagging to learn a set of MLNs. The prediction of a new regulation can then be obtained by averaging predictions of individual MLNs. As a side contribution, we propose three in silico tests to assess the performance of any pairwise classifier in various network inference tasks on real datasets. A first test consists of measuring the average performance on balanced edge prediction problem; a second one deals with the ability of the classifier, once enhanced by asymmetric bagging, to update a given network. Finally our main result concerns a third test that measures the ability of the method to predict regulations with a new set of genes. As expected, MLN, when provided with only numerical discretized gene expression data, does not perform as well as a pairwise SVM in terms of AUPR. However, when a more complete description of gene properties is provided by heterogeneous sources, MLN achieves the same performance as a black-box model such as a

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

ERIC Educational Resources Information Center

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…

Pressure driven digital logic in PDMS based microfluidic devices fabricated by multilayer soft lithography.

PubMed

Devaraju, Naga Sai Gopi K; Unger, Marc A

2012-11-21

Advances in microfluidics now allow an unprecedented level of parallelization and integration of biochemical reactions. However, one challenge still faced by the field has been the complexity and cost of the control hardware: one external pressure signal has been required for each independently actuated set of valves on chip. Using a simple post-modification to the multilayer soft lithography fabrication process, we present a new implementation of digital fluidic logic fully analogous to electronic logic with significant performance advances over the previous implementations. We demonstrate a novel normally closed static gain valve capable of modulating pressure signals in a fashion analogous to an electronic transistor. We utilize these valves to build complex fluidic logic circuits capable of arbitrary control of flows by processing binary input signals (pressure (1) and atmosphere (0)). We demonstrate logic gates and devices including NOT, NAND and NOR gates, bi-stable flip-flops, gated flip-flops (latches), oscillators, self-driven peristaltic pumps, delay flip-flops, and a 12-bit shift register built using static gain valves. This fluidic logic shows cascade-ability, feedback, programmability, bi-stability, and autonomous control capability. This implementation of fluidic logic yields significantly smaller devices, higher clock rates, simple designs, easy fabrication, and integration into MSL microfluidics.

Fast logic?: Examining the time course assumption of dual process theory.

PubMed

Bago, Bence; De Neys, Wim

2017-01-01

Influential dual process models of human thinking posit that reasoners typically produce a fast, intuitive heuristic (i.e., Type-1) response which might subsequently be overridden and corrected by slower, deliberative processing (i.e., Type-2). In this study we directly tested this time course assumption. We used a two response paradigm in which participants have to give an immediate answer and afterwards are allowed extra time before giving a final response. In four experiments we used a range of procedures (e.g., challenging response deadline, concurrent load) to knock out Type 2 processing and make sure that the initial response was intuitive in nature. Our key finding is that we frequently observe correct, logical responses as the first, immediate response. Response confidence and latency analyses indicate that these initial correct responses are given fast, with high confidence, and in the face of conflicting heuristic responses. Findings suggest that fast and automatic Type 1 processing also cues a correct logical response from the start. We sketch a revised dual process model in which the relative strength of different types of intuitions determines reasoning performance. Copyright © 2016 Elsevier B.V. All rights reserved.

Effects of a System Thinking-Based Simulation Program for Congestive Heart Failure.

PubMed

Kim, Hyeon-Young; Yun, Eun Kyoung

2018-03-01

This study evaluated a system thinking-based simulation program for the care of patients with congestive heart failure. Participants were 67 undergraduate nursing students from a nursing college in Seoul, South Korea. The experimental group was given a 4-hour system-thinking program and a 2-hour simulation program, whereas the control group had a 4-hour case study and a 2-hour simulation program. There were significant improvements in critical thinking in both groups, but no significant group differences between educational methods (F = 3.26, P = .076). Problem-solving ability in the experimental group was significantly higher than in the control group (F = 5.04, P = .028). Clinical competency skills in the experimental group were higher than in the control group (t = 2.12, P = .038). A system thinking-based simulation program is a more effective learning method in terms of problem-solving ability and clinical competency skills compared to the existing simulation program. Further research using a longitudinal study is needed to test the long-term effect of the intervention and apply it to the nursing curriculum.

ADAPTIVE THRESHOLD LOGIC.

DTIC Science & Technology

The design and construction of a 16 variable threshold logic gate with adaptable weights is described. The operating characteristics of tape wound...and sizes as well as for the 16 input adaptive threshold logic gate. (Author)

The link between logic, mathematics and imagination: evidence from children with developmental dyscalculia and mathematically gifted children.

PubMed

Morsanyi, Kinga; Devine, Amy; Nobes, Alison; Szűcs, Dénes

2013-07-01

This study examined performance on transitive inference problems in children with developmental dyscalculia (DD), typically developing controls matched on IQ, working memory and reading skills, and in children with outstanding mathematical abilities. Whereas mainstream approaches currently consider DD as a domain-specific deficit, we hypothesized that the development of mathematical skills is closely related to the development of logical abilities, a domain-general skill. In particular, we expected a close link between mathematical skills and the ability to reason independently of one's beliefs. Our results showed that this was indeed the case, with children with DD performing more poorly than controls, and high maths ability children showing outstanding skills in logical reasoning about belief-laden problems. Nevertheless, all groups performed poorly on structurally equivalent problems with belief-neutral content. This is in line with suggestions that abstract reasoning skills (i.e. the ability to reason about content without real-life referents) develops later than the ability to reason about belief-inconsistent fantasy content.A video abstract of this article can be viewed at http://www.youtube.com/watch?v=90DWY3O4xx8. © 2013 Blackwell Publishing Ltd.

An analysis of narratives to identify critical thinking contexts in psychiatric clinical practice.

PubMed

Mun, Mi Suk

2010-02-01

The development of students' critical thinking abilities is one of the greatest challenges facing contemporary nursing educators. Nursing educators should know about what kind of contents or situations need critical thinking. The research was undertaken to identify the critical thinking contexts that nursing students confront in psychiatric clinical practices. Students were asked to document their everyday experience. The narratives were analysed and interpreted from the philosophical notion of hermeneutics. Four themes emerged as critical thinking contexts: anxiety, conflict, hyper-awareness, dilemmas. Writing narratives appear to provide opportunities for reflection in addition to facilitating critical thinking and communicative skills in students. Also, for the instructor, students' clinical narratives could provide insight to understand how students are thinking and to share student's personal difficulties.