Content Analysis in Computer-Mediated Communication: Analyzing Models for Assessing Critical Thinking through the Lens of Social Constructivism

ERIC Educational Resources Information Center

Buraphadeja, Vasa; Dawson, Kara

2008-01-01

This article reviews content analysis studies aimed to assess critical thinking in computer-mediated communication. It also discusses theories and content analysis models that encourage critical thinking skills in asynchronous learning environments and reviews theories and factors that may foster critical thinking skills and new knowledge…

Operation ARA: A Computerized Learning Game that Teaches Critical Thinking and Scientific Reasoning

ERIC Educational Resources Information Center

Halpern, Diane F.; Millis, Keith; Graesser, Arthur C.; Butler, Heather; Forsyth, Carol; Cai, Zhiqiang

2012-01-01

Operation ARA (Acquiring Research Acumen) is a computerized learning game that teaches critical thinking and scientific reasoning. It is a valuable learning tool that utilizes principles from the science of learning and serious computer games. Students learn the skills of scientific reasoning by engaging in interactive dialogs with avatars. They…

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…

Introducing computational thinking through hands-on projects using R with applications to calculus, probability and data analysis

NASA Astrophysics Data System (ADS)

Benakli, Nadia; Kostadinov, Boyan; Satyanarayana, Ashwin; Singh, Satyanand

2017-04-01

The goal of this paper is to promote computational thinking among mathematics, engineering, science and technology students, through hands-on computer experiments. These activities have the potential to empower students to learn, create and invent with technology, and they engage computational thinking through simulations, visualizations and data analysis. We present nine computer experiments and suggest a few more, with applications to calculus, probability and data analysis, which engage computational thinking through simulations, visualizations and data analysis. We are using the free (open-source) statistical programming language R. Our goal is to give a taste of what R offers rather than to present a comprehensive tutorial on the R language. In our experience, these kinds of interactive computer activities can be easily integrated into a smart classroom. Furthermore, these activities do tend to keep students motivated and actively engaged in the process of learning, problem solving and developing a better intuition for understanding complex mathematical concepts.

Enhancing Creative Thinking through Designing Electronic Slides

ERIC Educational Resources Information Center

Mokaram, Al-Ali Khaled; Al-Shabatat, Ahmad Mohammad; Fong, Fook Soon; Abdallah, Andaleeb Ahmad

2011-01-01

During the shifting of teaching and learning methods using computer technologies, much emphasis was paid on the knowledge content more than the thinking skills. Thus, this study investigated the effects of a computer application, namely, designing electronic slides on the development of creative thinking skills of a sample of undergraduate…

Explicating mathematical thinking in differential equations using a computer algebra system

NASA Astrophysics Data System (ADS)

Zeynivandnezhad, Fereshteh; Bates, Rachel

2018-07-01

The importance of developing students' mathematical thinking is frequently highlighted in literature regarding the teaching and learning of mathematics. Despite this importance, most curricula and instructional activities for undergraduate mathematics fail to bring the learner beyond the mathematics. The purpose of this study was to enhance students' mathematical thinking by implementing a computer algebra system and active learning pedagogical approaches. students' mathematical thinking processes were analyzed while completing specific differential equations tasks based on posed prompts and questions and Instrumental Genesis. Data were collected from 37 engineering students in a public Malaysian university. This study used the descriptive and interpretive qualitative research design to investigate the students' perspectives of emerging mathematical understanding and approaches to learning mathematics in an undergraduate differential equations course. Results of this study concluded that students used a variety of mathematical thinking processes in a non-sequential manner. Additionally, the outcomes provide justification for continued use of technologies such as computer algebra systems in undergraduate mathematics courses and the need for further studies to uncover the various processes students utilize to complete specific mathematical tasks.

Empowering K-12 Students with Disabilities to Learn Computational Thinking and Computer Programming

ERIC Educational Resources Information Center

Israel, Maya; Wherfel, Quentin M.; Pearson, Jamie; Shehab, Saadeddine; Tapia, Tanya

2015-01-01

This article's focus is on including computing and computational thinking in K-12 instruction within science, technology, engineering, and mathematics (STEM) education, and to provide that instruction in ways that promote access for students traditionally underrepresented in the STEM fields, such as students with disabilities. Providing computing…

Students' Learning Behavior, Motivation and Critical Thinking in Learning Management Systems

ERIC Educational Resources Information Center

Wichadee, Saovapa

2014-01-01

Computer mediated communication (CMC) offers new opportunities for learners to create communities of inquiry that allow for more active learning. This paper reports on the use of a Learning Management System (LMS) as a tool to facilitate students' writing and critical thinking skills. The primary data for the study came from students'…

Embodying Computational Thinking: Initial Design of an Emerging Technological Learning Tool

ERIC Educational Resources Information Center

Daily, Shaundra B.; Leonard, Alison E.; Jörg, Sophie; Babu, Sabarish; Gundersen, Kara; Parmar, Dhaval

2015-01-01

This emerging technology report describes virtual environment interactions an approach for blending movement and computer programming as an embodied way to support girls in building computational thinking skills. The authors seek to understand how body syntonicity might enable young learners to bootstrap their intuitive knowledge in order to…

Paper Circuits: A Tangible, Low Threshold, Low Cost Entry to Computational Thinking

ERIC Educational Resources Information Center

Lee, Victor R.; Recker, Mimi

2018-01-01

In this paper, we propose that paper circuitry provides a productive space for exploring aspects of computational thinking, an increasingly critical 21st century skills for all students. We argue that the creation and operation of paper circuits involve learning about computational concepts such as rule-based constraints, operations, and defined…

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…

A Study of Young Children's Metaknowing Talk: Learning Experiences with Computers

ERIC Educational Resources Information Center

Choi, Ji-Young

2010-01-01

This research project was undertaken in a time of increasing emphasis on the exploration of young children's learning and thinking at computers. The purpose of this study was to describe and interpret the characteristics of metaknowing talk that occurred during learning experiences with computers in a kindergarten community of learners. This…

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

NASA Astrophysics Data System (ADS)

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

2017-11-01

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

Influence of Learning Strategy of Cognitive Conflict on Student Misconception in Computational Physics Course

NASA Astrophysics Data System (ADS)

Akmam, A.; Anshari, R.; Amir, H.; Jalinus, N.; Amran, A.

2018-04-01

Misconception is one of the factors causing students are not suitable in to choose a method for problem solving. Computational Physics course is a major subject in the Department of Physics FMIPA UNP Padang. The problem in Computational Physics learning lately is that students have difficulties in constructing knowledge. The indication of this problem was the student learning outcomes do not achieve mastery learning. The root of the problem is the ability of students to think critically weak. Student critical thinking can be improved using cognitive by conflict learning strategies. The research aims to determine the effect of cognitive conflict learning strategy to student misconception on the subject of Computational Physics Course at the Department of Physics, Faculty of Mathematics and Science, Universitas Negeri Padang. The experimental research design conducted after-before design cycles with a sample of 60 students by cluster random sampling. Data were analyzed using repeated Anova measurements. The cognitive conflict learning strategy has a significant effect on student misconception in the subject of Computational Physics Course.

Creative and Computational Thinking in the Context of New Literacies: Working with Teachers to Scaffold Complex Technology-Mediated Approaches to Teaching and Learning

ERIC Educational Resources Information Center

DeSchryver, Michael D.; Yadav, Aman

2015-01-01

For too long, creativity in schools has been almost solely associated with art, music, and writing classes. Now, creative thinking skills are increasingly emphasized across the disciplines. At the same time, technological progress has brought about calls for the integration of new literacies and computational thinking to prepare students as…

Are They Thinking Differently: A Cross-Cultural Study on the Relationship of Thinking Styles and Emerging Roles in Computer-Supported Collaborative Learning

ERIC Educational Resources Information Center

Gu, Xiaoqing; Wang, Huawen; Mason, Jon

2017-01-01

Numerous studies have recognized collaboration as an effective way of learning. When collaboration involves students from different cultural backgrounds, a question arises: "Will cultural differences influence the manner in which roles are adopted within collaborative learning?" In this study, a correlation analysis was used to explore…

Computer-Mediated Assessment of Higher-Order Thinking Development

ERIC Educational Resources Information Center

Tilchin, Oleg; Raiyn, Jamal

2015-01-01

Solving complicated problems in a contemporary knowledge-based society requires higher-order thinking (HOT). The most productive way to encourage development of HOT in students is through use of the Problem-based Learning (PBL) model. This model organizes learning by solving corresponding problems relative to study courses. Students are directed…

The Effects of Inquiry-Based Computer Simulation with Cooperative Learning on Scientific Thinking and Conceptual Understanding of Gas Laws

ERIC Educational Resources Information Center

Abdullah, Sopiah; Shariff, Adilah

2008-01-01

The purpose of the study was to investigate the effects of inquiry-based computer simulation with heterogeneous-ability cooperative learning (HACL) and inquiry-based computer simulation with friendship cooperative learning (FCL) on (a) scientific reasoning (SR) and (b) conceptual understanding (CU) among Form Four students in Malaysian Smart…

Exploring Students' Language Awareness through Intercultural Communication in Computer-Supported Collaborative Learning

ERIC Educational Resources Information Center

Yang, Yu-Fen

2013-01-01

Students seldom think about language unless they are instructed to do so or are made to do so during learning activities. To arouse students' awareness while learning English for Specific Purposes (ESP), this study formed a computer-supported collaborative learning (CSCL) community to engage teachers and students from different domains and…

Programming Video Games and Simulations in Science Education: Exploring Computational Thinking through Code Analysis

ERIC Educational Resources Information Center

Garneli, Varvara; Chorianopoulos, Konstantinos

2018-01-01

Various aspects of computational thinking (CT) could be supported by educational contexts such as simulations and video-games construction. In this field study, potential differences in student motivation and learning were empirically examined through students' code. For this purpose, we performed a teaching intervention that took place over five…

Computational Support for Teachers' Design Thinking: Its Feasibility and Acceptability to Practitioners and Institutions

ERIC Educational Resources Information Center

Masterman, Elizabeth; Walker, Simon; Bower, Matt

2013-01-01

A significant area of learning design research has been the development of software applications that guide teachers' thinking as they plan, construct and revise learning events for their students. In this paper, we review conceptualisations of, and approaches to, the activity of pedagogic design and highlight the implications for the provision of…

Web-Mediated Problem-Based Learning and Computer Programming: Effects of Study Approach on Academic Achievement and Attitude

ERIC Educational Resources Information Center

Yagci, Mustafa

2018-01-01

In the relevant literature, it is often debated whether learning programming requires high-level thinking skills, the lack of which consequently results in the failure of students in programming. The complex nature of programming and individual differences, including study approaches, thinking styles, and the focus of supervision, all have an…

Adaptive thinking & leadership simulation game training for special forces officers.

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

Raybourn, Elaine Marie; Mendini, Kip; Heneghan, Jerry

Complex problem solving approaches and novel strategies employed by the military at the squad, team, and commander level are often best learned experimentally. Since live action exercises can be costly, advances in simulation game training technology offer exciting ways to enhance current training. Computer games provide an environment for active, critical learning. Games open up possibilities for simultaneous learning on multiple levels; players may learn from contextual information embedded in the dynamics of the game, the organic process generated by the game, and through the risks, benefits, costs, outcomes, and rewards of alternative strategies that result from decision making. Inmore » the present paper we discuss a multiplayer computer game simulation created for the Adaptive Thinking & Leadership (ATL) Program to train Special Forces Team Leaders. The ATL training simulation consists of a scripted single-player and an immersive multiplayer environment for classroom use which leverages immersive computer game technology. We define adaptive thinking as consisting of competencies such as negotiation and consensus building skills, the ability to communicate effectively, analyze ambiguous situations, be self-aware, think innovatively, and critically use effective problem solving skills. Each of these competencies is an essential element of leader development training for the U.S. Army Special Forces. The ATL simulation is used to augment experiential learning in the curriculum for the U.S. Army JFK Special Warfare Center & School (SWCS) course in Adaptive Thinking & Leadership. The school is incorporating the ATL simulation game into two additional training pipelines (PSYOPS and Civil Affairs Qualification Courses) that are also concerned with developing cultural awareness, interpersonal communication adaptability, and rapport-building skills. In the present paper, we discuss the design, development, and deployment of the training simulation, and emphasize how the multiplayer simulation game is successfully used in the Special Forces Officer training program.« less

Poem Generator: A Comparative Quantitative Evaluation of a Microworlds-Based Learning Approach for Teaching English

ERIC Educational Resources Information Center

Jenkins, Craig

2015-01-01

This paper is a comparative quantitative evaluation of an approach to teaching poetry in the subject domain of English that employs a "guided discovery" pedagogy using computer-based microworlds. It uses a quasi-experimental design in order to measure performance gains in computational thinking and poetic thinking following a…

Five Affordances of Computational Thinking to Support Elementary Mathematics Education

ERIC Educational Resources Information Center

Gadanidis, George

2017-01-01

With the increased focus on computational thinking (CT) in education, it is important to investigate the affordances that CT may offer to support teaching and learning. This paper outlines five affordances of CT that may support elementary mathematics education, whose conceptualization was refined in a year-long study involving eight Grades 3-4…

El Silencio: a rural community of learners and media creators.

PubMed

Urrea, Claudia

2010-01-01

A one-to-one learning environment, where each participating student and the teacher use a laptop computer, provides an invaluable opportunity for rethinking learning and studying the ways in which children can program computers and learn to think about their own thinking styles and become epistemologists. This article presents a study done in a rural school in Costa Rica in which students used computers to create media. Three important components of the work are described: (1) student-owned technology that can accompany students as they interact at home and in the broader community, (2) activities that are designed with sufficient scope to encourage the appropriation of powerful ideas, and (3) teacher engagement in activity design with simultaneous support from a knowledge network of local and international colleagues and mentors.

The Development of Computational Thinking in the Context of Science and Engineering Practices: A Self-Regulated Learning Approach

ERIC Educational Resources Information Center

Peters-Burton, Erin E.; Cleary, Timothy J.; Kitsantas, Anastasia

2015-01-01

A quality educational experience for secondary students involves more than an acquisition of content knowledge; it entails providing students opportunities to develop a variety of thinking skills that enable integration of knowledge and the promotion of student self-directed learning outside of the classroom. One critical skill that is often…

Corpus of High School Academic Texts (COHAT): Data-Driven, Computer Assisted Discovery in Learning Academic English

ERIC Educational Resources Information Center

Bohát, Róbert; Rödlingová, Beata; Horáková, Nina

2015-01-01

Corpus of High School Academic Texts (COHAT), currently of 150,000+ words, aims to make academic language instruction a more data-driven and student-centered discovery learning as a special type of Computer-Assisted Language Learning (CALL), emphasizing students' critical thinking and metacognition. Since 2013, high school English as an additional…

Effect of Robotics on Elementary Preservice Teachers' Self-Efficacy, Science Learning, and Computational Thinking

ERIC Educational Resources Information Center

Jaipal-Jamani, Kamini; Angeli, Charoula

2017-01-01

The current impetus for increasing STEM in K-12 education calls for an examination of how preservice teachers are being prepared to teach STEM. This paper reports on a study that examined elementary preservice teachers' (n = 21) self-efficacy, understanding of science concepts, and computational thinking as they engaged with robotics in a science…

Effect of Robotics on Elementary Preservice Teachers' Self-Efficacy, Science Learning, and Computational Thinking

NASA Astrophysics Data System (ADS)

Jaipal-Jamani, Kamini; Angeli, Charoula

2017-04-01

The current impetus for increasing STEM in K-12 education calls for an examination of how preservice teachers are being prepared to teach STEM. This paper reports on a study that examined elementary preservice teachers' ( n = 21) self-efficacy, understanding of science concepts, and computational thinking as they engaged with robotics in a science methods course. Data collection methods included pretests and posttests on science content, prequestionnaires and postquestionnaires for interest and self-efficacy, and four programming assignments. Statistical results showed that preservice teachers' interest and self-efficacy with robotics increased. There was a statistically significant difference between preknowledge and postknowledge scores, and preservice teachers did show gains in learning how to write algorithms and debug programs over repeated programming tasks. The findings suggest that the robotics activity was an effective instructional strategy to enhance interest in robotics, increase self-efficacy to teach with robotics, develop understandings of science concepts, and promote the development of computational thinking skills. Study findings contribute quantitative evidence to the STEM literature on how robotics develops preservice teachers' self-efficacy, science knowledge, and computational thinking skills in higher education science classroom contexts.

A Wittgenstein Approach to the Learning of OO-modeling

NASA Astrophysics Data System (ADS)

Holmboe, Christian

2004-12-01

The paper uses Ludwig Wittgenstein's theories about the relationship between thought, language, and objects of the world to explore the assumption that OO-thinking resembles natural thinking. The paper imports from research in linguistic philosophy to computer science education research. I show how UML class diagrams (i.e., an artificial context-free language) correspond to the logically perfect languages described in Tractatus Logico-Philosophicus. In Philosophical Investigations Wittgenstein disputes his previous theories by showing that natural languages are not constructed by rules of mathematical logic, but are language games where the meaning of a word is constructed through its use in social contexts. Contradicting the claim that OO-thinking is easy to learn because of its similarity to natural thinking, I claim that OO-thinking is difficult to learn because of its differences from natural thinking. The nature of these differences is not currently well known or appreciated. I suggest how explicit attention to the nature and implications of different language games may improve the teaching and learning of OO-modeling as well as programming.

Learning Sorting Algorithms through Visualization Construction

ERIC Educational Resources Information Center

Cetin, Ibrahim; Andrews-Larson, Christine

2016-01-01

Recent increased interest in computational thinking poses an important question to researchers: What are the best ways to teach fundamental computing concepts to students? Visualization is suggested as one way of supporting student learning. This mixed-method study aimed to (i) examine the effect of instruction in which students constructed…

Logo's Problem-Solving Potential.

ERIC Educational Resources Information Center

Dale, Evelyn J.

Given the uncertainty of the future and the rapidity with which computer technology is changing, a generalist position on the objectives of educational computing is desirable. This position insists that learning how to think and solve problems is the foundation of education and suggests that basic learning needs to be an integral part of the…

Primary School Pupils' Attitudes toward Learning Programming through Visual Interactive Environments

ERIC Educational Resources Information Center

Asad, Khaled; Tibi, Moanis; Raiyn, Jamal

2016-01-01

New generations are using and playing with mobile and computer applications extensively. These applications are the outcomes of programming work that involves skills, such as computational and algorithmic thinking. Learning programming is not easy for students children. In recent years, academic institutions like the Massachusetts Institute of…

The Effects of Mind Mapping with Cooperative Learning on Programming Performance, Problem Solving Skill and Metacognitive Knowledge among Computer Science Students

ERIC Educational Resources Information Center

Ismail, Mohd Nasir; Ngah, Nor Azilah; Umar, Irfan Naufal

2010-01-01

The purpose of the study is to investigate the effects of mind mapping with cooperative learning (MMCL) and cooperative learning (CL) on: (a) programming performance; (b) problem solving skill; and (c) metacognitive knowledge among computer science students in Malaysia. The moderating variable is the students' logical thinking level with two…

Designing for deeper learning in a blended computer science course for middle school students

NASA Astrophysics Data System (ADS)

Grover, Shuchi; Pea, Roy; Cooper, Stephen

2015-04-01

The focus of this research was to create and test an introductory computer science course for middle school. Titled "Foundations for Advancing Computational Thinking" (FACT), the course aims to prepare and motivate middle school learners for future engagement with algorithmic problem solving. FACT was also piloted as a seven-week course on Stanford's OpenEdX MOOC platform for blended in-class learning. Unique aspects of FACT include balanced pedagogical designs that address the cognitive, interpersonal, and intrapersonal aspects of "deeper learning"; a focus on pedagogical strategies for mediating and assessing for transfer from block-based to text-based programming; curricular materials for remedying misperceptions of computing; and "systems of assessments" (including formative and summative quizzes and tests, directed as well as open-ended programming assignments, and a transfer test) to get a comprehensive picture of students' deeper computational learning. Empirical investigations, accomplished over two iterations of a design-based research effort with students (aged 11-14 years) in a public school, sought to examine student understanding of algorithmic constructs, and how well students transferred this learning from Scratch to text-based languages. Changes in student perceptions of computing as a discipline were measured. Results and mixed-method analyses revealed that students in both studies (1) achieved substantial learning gains in algorithmic thinking skills, (2) were able to transfer their learning from Scratch to a text-based programming context, and (3) achieved significant growth toward a more mature understanding of computing as a discipline. Factor analyses of prior computing experience, multivariate regression analyses, and qualitative analyses of student projects and artifact-based interviews were conducted to better understand the factors affecting learning outcomes. Prior computing experiences (as measured by a pretest) and math ability were found to be strong predictors of learning outcomes.

A Case Study: Applying Critical Thinking Skills to Computer Science and Technology

ERIC Educational Resources Information Center

Shannon, Li-Jen; Bennett, Judith

2012-01-01

A majority of incoming college freshmen and sophomores have not applied their critical thinking skills as part of their learning process. This paper investigates how students acquire their critical thinking skills while facing the copyright, fair use, and internet security challenges in this contemporary digital society. The findings show that 90…

Learning to Think Spatially in an Undergraduate Interdisciplinary Computational Design Context: A Case Study

ERIC Educational Resources Information Center

Ben Youssef, Belgacem; Berry, Barbara

2012-01-01

Spatial thinking skills are vital for success in everyday living and work, not to mention the centrality of spatial reasoning in scientific discoveries, design-based disciplines, medicine, geosciences and mathematics to name a few. This case study describes a course in spatial thinking and communicating designed and delivered by an…

Meeting the Challenge: Computers and Higher Order Thinking. A Research Agenda. Program Report 86-15. Report of a Research Conference Held at the National Academy of Sciences (Washington, DC, October 31-November 1, 1985).

ERIC Educational Resources Information Center

Patterson, Janice H.; Smith, Marshall S.

This report presents a national agenda for research on the learning of thinking skills via computer technology which was developed at a National Academy of Sciences conference on educational, methodological, and practical issues involved in the use of computers to promote complex thought in grades K-12. The discussion of research topics agreed…

A Reflective Study into Children's Cognition When Making Computer Games

ERIC Educational Resources Information Center

Allsop, Yasemin

2016-01-01

In this paper, children's mental activities when making digital games are explored. Where previous studies have mainly focused on children's learning, this study aimed to unfold the children's thinking process for learning when making computer games. As part of an ongoing larger scale study, which adopts an ethnographic approach, this research…

Fostering Students' Participation in Online Environments: Focus on Interaction, Communication and Problem Solving

ERIC Educational Resources Information Center

Zacharis, Nick Z.

2009-01-01

Rapid technological advances in the areas of telecommunications, computer technology and the Internet have made available to tutors and learners in the domain of online learning, a broad array of tools that provide the possibility to facilitate and enhance learning to higher levels of critical reflective thinking. Computer mediated communication…

When Practice Doesn't Make Perfect: Effects of Task Goals on Learning Computing Concepts

ERIC Educational Resources Information Center

Miller, Craig S.; Settle, Amber

2011-01-01

Specifying file references for hypertext links is an elementary competence that nevertheless draws upon core computational thinking concepts such as tree traversal and the distinction between relative and absolute references. In this article we explore the learning effects of different instructional strategies in the context of an introductory…

An Integrated Contextual and Web-Based Issue Quest Approach to Improving Students' Learning Achievements, Attitudes and Critical Thinking

ERIC Educational Resources Information Center

Sung, Han-Yu; Hwang, Gwo-Jen; Chang, Hong-Sheng

2015-01-01

In the era of computer and communication technologies, fostering students' high-level thinking abilities has become an important educational objective. Engaging students in web information searching to answer a series of questions related to a target issue has been recognized as a helpful approach for promoting students' thinking processes. In…

Blended Learning Experience in a Programming Language Course and the Effect of the Thinking Styles of the Students on Success and Motivation

ERIC Educational Resources Information Center

Yagci, Mustafa

2016-01-01

High-level thinking and problem solving skill is one requirement of computer programming that most of the students experience problems with. Individual differences such as motivation, attitude towards programming, thinking style of the student, and complexity of the programming language have influence on students' success on programming. Thus,…

Students using visual thinking to learn science in a Web-based environment

NASA Astrophysics Data System (ADS)

Plough, Jean Margaret

United States students' science test scores are low, especially in problem solving, and traditional science instruction could be improved. Consequently, visual thinking, constructing science structures, and problem solving in a web-based environment may be valuable strategies for improving science learning. This ethnographic study examined the science learning of fifteen fourth grade students in an after school computer club involving diverse students at an inner city school. The investigation was done from the perspective of the students, and it described the processes of visual thinking, web page construction, and problem solving in a web-based environment. The study utilized informal group interviews, field notes, Visual Learning Logs, and student web pages, and incorporated a Standards-Based Rubric which evaluated students' performance on eight science and technology standards. The Visual Learning Logs were drawings done on the computer to represent science concepts related to the Food Chain. Students used the internet to search for information on a plant or animal of their choice. Next, students used this internet information, with the information from their Visual Learning Logs, to make web pages on their plant or animal. Later, students linked their web pages to form Science Structures. Finally, students linked their Science Structures with the structures of other students, and used these linked structures as models for solving problems. Further, during informal group interviews, students answered questions about visual thinking, problem solving, and science concepts. The results of this study showed clearly that (1) making visual representations helped students understand science knowledge, (2) making links between web pages helped students construct Science Knowledge Structures, and (3) students themselves said that visual thinking helped them learn science. In addition, this study found that when using Visual Learning Logs, the main overall ideas of the science concepts were usually represented accurately. Further, looking for information on the internet may cause new problems in learning. Likewise, being absent, starting late, and/or dropping out all may negatively influence students' proficiency on the standards. Finally, the way Science Structures are constructed and linked may provide insights into the way individual students think and process information.

Melding Environmental Education and Creative Learning in Elementary and Middle-school Settings

NASA Astrophysics Data System (ADS)

Jain, S.; Baker, T.; Crofton-Macdonald, J.; Scott, M.

2017-12-01

Teaching environmental topics, such as sustainability and ecosystem management, to students through the lens of computational thinking provides unique educational opportunities. Environmental topics are an excellent source for multidisciplinary learning, as questions concerning human well-being, environmental policy, science, and mathematics can naturally be incorporated into educational discussions and activities. The use of computational modeling allows students to critically reason about and explore environmental concepts by envisioning complexity, and asking and investigating a series of "what if" questions. Students can furthermore reflect on their own relationship with their local ecology. For the past five years, we have tested and developed activities for middle school students. Through in-class activities, workshop, and summer clubs, we have explored these ideas. We plan to present examples from our work and a tentative framework for a new approach to environmental education, one reinforced by computational thinking and creative learning.

Claremont Reading Conference. Forty-Eighth Yearbook: Reading in the Age of the Computer; Proceedings of the Claremont Reading Conference (51st, Claremont, California, March 20-21, 1984).

ERIC Educational Resources Information Center

Douglass, Malcolm P., Ed.

The articles in this collection approach the theme of "Reading in the Age of the Computer" in a variety of ways. Topics covered in the 26 articles include the following: (1) children, school, and computers; (2) new kinds of electronic learning environments; (3) the personal computer for creative learning and thinking; (4) going beyond…

Do Thinking Styles Matter in the Use of and Attitudes toward Computing and Information Technology among Hong Kong University Students?

ERIC Educational Resources Information Center

Zhang, Li-Fang; He, Yunfeng

2003-01-01

In the present study, the thinking styles as defined in Sternberg's theory of mental self-government are tested against yet another domain relevant to student learning. This domain is students' knowledge and use of as well as their attitudes toward the use of computing and information technology (CIT) in education. One hundred and ninety-three (75…

Instructional design in mathematics for undergraduate students based on learning by mistakes approach utilizing scilab assistance

NASA Astrophysics Data System (ADS)

Kartika, H.

2018-03-01

The issue related to making mistake while learning such as negative emotion is found while students learn mathematics with the aid of a computer. When the computer output showed a mistake message, the students considered it as a computer software malfunction. Based on this issue, the writer designs an instructional model based on learning by mistake approach and which is Scilab assisted. The method used in this research is research design involving undergraduate students in matrix algebra courses. The data collected throught survey with questionnaire to gain feedback about the approach implemented. The data analyzed using quantitative descriptive. The instructional design proposed is the student act as a mistake corrector while the teacher acts as a mistake maker. Teacher deliberately makes mistakes with the help of Scilab software. On the other hand, students correct, analyze and explain errors resulting from Scilab software. The result of this research is an ICT based instructional design which is expected to be applicable as an alternative learning in directing students to think positively about mistakes in learning. Furthermore, students are also expected to improve their ability in understanding and thinking critically while solving problems and improving themselves in learning mathematics.

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.

Learning and Teaching with a Computer Scanner

ERIC Educational Resources Information Center

Planinsic, G.; Gregorcic, B.; Etkina, E.

2014-01-01

This paper introduces the readers to simple inquiry-based activities (experiments with supporting questions) that one can do with a computer scanner to help students learn and apply the concepts of relative motion in 1 and 2D, vibrational motion and the Doppler effect. We also show how to use these activities to help students think like…

Computer-Based Graphical Displays for Enhancing Mental Animation and Improving Reasoning in Novice Learning of Probability

ERIC Educational Resources Information Center

Kaplan, Danielle E.; Wu, Erin Chia-ling

2006-01-01

Our research suggests static and animated graphics can lead to more animated thinking and more correct problem solving in computer-based probability learning. Pilot software modules were developed for graduate online statistics courses and representation research. A study with novice graduate student statisticians compared problem solving in five…

A Multiple-Sessions Interactive Computer-Based Learning Tool for Ability Cultivation in Circuit Simulation

ERIC Educational Resources Information Center

Xu, Q.; Lai, L. L.; Tse, N. C. F.; Ichiyanagi, K.

2011-01-01

An interactive computer-based learning tool with multiple sessions is proposed in this paper, which teaches students to think and helps them recognize the merits and limitations of simulation tools so as to improve their practical abilities in electrical circuit simulation based on the case of a power converter with progressive problems. The…

Neurally and mathematically motivated architecture for language and thought.

PubMed

Perlovsky, L I; Ilin, R

2010-01-01

Neural structures of interaction between thinking and language are unknown. This paper suggests a possible architecture motivated by neural and mathematical considerations. A mathematical requirement of computability imposes significant constraints on possible architectures consistent with brain neural structure and with a wealth of psychological knowledge. How language interacts with cognition. Do we think with words, or is thinking independent from language with words being just labels for decisions? Why is language learned by the age of 5 or 7, but acquisition of knowledge represented by learning to use this language knowledge takes a lifetime? This paper discusses hierarchical aspects of language and thought and argues that high level abstract thinking is impossible without language. We discuss a mathematical technique that can model the joint language-thought architecture, while overcoming previously encountered difficulties of computability. This architecture explains a contradiction between human ability for rational thoughtful decisions and irrationality of human thinking revealed by Tversky and Kahneman; a crucial role in this contradiction might be played by language. The proposed model resolves long-standing issues: how the brain learns correct words-object associations; why animals do not talk and think like people. We propose the role played by language emotionality in its interaction with thought. We relate the mathematical model to Humboldt's "firmness" of languages; and discuss possible influence of language grammar on its emotionality. Psychological and brain imaging experiments related to the proposed model are discussed. Future theoretical and experimental research is outlined.

Neurally and Mathematically Motivated Architecture for Language and Thought

PubMed Central

Perlovsky, L.I; Ilin, R

2010-01-01

Neural structures of interaction between thinking and language are unknown. This paper suggests a possible architecture motivated by neural and mathematical considerations. A mathematical requirement of computability imposes significant constraints on possible architectures consistent with brain neural structure and with a wealth of psychological knowledge. How language interacts with cognition. Do we think with words, or is thinking independent from language with words being just labels for decisions? Why is language learned by the age of 5 or 7, but acquisition of knowledge represented by learning to use this language knowledge takes a lifetime? This paper discusses hierarchical aspects of language and thought and argues that high level abstract thinking is impossible without language. We discuss a mathematical technique that can model the joint language-thought architecture, while overcoming previously encountered difficulties of computability. This architecture explains a contradiction between human ability for rational thoughtful decisions and irrationality of human thinking revealed by Tversky and Kahneman; a crucial role in this contradiction might be played by language. The proposed model resolves long-standing issues: how the brain learns correct words-object associations; why animals do not talk and think like people. We propose the role played by language emotionality in its interaction with thought. We relate the mathematical model to Humboldt’s “firmness” of languages; and discuss possible influence of language grammar on its emotionality. Psychological and brain imaging experiments related to the proposed model are discussed. Future theoretical and experimental research is outlined. PMID:21673788

Bringing Computational Thinking into the High School Science and Math Classroom

NASA Astrophysics Data System (ADS)

Trouille, Laura; Beheshti, E.; Horn, M.; Jona, K.; Kalogera, V.; Weintrop, D.; Wilensky, U.; University CT-STEM Project, Northwestern; University CenterTalent Development, Northwestern

2013-01-01

Computational thinking (for example, the thought processes involved in developing algorithmic solutions to problems that can then be automated for computation) has revolutionized the way we do science. The Next Generation Science Standards require that teachers support their students’ development of computational thinking and computational modeling skills. As a result, there is a very high demand among teachers for quality materials. Astronomy provides an abundance of opportunities to support student development of computational thinking skills. Our group has taken advantage of this to create a series of astronomy-based computational thinking lesson plans for use in typical physics, astronomy, and math high school classrooms. This project is funded by the NSF Computing Education for the 21st Century grant and is jointly led by Northwestern University’s Center for Interdisciplinary Exploration and Research in Astrophysics (CIERA), the Computer Science department, the Learning Sciences department, and the Office of STEM Education Partnerships (OSEP). I will also briefly present the online ‘Astro Adventures’ courses for middle and high school students I have developed through NU’s Center for Talent Development. The online courses take advantage of many of the amazing online astronomy enrichment materials available to the public, including a range of hands-on activities and the ability to take images with the Global Telescope Network. The course culminates with an independent computational research project.

A Wittgenstein Approach to the Learning of OO-Modeling

ERIC Educational Resources Information Center

Holmboe, Christian

2004-01-01

The paper uses Ludwig Wittgenstein's theories about the relationship between thought, language, and objects of the world to explore the assumption that OO-thinking resembles natural thinking. The paper imports from research in linguistic philosophy to computer science education research. I show how UML class diagrams (i.e., an artificial…

Simulated and Virtual Science Laboratory Experiments: Improving Critical Thinking and Higher-Order Learning Skills

ERIC Educational Resources Information Center

Simon, Nicole A.

2013-01-01

Virtual laboratory experiments using interactive computer simulations are not being employed as viable alternatives to laboratory science curriculum at extensive enough rates within higher education. Rote traditional lab experiments are currently the norm and are not addressing inquiry, Critical Thinking, and cognition throughout the laboratory…

Effects of Metacognitive Guidance on Critical Thinking Disposition

ERIC Educational Resources Information Center

Akyüz, Halil Ibrahim; Samsa Yetik, Serap; Keser, Hafize

2015-01-01

The present study investigated the effect of metacognitive guidance in an online learning environment on the students' critical thinking competency. The research was carried out using experimental design with pretest-posttest control groups. The research group of the study consisted of 60 students studying at Computer and Educational Teaching…

Explicating Mathematical Thinking in Differential Equations Using a Computer Algebra System

ERIC Educational Resources Information Center

Zeynivandnezhad, Fereshteh; Bates, Rachel

2018-01-01

The importance of developing students' mathematical thinking is frequently highlighted in literature regarding the teaching and learning of mathematics. Despite this importance, most curricula and instructional activities for undergraduate mathematics fail to bring the learner beyond the mathematics. The purpose of this study was to enhance…

Learning Technologies: Affective and Social Issues in Computer-Supported Collaborative Learning

ERIC Educational Resources Information Center

Jones, Ann; Issroff, Kim

2005-01-01

This paper is concerned with "affective" issues in learning technologies in a collaborative context. Traditionally in learning there has been a division between cognition and affect: where cognition is concerned with skills and processes such as thinking and problem-solving and affect with emotional areas such as motivation, attitudes, feelings.…

The Proposed Model of Collaborative Virtual Learning Environment for Introductory Programming Course

ERIC Educational Resources Information Center

Othman, Mahfudzah; Othman, Muhaini

2012-01-01

This paper discusses the proposed model of the collaborative virtual learning system for the introductory computer programming course which uses one of the collaborative learning techniques known as the "Think-Pair-Share". The main objective of this study is to design a model for an online learning system that facilitates the…

Active Learning Environments with Robotic Tangibles: Children's Physical and Virtual Spatial Programming Experiences

ERIC Educational Resources Information Center

Burleson, Winslow S.; Harlow, Danielle B.; Nilsen, Katherine J.; Perlin, Ken; Freed, Natalie; Jensen, Camilla Nørgaard; Lahey, Byron; Lu, Patrick; Muldner, Kasia

2018-01-01

As computational thinking becomes increasingly important for children to learn, we must develop interfaces that leverage the ways that young children learn to provide opportunities for them to develop these skills. Active Learning Environments with Robotic Tangibles (ALERT) and Robopad, an analogous on-screen virtual spatial programming…

The effectiveness of web-programming module based on scientific approach to train logical thinking ability for students in vocational high school

NASA Astrophysics Data System (ADS)

Nashiroh, Putri Khoirin; Kamdi, Waras; Elmunsyah, Hakkun

2017-09-01

Web programming is a basic subject in Computer and Informatics Engineering, a program study in a vocational high school. It requires logical thinking ability in its learning activities. The purposes of this research were (1) to develop a web programming module that implement scientific approach that can improve logical thinking ability for students in vocational high school; and (2) to test the effectiveness of web programming module based on scientific approach to train students' logical thinking ability. The results of this research was a web-programming module that apply scientific approach for learning activities to improve logical thinking ability of students in the vocational high school. The results of the effectiveness test of web-programming module give conclusion that it was very effective to train logical thinking ability and to improve learning result, this conclusion was supported by: (1) the average of posttest result of students exceeds the minimum criterion value, it was 79.91; (2) the average percentage of students' logical thinking score is 82,98; and (3) the average percentage of students' responses to the web programming module was 81.86%.

The Impact and Promise of Open-Source Computational Material for Physics Teaching

NASA Astrophysics Data System (ADS)

Christian, Wolfgang

2017-01-01

A computer-based modeling approach to teaching must be flexible because students and teachers have different skills and varying levels of preparation. Learning how to run the ``software du jour'' is not the objective for integrating computational physics material into the curriculum. Learning computational thinking, how to use computation and computer-based visualization to communicate ideas, how to design and build models, and how to use ready-to-run models to foster critical thinking is the objective. Our computational modeling approach to teaching is a research-proven pedagogy that predates computers. It attempts to enhance student achievement through the Modeling Cycle. This approach was pioneered by Robert Karplus and the SCIS Project in the 1960s and 70s and later extended by the Modeling Instruction Program led by Jane Jackson and David Hestenes at Arizona State University. This talk describes a no-cost open-source computational approach aligned with a Modeling Cycle pedagogy. Our tools, curricular material, and ready-to-run examples are freely available from the Open Source Physics Collection hosted on the AAPT-ComPADRE digital library. Examples will be presented.

Learning and Teaching in a Synchronous Collaborative Environment.

ERIC Educational Resources Information Center

Marjanovic, Olivera

1999-01-01

Describes a new synchronous collaborative environment that combines interactive learning and Group Support Systems for computer-mediated collaboration. Illustrates its potential to improve critical thinking, problem solving, and communication skills, and describes how teachers' roles are changed. (Author/LRW)

Analysis of Learning Behavior in a Flipped Programing Classroom Adopting Problem-Solving Strategies

ERIC Educational Resources Information Center

Chiang, Tosti Hsu-Cheng

2017-01-01

Programing is difficult for beginners because they need to learn the new language of computers. Developing software, especially complex software, is bound to result in problems, frustration, and the need to think in new ways. Identifying the learning behavior behind programing by way of empirical studies can help beginners learn more easily. In…

From Play to Thoughtful Learning: A Design Strategy to Engage Children with Mathematical Representations

ERIC Educational Resources Information Center

Sedig, Kamran

2008-01-01

Many children do not like learning mathematics. They do not find mathematics fun, motivating, and engaging, and they think it is difficult to learn. Computer-based games have the potential and possibility of addressing this problem. This paper proposes a strategy for designing game-based learning environments that takes advantage of the…

Impulse-Momentum Diagrams

ERIC Educational Resources Information Center

Rosengrant, David

2011-01-01

Multiple representations are a valuable tool to help students learn and understand physics concepts. Furthermore, representations help students learn how to think and act like real scientists. These representations include: pictures, free-body diagrams, energy bar charts, electrical circuits, and, more recently, computer simulations and…

Implications of Whole-Brained Theories of Learning and Thinking for Computer-Based Instruction.

ERIC Educational Resources Information Center

Torrance, E. Paul

1981-01-01

Discusses the implications of theories of hemispheric dominance for computer-assisted instruction, highlights some of the computer's instructional uses, lists specialized functions of the cerebral hemispheres, and lists recommended solutions to CBI program problems which were submitted by gifted children. Thirty-five sources are listed. (FM)

One Teacher's Role in Promoting Understanding in Mental Computation

ERIC Educational Resources Information Center

Heirdsfield, Ann

2005-01-01

This paper reports the teacher actions that promoted the development of students' mental computation. A Year 3 teacher engaged her class in developing mental computation strategies over a ten-week period. Two overarching issues that appeared to support learning were establishing connections and encouraging strategic thinking. (Contains 2 figures.)…

Integrating Human and Computer Intelligence. Technical Report No. 32.

ERIC Educational Resources Information Center

Pea, Roy D.

This paper explores the thesis that advances in computer applications and artificial intelligence have important implications for the study of development and learning in psychology. Current approaches to the use of computers as devices for problem solving, reasoning, and thinking--i.e., expert systems and intelligent tutoring systems--are…

Metocognitive Support Accelerates Computer Assisted Learning for Novice Programmers

ERIC Educational Resources Information Center

Rum, Siti Nurulain Mohd; Ismail, Maizatul Akmar

2017-01-01

Computer programming is a part of the curriculum in computer science education, and high drop rates for this subject are a universal problem. Development of metacognitive skills, including the conceptual framework provided by socio-cognitive theories that afford reflective thinking, such as actively monitoring, evaluating, and modifying one's…

Implementation of a computer database testing and analysis program.

PubMed

Rouse, Deborah P

2007-01-01

The author is the coordinator of a computer software database testing and analysis program implemented in an associate degree nursing program. Computer software database programs help support the testing development and analysis process. Critical thinking is measurable and promoted with their use. The reader of this article will learn what is involved in procuring and implementing a computer database testing and analysis program in an academic nursing program. The use of the computerized database for testing and analysis will be approached as a method to promote and evaluate the nursing student's critical thinking skills and to prepare the nursing student for the National Council Licensure Examination.

Assessing Cognitive Learning of Analytical Problem Solving

NASA Astrophysics Data System (ADS)

Billionniere, Elodie V.

Introductory programming courses, also known as CS1, have a specific set of expected outcomes related to the learning of the most basic and essential computational concepts in computer science (CS). However, two of the most often heard complaints in such courses are that (1) they are divorced from the reality of application and (2) they make the learning of the basic concepts tedious. The concepts introduced in CS1 courses are highly abstract and not easily comprehensible. In general, the difficulty is intrinsic to the field of computing, often described as "too mathematical or too abstract." This dissertation presents a small-scale mixed method study conducted during the fall 2009 semester of CS1 courses at Arizona State University. This study explored and assessed students' comprehension of three core computational concepts---abstraction, arrays of objects, and inheritance---in both algorithm design and problem solving. Through this investigation students' profiles were categorized based on their scores and based on their mistakes categorized into instances of five computational thinking concepts: abstraction, algorithm, scalability, linguistics, and reasoning. It was shown that even though the notion of computational thinking is not explicit in the curriculum, participants possessed and/or developed this skill through the learning and application of the CS1 core concepts. Furthermore, problem-solving experiences had a direct impact on participants' knowledge skills, explanation skills, and confidence. Implications for teaching CS1 and for future research are also considered.

Computers: Tools of Oppression, Tools of Liberation.

ERIC Educational Resources Information Center

Taylor, Jefferey H.

This paper contends that students who are learning to use computers can benefit from having an overview of the history and social context of computers. The paper highlights some milestones in the history of computers, from ancient times to ENIAC to Altair to Bill Gates to the Internet. It also suggests some things for students to think about and…

Learning within Incoherent Structures: The Space of Online Discussion Forums.

ERIC Educational Resources Information Center

Thomas, Matthew J. W.

2002-01-01

Presents results from a study of undergraduate students' learning outcomes and patterns of interaction within an online discussion forum. Topics include social dynamics of computer-mediated communication versus face-to-face communication; cognitive engagement; critical and reflective thinking; and student interaction. (Author/LRW)

Perceptions of a New Medium: Gifted Children Think About Computers

DTIC Science & Technology

1999-04-12

The purpose of this study was to begin to investigate the cognitive and affective attitudes that gifted students have about computers. As a teacher...of gifted students in the field of computer programming, I wanted to learn what these students thought about the machine as a part of their lives. I

Preservice Teachers' Introduction to Computing: Exploring Utilization of Scratch

ERIC Educational Resources Information Center

Cetin, Ibrahim

2016-01-01

Computational thinking has been gaining new impetus in the academic community and in K-12 level education. Scratch is a visual programming environment that can be utilized to teach and learn introductory computing concepts. There are some studies investigating the effectiveness of Scratch for K-12 level education. However, studies that have been…

Building the Future of Learning

ERIC Educational Resources Information Center

Watson, Les

2007-01-01

Could it be that in our excitement about e-learning we forgot about buildings? With the advent of the personal computer and ubiquitous networks were we enticed into thinking that they would suffice and learning would follow removing the need for places and communities for learners? We now seem to have woken up, however, as there is an enormous…

An Evaluation of Applying Blended Practices to Employ Studio-Based Learning in a Large-Enrollment Design Thinking Course

ERIC Educational Resources Information Center

Brown, Sydney E.; Karle, Sarah Thomas; Kelly, Brian

2015-01-01

DSGN110 was a multidisciplinary course teaching first year students enrolled in in a variety of majors about design thinking. The course is offered for the majors of architecture, landscape architecture, interior design, community and regional planning, along with computer science and business students. By blending face-to-face and online…

Do All Roads Lead to Rome? ("or" Reductions for Dummy Travelers)

ERIC Educational Resources Information Center

Kilpelainen, Pekka

2010-01-01

Reduction is a central ingredient of computational thinking, and an important tool in algorithm design, in computability theory, and in complexity theory. Reduction has been recognized to be a difficult topic for students to learn. Previous studies on teaching reduction have concentrated on its use in special courses on the theory of computing. As…

Children, Computers, and Powerful Ideas

ERIC Educational Resources Information Center

Bull, Glen

2005-01-01

Today it is commonplace that computers and technology permeate almost every aspect of education. In the late 1960s, though, the idea that computers could serve as a catalyst for thinking about the way children learn was a radical concept. In the early 1960s, Seymour Papert joined the faculty of MIT and founded the Artificial Intelligence Lab with…

Designing for Deeper Learning in a Blended Computer Science Course for Middle School Students

ERIC Educational Resources Information Center

Grover, Shuchi; Pea, Roy; Cooper, Stephen

2015-01-01

The focus of this research was to create and test an introductory computer science course for middle school. Titled "Foundations for Advancing Computational Thinking" (FACT), the course aims to prepare and motivate middle school learners for future engagement with algorithmic problem solving. FACT was also piloted as a seven-week course…

Education:=Coding+Aesthetics; Aesthetic Understanding, Computer Science Education, and Computational Thinking

ERIC Educational Resources Information Center

Good, Jonathon; Keenan, Sarah; Mishra, Punya

2016-01-01

The popular press is rife with examples of how students in the United States and around the globe are learning to program, make, and tinker. The Hour of Code, maker-education, and similar efforts are advocating that more students be exposed to principles found within computer science. We propose an expansion beyond simply teaching computational…

The Collegiate Learning Assessment: Facts and Fantasies

ERIC Educational Resources Information Center

Klein, Stephen; Benjamin, Roger; Shavelson, Richard; Bolus, Roger

2007-01-01

The Collegiate Learning Assessment (CLA) is a computer administered, open-ended (as opposed to multiple-choice) test of analytic reasoning, critical thinking, problem solving, and written communication skills. Because the CLA has been endorsed by several national higher education commissions, it has come under intense scrutiny by faculty members,…

Calibrated Peer Review for Computer-Assisted Learning of Biological Research Competencies

ERIC Educational Resources Information Center

Clase, Kari L.; Gundlach, Ellen; Pelaez, Nancy J.

2010-01-01

Recently, both science and technology faculty have been recognizing biological research competencies that are valued but rarely assessed. Some of these valued learning outcomes include scientific methods and thinking, critical assessment of primary papers, quantitative reasoning, communication, and putting biological research into a historical and…

Scientific Inquiry, Digital Literacy, and Mobile Computing in Informal Learning Environments

ERIC Educational Resources Information Center

Marty, Paul F.; Alemanne, Nicole D.; Mendenhall, Anne; Maurya, Manisha; Southerland, Sherry A.; Sampson, Victor; Douglas, Ian; Kazmer, Michelle M.; Clark, Amanda; Schellinger, Jennifer

2013-01-01

Understanding the connections between scientific inquiry and digital literacy in informal learning environments is essential to furthering students' critical thinking and technology skills. The Habitat Tracker project combines a standards-based curriculum focused on the nature of science with an integrated system of online and mobile computing…

Job-Related Basic Skills. ERIC Digest No. 94.

ERIC Educational Resources Information Center

Kerka, Sandra

Seven job-related basic skills identified as skills employers want are as follows: (1) learning to learn; (2) reading, writing, and computation; (3) oral communication and listening; (4) creative thinking and problem solving; (5) personal management, including self-esteem, goal setting, motivation, and personal and career development; (6) group…

The Trouble with Thinking like Arena: Learning to Use Simulation Software

ERIC Educational Resources Information Center

Rodgers, Diane M.; Moraga, Reinaldo J.

2011-01-01

Simulation software used for modeling has become as ubiquitous as computers themselves. Despite growing reliance on simulation in educational and workplace settings, users encounter frustration in using simulation software programs. The authors conducted a study with 26 engineering students and interviewed them about their experience learning the…

The Impact of Using Synchronous Collaborative Virtual Tangram in Children's Geometric

ERIC Educational Resources Information Center

Lin, Chiu-Pin; Shao, Yin-juan; Wong, Lung-Hsiang; Li, Yin-Jen; Niramitranon, Jitti

2011-01-01

This study aimed to develop a collaborative and manipulative virtual Tangram puzzle to facilitate children to learn geometry in the computer-supported collaborative learning environment with Tablet PCs. In promoting peer interactions and stimulating students' higher-order thinking and creativity toward geometric problem-solving, we designed a…

Simulated and Virtual Science Laboratory Experiments: Improving Critical Thinking and Higher-Order Learning Skills

NASA Astrophysics Data System (ADS)

Simon, Nicole A.

Virtual laboratory experiments using interactive computer simulations are not being employed as viable alternatives to laboratory science curriculum at extensive enough rates within higher education. Rote traditional lab experiments are currently the norm and are not addressing inquiry, Critical Thinking, and cognition throughout the laboratory experience, linking with educational technologies (Pyatt & Sims, 2007; 2011; Trundle & Bell, 2010). A causal-comparative quantitative study was conducted with 150 learners enrolled at a two-year community college, to determine the effects of simulation laboratory experiments on Higher-Order Learning, Critical Thinking Skills, and Cognitive Load. The treatment population used simulated experiments, while the non-treatment sections performed traditional expository experiments. A comparison was made using the Revised Two-Factor Study Process survey, Motivated Strategies for Learning Questionnaire, and the Scientific Attitude Inventory survey, using a Repeated Measures ANOVA test for treatment or non-treatment. A main effect of simulated laboratory experiments was found for both Higher-Order Learning, [F (1, 148) = 30.32,p = 0.00, eta2 = 0.12] and Critical Thinking Skills, [F (1, 148) = 14.64,p = 0.00, eta 2 = 0.17] such that simulations showed greater increases than traditional experiments. Post-lab treatment group self-reports indicated increased marginal means (+4.86) in Higher-Order Learning and Critical Thinking Skills, compared to the non-treatment group (+4.71). Simulations also improved the scientific skills and mastery of basic scientific subject matter. It is recommended that additional research recognize that learners' Critical Thinking Skills change due to different instructional methodologies that occur throughout a semester.

Defence Adademies and Colleges 2009 International Conference. Network Centric Learning: Towards Authentic ePractices, 25 - 27 March 2009

DTIC Science & Technology

2009-03-27

to learning and collaborative working • Developing more immersive learning where learning is promoted through experiencing the style of thinking of... Student Talk in Promoting Quality Learning in Science Classroom”, MS. Morrison, P., Barlow, M., Bethel, G. and Clothier, S. (2005), “Proficient Soldier...on student perceptions of learning effectiveness. 1 Computer self-efficacy: “The learner’s perception of their ability to carry out a series of

Debugging Geographers: Teaching Programming to Non-Computer Scientists

ERIC Educational Resources Information Center

Muller, Catherine L.; Kidd, Chris

2014-01-01

The steep learning curve associated with computer programming can be a daunting prospect, particularly for those not well aligned with this way of logical thinking. However, programming is a skill that is becoming increasingly important. Geography graduates entering careers in atmospheric science are one example of a particularly diverse group who…

Personal Computers Help Gifted Students Work Smart. ERIC Digest #E483.

ERIC Educational Resources Information Center

Jones, Geoffrey

This digest considers the role of personal computers in the education of gifted students. There is evidence that students are working "smarter," whether they are learning and using more information, understanding key concepts and relationships better, or developing higher level thinking skills. Research findings concerning the specific…

How Computer Games Help Children Learn

ERIC Educational Resources Information Center

Shaffer, David Williamson

2008-01-01

This book looks at how particular video and computer games--such as "Digital Zoo", "The Pandora Project", "SodaConstructor", and more--can help teach children and students to think like doctors, lawyers, engineers, urban planners, journalists, and other professionals. In the process, new "smart games" will give them the knowledge and skills they…

Using Stimulated Recall to Investigate Pupils' Thinking about Online Bilingual Communication: Code-Switching and Pronominal Address in L2 French

ERIC Educational Resources Information Center

Evans, Michael

2009-01-01

This article demonstrates how evidence related to performance in computer mediated communication (CMC) can be used as a vehicle for researching pupils' thinking about using and learning a foreign language. The analysis is based on a qualitative study of pupils from two contrasting schools who had taken part in a multinational CMC project involving…

Building machines that adapt and compute like brains.

PubMed

Kriegeskorte, Nikolaus; Mok, Robert M

2017-01-01

Building machines that learn and think like humans is essential not only for cognitive science, but also for computational neuroscience, whose ultimate goal is to understand how cognition is implemented in biological brains. A new cognitive computational neuroscience should build cognitive-level and neural-level models, understand their relationships, and test both types of models with both brain and behavioral data.

High School Students Learning University Level Computer Science on the Web: A Case Study of the "DASK"-Model

ERIC Educational Resources Information Center

Grandell, Linda

2005-01-01

Computer science is becoming increasingly important in our society. Meta skills, such as problem solving and logical and algorithmic thinking, are emphasized in every field, not only in the natural sciences. Still, largely due to gaps in tuition, common misunderstandings exist about the true nature of computer science. These are especially…

Expressing Youth Voice through Video Games and Coding

ERIC Educational Resources Information Center

Martin, Crystle

2017-01-01

A growing body of research focuses on the impact of video games and coding on learning. The research often elevates learning the technical skills associated with video games and coding or the importance of problem solving and computational thinking, which are, of course, necessary and relevant. However, the literature less often explores how young…

Short Project-Based Learning with MATLAB Applications to Support the Learning of Video-Image Processing

ERIC Educational Resources Information Center

Gil, Pablo

2017-01-01

University courses concerning Computer Vision and Image Processing are generally taught using a traditional methodology that is focused on the teacher rather than on the students. This approach is consequently not effective when teachers seek to attain cognitive objectives involving their students' critical thinking. This manuscript covers the…

Cracking Her Codes: Understanding Shared Technology Resources as Positioning Artifacts for Power and Status in CSCL Environments

ERIC Educational Resources Information Center

Simpson, Amber; Bannister, Nicole; Matthews, Gretchen

2017-01-01

There is a positive relationship between student participation in computer-supported collaborative learning (CSCL) environments and improved complex problem-solving strategies, increased learning gains, higher engagement in the thinking of their peers, and an enthusiastic disposition toward groupwork. However, student participation varies from…

Effects of Thinking Style on Design Strategies: Using Bridge Construction Simulation Programs

ERIC Educational Resources Information Center

Sun, Chuen-Tsai; Wang, Dai-Yi; Chang, Yu-Yeh

2013-01-01

Computer simulation users can freely control operational factors and simulation results, repeat processes, make changes, and learn from simulation environment feedback. The focus of this paper is on simulation-based design tools and their effects on student learning processes in a group of 101 Taiwanese senior high school students. Participants…

Does the Medium Make the Magic? The Effects of Cooperative Learning and Conferencing Software.

ERIC Educational Resources Information Center

Burley, Hansel

1998-01-01

Describes how using conferencing software in a computer-assisted writing environment became a catalyst for a distinctive learning ecology that interrelated prosocial student behaviors, learner-centered teaching, and assessment. Argues that the conferencing class not only helped students apply critical thinking and problem-solving skills in…

Holy COW: Scaffolding Case Based Conferencing on the Web with Preservice Teachers.

ERIC Educational Resources Information Center

Bonk, Curtis J.; Angeli, Charoula; Malikowski, Steve R.; Supplee, Lauren

2001-01-01

This study on the effects of scaffolding electronic case-based learning on preservice teacher education explored the use of an asynchronous computer conferencing tool called COW (Conferencing on the Web) to determine whether open-ended learning environments that encouraged critical thinking could foster a greater degree of course connections and…

Patterns for Success: Organization and Learning Skills, Part II (P12). Workforce 2000 Partnership.

ERIC Educational Resources Information Center

Enterprise State Junior Coll., AL.

This curriculum package on organization and learning skills is a product of the Workforce 2000 Partnership, which combined the resources of four educational partners and four industrial partners in Alabama, Georgia, and South Carolina to provide education and training in communication, computation, and critical thinking to employees in the…

Patterns for Success: Organization and Learning Skills, Part I (P11). Workforce 2000 Partnership.

ERIC Educational Resources Information Center

Enterprise State Junior Coll., AL.

This curriculum package on organization and learning skills is a product of the Workforce 2000 Partnership, which combined the resources of four educational partners and four industrial partners in Alabama, Georgia, and South Carolina to provide education and training in communication, computation, and critical thinking to employees in the…

Promoting Higher Order Thinking Skills via IPTEACES e-Learning Framework in the Learning of Information Systems Units

ERIC Educational Resources Information Center

Isaias, Pedro; Issa, Tomayess; Pena, Nuno

2014-01-01

When developing and working with various types of devices from a supercomputer to an iPod Mini, it is essential to consider the issues of Human Computer Interaction (HCI) and Usability. Developers and designers must incorporate HCI, Usability and user satisfaction in their design plans to ensure that systems are easy to learn, effective,…

Development of a Template Lesson Plan Based on 5e Model Enhanced with Computer Supported Applications and Conceptual Change Texts

ERIC Educational Resources Information Center

Seker, Burcu Sezginsoy; Erdem, Aliye

2017-01-01

Students learning a defined subject only perform by learning of thinking based on the concepts forming that subjects. Otherwise, students may move away from the scientific meaning of concepts and may fall into conceptual errors. Students' conceptual errors affect their following learning and cause them resist change. It is possible to prevent this…

Teaching Bioinformatics in Concert

PubMed Central

Goodman, Anya L.; Dekhtyar, Alex

2014-01-01

Can biology students without programming skills solve problems that require computational solutions? They can if they learn to cooperate effectively with computer science students. The goal of the in-concert teaching approach is to introduce biology students to computational thinking by engaging them in collaborative projects structured around the software development process. Our approach emphasizes development of interdisciplinary communication and collaboration skills for both life science and computer science students. PMID:25411792

Communal Learning versus Individual Learning: An Exploratory Convergent Parallel Mixed-Method Study to Describe How Young African American Novice Programmers Learn Computational Thinking Skills in an Informal Learning Environment

ERIC Educational Resources Information Center

Hatley, Leshell April Denise

2016-01-01

Today, most young people in the United States (U.S.) live technology-saturated lives. Their educational, entertainment, and career options originate from and demand incredible technological innovations. However, this extensive ownership of and access to technology does not indicate that today's youth know how technology works or how to control and…

Enhancing interest in statistics among computer science students using computer tool entrepreneur role play

NASA Astrophysics Data System (ADS)

Judi, Hairulliza Mohamad; Sahari @ Ashari, Noraidah; Eksan, Zanaton Hj

2017-04-01

Previous research in Malaysia indicates that there is a problem regarding attitude towards statistics among students. They didn't show positive attitude in affective, cognitive, capability, value, interest and effort aspects although did well in difficulty. This issue should be given substantial attention because students' attitude towards statistics may give impacts on the teaching and learning process of the subject. Teaching statistics using role play is an appropriate attempt to improve attitudes to statistics, to enhance the learning of statistical techniques and statistical thinking, and to increase generic skills. The objectives of the paper are to give an overview on role play in statistics learning and to access the effect of these activities on students' attitude and learning in action research framework. The computer tool entrepreneur role play is conducted in a two-hour tutorial class session of first year students in Faculty of Information Sciences and Technology (FTSM), Universiti Kebangsaan Malaysia, enrolled in Probability and Statistics course. The results show that most students feel that they have enjoyable and great time in the role play. Furthermore, benefits and disadvantages from role play activities were highlighted to complete the review. Role play is expected to serve as an important activities that take into account students' experience, emotions and responses to provide useful information on how to modify student's thinking or behavior to improve learning.

Computer Games Development Experience and Appreciative Learning Approach for Creative Process Enhancement

ERIC Educational Resources Information Center

Leng, Eow Yee; Ali, Wan Zah bte Wan; Mahmud, Rosnaini bt.; Baki, Roselan

2010-01-01

Nurturing children into thinking creatively needs to take account of what interest them. Therefore, the study conducted engaged students with computer games development as it corresponded with the young generation's habits and interests. This was done with the purpose to enhance the creative process experienced by students. It involved 69…

An Interactive Computer-Based Conferencing System to Accommodate Students' Learning Process.

ERIC Educational Resources Information Center

Saiedian, Hossein

1993-01-01

Describes an integrated computer-based conferencing and mail system called ICMS (Integrated Conferencing and Mail System) that was developed to encourage students to participate in class discussions more actively. The menu-driven user interface is explained, and ICMS's role in promoting self-assessment and critical thinking is discussed. (eight…

Computer Technology-Integrated Projects Should Not Supplant Craft Projects in Science Education

ERIC Educational Resources Information Center

Klopp, Tabatha J.; Rule, Audrey C.; Schneider, Jean Suchsland; Boody, Robert M.

2014-01-01

The current emphasis on computer technology integration and narrowing of the curriculum has displaced arts and crafts. However, the hands-on, concrete nature of craft work in science modeling enables students to understand difficult concepts and to be engaged and motivated while learning spatial, logical, and sequential thinking skills. Analogy…

Instructional Computer Programs and the Phonological Deficits of Dyslexic Children

ERIC Educational Resources Information Center

Cammarata, Lisa

2006-01-01

The 21st century is a time to contemplate the power of the technological advances that have occurred today. Computers have become idea engines- a tool used for thinking, performing, processing, and instructing people. No one understands or appreciates this phenomenon more than children suffering with dyslexia. These children's ability to learn or…

Learning and teaching with a computer scanner

NASA Astrophysics Data System (ADS)

Planinsic, G.; Gregorcic, B.; Etkina, E.

2014-09-01

This paper introduces the readers to simple inquiry-based activities (experiments with supporting questions) that one can do with a computer scanner to help students learn and apply the concepts of relative motion in 1 and 2D, vibrational motion and the Doppler effect. We also show how to use these activities to help students think like scientists. They will conduct simple experiments, construct different explanations for their observations, test their explanations in new experiments and represent their ideas in multiple ways.

Peer Tutoring, Metacognitive Processes and Multimedia Problem-based Learning: The Effect of Mediation Training on Critical Thinking

NASA Astrophysics Data System (ADS)

Shamir, Adina; Zion, Michal; Spector Levi, Ornit

2008-08-01

The main objective of the study reported was to explore the effect on young children's critical thinking of a peer-tutoring training embedded with the metacognitive processes required for problem-based learning and, consequently, for critical thinking. The sample consisted of 90 first- and third-grade pupils (45 pairs) randomly assigned to the experimental or control group. The experimental tutors received the Peer Mediation training, an intervention containing embedded metacognitive processes. The control children received a general preparation for peer-assisted learning. Following their respective preparations, all the children participated in a peer-tutoring condition, videotaped for 25 min and subsequently analyzed with an adaptation of the Newman et al. (Interpers Comput Technol 3(2):56-77, 1995) content analysis instrument. Analysis of the discourse conducted during the tutoring session indicated that the tutors and tutees in the experimental groups exhibited greater depth of critical thinking, demonstrated in the higher Quality of Discourse Ratio calculated, than did the tutors and tutees in the control group. The findings supported previous results showing the efficacy of the Peer Mediation for Young Children mediation-training program, with its embedded metacognitive competencies, for reinforcing young children's higher-order thinking. Implications for educators are discussed.

Self-Regulated Learning Using Multimedia Programs in Dentistry Postgraduate Students: A Multimethod Approach

ERIC Educational Resources Information Center

Lloret, Miguel; Aguila, Estela; Lloret, Alejandro

2009-01-01

The purpose of this study was to study the effect of a multimedia computing program on the production of activities and self-regulated learning processes in 18 students of the Dentistry postdegree (Celaya, Mexico). A multi-method design (quasi-experimental, pretest-post-test and qualitative: Think aloud protocol) was used. Self-regulated…

Learning Problem-Solving through Making Games at the Game Design and Learning Summer Program

ERIC Educational Resources Information Center

Akcaoglu, Mete

2014-01-01

Today's complex and fast-evolving world necessitates young students to possess design and problem-solving skills more than ever. One alternative method of teaching children problem-solving or thinking skills has been using computer programming, and more recently, game-design tasks. In this pre-experimental study, a group of middle school…

Supporting Concrete Visual Thinking in Multiplicative Reasoning: Difficulties and Opportunities. Technical Report 88-16.

ERIC Educational Resources Information Center

Kaput, James J.

The Educational Technology Center has attempted to develop a series of computer based learning environments to support the learning and application of multiplicative reasoning. The work and software described in this paper, including the teaching experiment that generated the error phenomena examined, is part of a larger ongoing research project.…

The impact of computer-based versus "traditional" textbook science instruction on selected student learning outcomes

NASA Astrophysics Data System (ADS)

Rothman, Alan H.

This study reports the results of research designed to examine the impact of computer-based science instruction on elementary school level students' science content achievement, their attitude about science learning, their level of critical thinking-inquiry skills, and their level of cognitive and English language development. The study compared these learning outcomes resulting from a computer-based approach compared to the learning outcomes from a traditional, textbook-based approach to science instruction. The computer-based approach was inherent in a curriculum titled The Voyage of the Mimi , published by The Bank Street College Project in Science and Mathematics (1984). The study sample included 209 fifth-grade students enrolled in three schools in a suburban school district. This sample was divided into three groups, each receiving one of the following instructional treatments: (a) Mixed-instruction primarily based on the use of a hardcopy textbook in conjunction with computer-based instructional materials as one component of the science course; (b) Non-Traditional, Technology-Based -instruction fully utilizing computer-based material; and (c) Traditional, Textbook-Based-instruction utilizing only the textbook as the basis for instruction. Pre-test, or pre-treatment, data related to each of the student learning outcomes was collected at the beginning of the school year and post-test data was collected at the end of the school year. Statistical analyses of pre-test data were used as a covariate to account for possible pre-existing differences with regard to the variables examined among the three student groups. This study concluded that non-traditional, computer-based instruction in science significantly improved students' attitudes toward science learning and their level of English language development. Non-significant, positive trends were found for the following student learning outcomes: overall science achievement and development of critical thinking-inquiry skills. These conclusions support the value of a non-traditional, computer-based approach to instruction, such as exemplified by The Voyage of the Mimi curriculum, and a recommendation for reform in science teaching that has recommended the use of computer technology to enhance learning outcomes from science instruction to assist in reversing the trend toward what has been perceived to be relatively poor science performance by American students, as documented by the 1996 Third International Mathematics and Science Study (TIMSS).

The role of physicality in rich programming environments

NASA Astrophysics Data System (ADS)

Liu, Allison S.; Schunn, Christian D.; Flot, Jesse; Shoop, Robin

2013-12-01

Computer science proficiency continues to grow in importance, while the number of students entering computer science-related fields declines. Many rich programming environments have been created to motivate student interest and expertise in computer science. In the current study, we investigated whether a recently created environment, Robot Virtual Worlds (RVWs), can be used to teach computer science principles within a robotics context by examining its use in high-school classrooms. We also investigated whether the lack of physicality in these environments impacts student learning by comparing classrooms that used either virtual or physical robots for the RVW curriculum. Results suggest that the RVW environment leads to significant gains in computer science knowledge, that virtual robots lead to faster learning, and that physical robots may have some influence on algorithmic thinking. We discuss the implications of physicality in these programming environments for learning computer science.

Learning styles and critical thinking relationship in baccalaureate nursing education: a systematic review.

PubMed

Andreou, Christos; Papastavrou, Evridiki; Merkouris, Anastasios

2014-03-01

Critical thinking is a desirable competency for contemporary nurses although there are growing concerns supporting a disturbing paucity in its achievement. Learning styles reflect habitual behaviors which determine distinct preferences within learning situations. Evidence suggests that critical thinking could evolve through learning processes. Variances in critical thinking achievement by nursing students might therefore be influenced by individual learning preferences. The concepts "learning styles" and "critical thinking" have been independently examined in the nursing literature. No reviews were found however exploring their association in nursing education. To identify the potential relationships between learning styles and critical thinking in baccalaureate nursing students. Systematic review. Eleven electronic databases were utilized without geographical and time publishing filters. Hand-searching journals and scanning references from retrieved studies were also performed. Databases were searched for descriptive correlational studies which considered the relationship between learning styles and critical thinking in baccalaureate nursing students. The authors independently progressed three stage screening. Retrieved articles were reviewed at title, abstract and full text levels according to predetermined criteria. All included studies were quality appraised using a rating tool for descriptive studies. Six studies were finally included. Findings were grouped under four key themes: predominant learning styles, critical thinking scoring, critical thinking evolution across academic progress and learning styles-critical thinking correlations. Learning styles' diversities, weak critical thinking and inconsistent evolution through academic progress were revealed across studies. Critical thinking differed significantly between learning styles. Commonly accepted models in nursing education were lacking in both learning styles and critical thinking. Within studies identical learning styles were found to be positively or negatively related to critical thinking. However comparative findings across studies revealed that all learning styles might be positive determinants toward critical thinking evolution, suggesting that there is a relationship between learning styles and critical thinking. Certain links between learning styles and critical thinking were supported in given settings and given nursing student populations. Further field exploration is required. Copyright © 2013 Elsevier Ltd. All rights reserved.

Do You Think You Can? The Influence of Student Self-Efficacy on the Effectiveness of Tutorial Dialogue for Computer Science

ERIC Educational Resources Information Center

Wiggins, Joseph B.; Grafsgaard, Joseph F.; Boyer, Kristy Elizabeth; Wiebe, Eric N.; Lester, James C.

2017-01-01

In recent years, significant advances have been made in intelligent tutoring systems, and these advances hold great promise for adaptively supporting computer science (CS) learning. In particular, tutorial dialogue systems that engage students in natural language dialogue can create rich, adaptive interactions. A promising approach to increasing…

Robotic Challenges: Robots Bring New Life to Gifted Classes, Teach Students Hands-On Problem Solving, Computer Skills.

ERIC Educational Resources Information Center

Smith, Ruth Baynard

1994-01-01

Intermediate level academically talented students learn essential elements of computer programming by working with robots at enrichment workshops at Dwight-Englewood School in Englewood, New Jersey. The children combine creative thinking and problem-solving skills to program the robots' microcomputers to perform a variety of movements. (JDD)

Introducing Computational Thinking to Young Learners: Practicing Computational Perspectives through Embodiment in Mathematics Education

ERIC Educational Resources Information Center

Sung, Woonhee; Ahn, Junghyun; Black, John B.

2017-01-01

A science, technology, engineering, and mathematics-influenced classroom requires learning activities that provide hands-on experiences with technological tools to encourage problem-solving skills (Brophy et al. in "J Eng Educ" 97(3):369-387, 2008; Mataric et al. in "AAAI spring symposium on robots and robot venues: resources for AI…

Analysis of Secondary School Students’ Algebraic Thinking and Math-Talk Learning Community to Help Students Learn

NASA Astrophysics Data System (ADS)

Nurhayati, D. M.; Herman, T.; Suhendra, S.

2017-09-01

This study aims to determine the difficulties of algebraic thinking ability of students in one of secondary school on quadrilateral subject and to describe Math-Talk Learning Community as the alternative way that can be done to overcome the difficulties of the students’ algebraic thinking ability. Research conducted by using quantitative approach with descriptive method. The population in this research was all students of that school and twenty three students as the sample that was chosen by purposive sampling technique. Data of algebraic thinking were collected through essay test. The results showed the percentage of achievement of students’ algebraic thinking’s indicators on three aspects: a) algebra as generalized arithmetic with the indicators (conceptually based computational strategies and estimation); b) algebra as the language of mathematics (meaning of variables, variable expressions and meaning of solution); c) algebra as a tool for functions and mathematical modelling (representing mathematical ideas using equations, tables, or words and generalizing patterns and rules in real-world contexts) is still low. It is predicted that because the secondary school students was not familiar with the abstract problem and they are still at a semi-concrete stage where the stage of cognitive development is between concrete and abstract. Based on the percentage achievement of each indicators, it can be concluded that the level of achievement of student’s mathematical communication using conventional learning is still low, so students’ algebraic thinking ability need to be improved.

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

NASA Astrophysics Data System (ADS)

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

2018-02-01

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

A study of rural preschool practitioners' views on young children's mathematical thinking

NASA Astrophysics Data System (ADS)

Hunting, Robert P.; Mousley, Judith A.; Perry, Bob

2012-03-01

The project Mathematical Thinking of Preschool Children in Rural and Regional Australia: Research and Practice aimed to investigate views of preschool practitioners about young children's mathematical thinking and development. Structured individual interviews were conducted with 64 preschool practitioners from rural areas of three Australian states. The questions focused on five broad themes: children's mathematics learning, support for mathematics teaching, technology and computers, attitudes and feelings, and assessment and record keeping. We review results from the interview data for each of these themes, discuss their importance, and outline recommendations related to teacher education as well as resource development and research.

Big Robots for Little Kids: Investigating the Role of Scale in Early Childhood Robotics Kits

NASA Astrophysics Data System (ADS)

Vizner, Miki Z.

Couch fort and refrigerator box constructions are staples of early childhood play in American culture. Can this this large-scale fantasy type of play be leveraged to facilitate computational thinking? This thesis looks at the ways Kindergarteners (age 5-6) use two variations of the KIBO robotics platform in their play and learning. The first is the standard KIBO kit developed at the DevTech research group at Tufts University and commercialized by Kinderlab robotics. The second, created by the author, is 100 times bigger and can be ridden by children and adults. Specifically this study addresses the research question "How are children's experiences with big-KIBO different from KIBO?" To do so this thesis presents two analytical tools that were assembled conceptually from literature and the authors experiences with KIBO, examined using the data collected in this study, refined, and used as frameworks for understanding the data. They are a developmental model of programming with KIBO and an operationalization of Bers's (2018) powerful ideas of computational thinking when using KIBO. Vignettes from the data are presented and analyzed using these frameworks. Content and structural play themes are extracted from additional vignettes with each robot. In this study there are no clear differences in the ways children engage in computational thinking or develop their ability to program. There appear to be differences in the ways children play with the robots. Suggesting that a larger robot offers new opportunities and pathways for children to engage in computational thinking tasks. This study makes a case for the importance of thinking developmentally about computational thinking. Connections to literature and theory as well as suggestions for future work, both for children and designers, are discussed.

Computer Games Created by Middle School Girls: Can They Be Used to Measure Understanding of Computer Science Concepts?

ERIC Educational Resources Information Center

Denner, Jill; Werner, Linda; Ortiz, Eloy

2012-01-01

Computer game programming has been touted as a promising strategy for engaging children in the kinds of thinking that will prepare them to be producers, not just users of technology. But little is known about what they learn when programming a game. In this article, we present a strategy for coding student games, and summarize the results of an…

Connected Code: Why Children Need to Learn Programming. MacArthur Foundation Series on Digital Media and Learning

ERIC Educational Resources Information Center

Kafai, Yasmin B.; Burke, Quinn

2014-01-01

Coding, once considered an arcane craft practiced by solitary techies, is now recognized by educators and theorists as a crucial skill, even a new literacy, for all children. Programming is often promoted in K-12 schools as a way to encourage "computational thinking"--which has now become the umbrella term for understanding what computer…

Stop Talking and Type: Comparing Virtual and Face-to-Face Mentoring in an Epistemic Game

ERIC Educational Resources Information Center

Bagley, E. A.; Shaffer, D. W.

2015-01-01

Research has shown that computer games and other virtual environments can support significant learning gains because they allow young people to explore complex concepts in simulated form. However, in complex problem-solving domains, complex thinking is learned not only by taking action, but also with the aid of mentors who provide guidance in the…

Annotated Bibliography on the Teaching of Psychology: 1999.

ERIC Educational Resources Information Center

Johnson, David E.; Schroder, Simone I.

2000-01-01

Presents an annotated bibliography covering awards, computers and technology, critical thinking, developmental psychology and aging, ethics, graduate education and training issues, high school psychology, history, introductory psychology, learning and cognition, perception/physiological/comparative psychology, research methods and research-related…

Leveraging Scratch4SL and Second Life to motivate high school students' participation in introductory programming courses: findings from a case study

NASA Astrophysics Data System (ADS)

Pellas, Nikolaos; Peroutseas, Efstratios

2017-01-01

Students in secondary education strive hard enough to understand basic programming concepts. With all that is known regarding the benefits of programming, little is the published evidence showing how high school students can learn basic programming concepts following innovative instructional formats correctly with the respect to gain/enhance their computational thinking skills. This distinction has caused lack of their motivation and interest in Computer Science courses. This case study presents the opinions of twenty-eight (n = 28) high school students who participated voluntarily in a 3D-game-like environment created in Second Life. This environment was combined with the 2D programming environment of Scratch4SL for the implementation of programming concepts (i.e. sequence and concurrent programming commands) in a blended instructional format. An instructional framework based on Papert's theory of Constructionism to assist students how to coordinate or manage better the learning material in collaborative practice-based learning activities is also proposed. By conducting a mixed-method research, before and after finishing several learning tasks, students' participation in focus group (qualitative data) and their motivation based on their experiences (quantitative data) are measured. Findings indicated that an instructional design framework based on Constructionism for acquiring or empowering students' social, cognitive, higher order and computational thinking skills is meaningful. Educational implications and recommendations for future research are also discussed.

Situativity theory: a perspective on how participants and the environment can interact: AMEE Guide no. 52.

PubMed

Durning, Steven J; Artino, Anthony R

2011-01-01

Situativity theory refers to theoretical frameworks which argue that knowledge, thinking, and learning are situated (or located) in experience. The importance of context to these theories is paramount, including the unique contribution of the environment to knowledge, thinking, and learning; indeed, they argue that knowledge, thinking, and learning cannot be separated from (they are dependent upon) context. Situativity theory includes situated cognition, situated learning, ecological psychology, and distributed cognition. In this Guide, we first outline key tenets of situativity theory and then compare situativity theory to information processing theory; we suspect that the reader may be quite familiar with the latter, which has prevailed in medical education research. Contrasting situativity theory with information processing theory also serves to highlight some unique potential contributions of situativity theory to work in medical education. Further, we discuss each of these situativity theories and then relate the theories to the clinical context. Examples and illustrations for each of the theories are used throughout. We will conclude with some potential considerations for future exploration. Some implications of situativity theory include: a new way of approaching knowledge and how experience and the environment impact knowledge, thinking, and learning; recognizing that the situativity framework can be a useful tool to "diagnose" the teaching or clinical event; the notion that increasing individual responsibility and participation in a community (i.e., increasing "belonging") is essential to learning; understanding that the teaching and clinical environment can be complex (i.e., non-linear and multi-level); recognizing that explicit attention to how participants in a group interact with each other (not only with the teacher) and how the associated learning artifacts, such as computers, can meaningfully impact learning.

Using Robotics and Game Design to Enhance Children's Self-Efficacy, STEM Attitudes, and Computational Thinking Skills

NASA Astrophysics Data System (ADS)

Leonard, Jacqueline; Buss, Alan; Gamboa, Ruben; Mitchell, Monica; Fashola, Olatokunbo S.; Hubert, Tarcia; Almughyirah, Sultan

2016-12-01

This paper describes the findings of a pilot study that used robotics and game design to develop middle school students' computational thinking strategies. One hundred and twenty-four students engaged in LEGO® EV3 robotics and created games using Scalable Game Design software. The results of the study revealed students' pre-post self-efficacy scores on the construct of computer use declined significantly, while the constructs of videogaming and computer gaming remained unchanged. When these constructs were analyzed by type of learning environment, self-efficacy on videogaming increased significantly in the combined robotics/gaming environment compared with the gaming-only context. Student attitudes toward STEM, however, did not change significantly as a result of the study. Finally, children's computational thinking (CT) strategies varied by method of instruction as students who participated in holistic game development (i.e., Project First) had higher CT ratings. This study contributes to the STEM education literature on the use of robotics and game design to influence self-efficacy in technology and CT, while informing the research team about the adaptations needed to ensure project fidelity during the remaining years of the study.

SimPharm: How Pharmacy Students Made Meaning of a Clinical Case Differently in Paper- and Simulation-Based Workshops

ERIC Educational Resources Information Center

Loke, Swee-Kin; Tordoff, June; Winikoff, Michael; McDonald, Jenny; Vlugter, Peter; Duffull, Stephen

2011-01-01

Several scholars contend that learning with computer games and simulations results in students thinking more like professionals. Bearing this goal in mind, we investigated how a group of pharmacy students learnt with an in-house developed computer simulation, SimPharm. Adopting situated cognition as our theoretical lens, we conducted a case study…

A Critical Pedagogy Approach for Engaging Urban Youth in Mobile App Development in an After-School Program

ERIC Educational Resources Information Center

Vakil, Sepehr

2014-01-01

To understand the digital divide as a matter of social justice, I identify access to computational fluency as a civil rights issue. "Access" refers to material as well as social resources, including meaningful learning opportunities that create the conditions for urban youth to engage in computational thinking. In this article, I explore…

A Combination of Hand-held Models and Computer Imaging Programs Helps Students Answer Oral Questions about Molecular Structure and Function: A Controlled Investigation of Student Learning

PubMed Central

Peck, Ronald F.; Colton, Shannon; Morris, Jennifer; Chaibub Neto, Elias; Kallio, Julie

2009-01-01

We conducted a controlled investigation to examine whether a combination of computer imagery and tactile tools helps introductory cell biology laboratory undergraduate students better learn about protein structure/function relationships as compared with computer imagery alone. In all five laboratory sections, students used the molecular imaging program, Protein Explorer (PE). In the three experimental sections, three-dimensional physical models were made available to the students, in addition to PE. Student learning was assessed via oral and written research summaries and videotaped interviews. Differences between the experimental and control group students were not found in our typical course assessments such as research papers, but rather were revealed during one-on-one interviews with students at the end of the semester. A subset of students in the experimental group produced superior answers to some higher-order interview questions as compared with students in the control group. During the interview, students in both groups preferred to use either the hand-held models alone or in combination with the PE imaging program. Students typically did not use any tools when answering knowledge (lower-level thinking) questions, but when challenged with higher-level thinking questions, students in both the control and experimental groups elected to use the models. PMID:19255134

The relationship among critical thinking skill measured by science virtual test, gender, andmotivation in 9th grade students

NASA Astrophysics Data System (ADS)

Fernandi, R. A. U. I.; Firman, H.; Rusyati, L.

2018-05-01

The purpose of this study was to identify the relationship among critical thinking skill, gender and motivation in 9th grade students of Junior High School in Kuningan. This descriptive study used purposive sampling that comprised 110 ninth grade students taken from three junior high school that has good computer literacy and use 2013 curriculum. The data were obtained through Science Virtual Test on living things and environmental sustainability theme, respondent identity, and science motivation questionnaire (SMQ). Female students scored highest on generating purpose skill (M = 73.81), while male students performed better on generating implication and consequences skill (M = 78.01) where both groups differed significantly (p = 0.011). Students scored highest on generating purpose skill for high and moderate motivation group, while for the lowest score, moderate and low motivation group performed it on making assumption skill. Additionally, some critical thinking elements differed significantly by motivation to learn science. Despite, there was no correlation between students’ critical thinking and motivation (r = 0.155, p > 0.05). The finding indicated that students’ critical thinking is not differed by gender and not affected by motivation to learn science.

An Analysis of Mathematics Education Students' Skills in the Process of Programming and Their Practices of Integrating It into Their Teaching

ERIC Educational Resources Information Center

Gökçe, Semirhan; Yenmez, Arzu Aydogan; Özpinar, Ilknur

2017-01-01

Recent developments in technology have changed the learner's profile and the learning outcomes. Today, with the emergence of higher-order thinking skills and computer literacy skills, teaching through traditional methods is likely to fail to achieve the learning outcomes. That is why; teachers and teacher candidates are expected to have computer…

Technology, the Columbus Effect, and the Third Revolution in Learning

DTIC Science & Technology

2001-03-01

comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction , 1, 117–-175. Rogoff, B. (1990). Apprenticeship in thinking ...elementary school mathematics (Suppes, Fletcher, and Zanotti, 1975). Instructional approaches used in these early programs required computers that cost $2–3...supported by considerations of pace: the speed with which students learn material and reach instructional objectives. Easily adjusted pacing is a

Building brains for bodies

NASA Technical Reports Server (NTRS)

Brooks, Rodney Allen; Stein, Lynn Andrea

1994-01-01

We describe a project to capitalize on newly available levels of computational resources in order to understand human cognition. We will build an integrated physical system including vision, sound input and output, and dextrous manipulation, all controlled by a continuously operating large scale parallel MIMD computer. The resulting system will learn to 'think' by building on its bodily experiences to accomplish progressively more abstract tasks. Past experience suggests that in attempting to build such an integrated system we will have to fundamentally change the way artificial intelligence, cognitive science, linguistics, and philosophy think about the organization of intelligence. We expect to be able to better reconcile the theories that will be developed with current work in neuroscience.

Critical thinking traits of top-tier experts and implications for computer science education

NASA Astrophysics Data System (ADS)

Bushey, Dean E.

A documented shortage of technical leadership and top-tier performers in computer science jeopardizes the technological edge, security, and economic well-being of the nation. The 2005 President's Information and Technology Advisory Committee (PITAC) Report on competitiveness in computational sciences highlights the major impact of science, technology, and innovation in keeping America competitive in the global marketplace. It stresses the fact that the supply of science, technology, and engineering experts is at the core of America's technological edge, national competitiveness and security. However, recent data shows that both undergraduate and postgraduate production of computer scientists is falling. The decline is "a quiet crisis building in the United States," a crisis that, if allowed to continue unchecked, could endanger America's well-being and preeminence among the world's nations. Past research on expert performance has shown that the cognitive traits of critical thinking, creativity, and problem solving possessed by top-tier performers can be identified, observed and measured. The studies show that the identified attributes are applicable across many domains and disciplines. Companies have begun to realize that cognitive skills are important for high-level performance and are reevaluating the traditional academic standards they have used to predict success for their top-tier performers in computer science. Previous research in the computer science field has focused either on programming skills of its experts or has attempted to predict the academic success of students at the undergraduate level. This study, on the other hand, examines the critical-thinking skills found among experts in the computer science field in order to explore the questions, "What cognitive skills do outstanding performers possess that make them successful?" and "How do currently used measures of academic performance correlate to critical-thinking skills among students?" The results of this study suggest a need to examine how critical-thinking abilities are learned in the undergraduate computer science curriculum and the need to foster these abilities in order to produce the high-level, critical-thinking professionals necessary to fill the growing need for these experts. Due to the fact that current measures of academic performance do not adequately depict students' cognitive abilities, assessment of these skills must be incorporated into existing curricula.

In the Mind's Eye: Visual Thinkers, Gifted People with Dyslexia and Other Learning Difficulties, Computer Images and the Ironies of Creativity. Updated Edition.

ERIC Educational Resources Information Center

West, Thomas G.

This book presents research on how some innovations in computer visualization are making work and education more favorable to visual thinking. The book exposes many popular myths about conventional intelligence through an examination of the role of visual-spatial strengths and verbal weaknesses in the lives of 11 gifted individuals, including…

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

PubMed

Zhang, Huan; Lambert, Vickie

2008-09-01

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

Technology Education Practical Activities for Elementary School Teachers.

ERIC Educational Resources Information Center

Pedras, Melvin J.; Braukmann, Jim

This report contains four learning modules designed to support a range of objectives that include increasing technological literacy, and improving written and verbal communication skills, psychomotor skills, computational skills, geometry, analysis, problem solving, and other critical thinking skills. The activities described in each module…

The Wireless Student & the Library.

ERIC Educational Resources Information Center

Drew, Bill

2002-01-01

Describes a program at the State University of New York College of Agriculture and Technology at Morrisville (SUNY-Morrisville) developed with IBM called ThinkPad University that integrates computers into the teaching and learning environment. Explains a partnership with Raytheon that provides wireless connectivity; and discusses changes in…

Learning sorting algorithms through visualization construction

NASA Astrophysics Data System (ADS)

Cetin, Ibrahim; Andrews-Larson, Christine

2016-01-01

Recent increased interest in computational thinking poses an important question to researchers: What are the best ways to teach fundamental computing concepts to students? Visualization is suggested as one way of supporting student learning. This mixed-method study aimed to (i) examine the effect of instruction in which students constructed visualizations on students' programming achievement and students' attitudes toward computer programming, and (ii) explore how this kind of instruction supports students' learning according to their self-reported experiences in the course. The study was conducted with 58 pre-service teachers who were enrolled in their second programming class. They expect to teach information technology and computing-related courses at the primary and secondary levels. An embedded experimental model was utilized as a research design. Students in the experimental group were given instruction that required students to construct visualizations related to sorting, whereas students in the control group viewed pre-made visualizations. After the instructional intervention, eight students from each group were selected for semi-structured interviews. The results showed that the intervention based on visualization construction resulted in significantly better acquisition of sorting concepts. However, there was no significant difference between the groups with respect to students' attitudes toward computer programming. Qualitative data analysis indicated that students in the experimental group constructed necessary abstractions through their engagement in visualization construction activities. The authors of this study argue that the students' active engagement in the visualization construction activities explains only one side of students' success. The other side can be explained through the instructional approach, constructionism in this case, used to design instruction. The conclusions and implications of this study can be used by researchers and instructors dealing with computational thinking.

Educational technology, reimagined.

PubMed

Eisenberg, Michael

2010-01-01

"Educational technology" is often equated in the popular imagination with "computers in the schools." But technology is much more than merely computers, and education is much more than mere schooling. The landscape of child-accessible technologies is blossoming in all sorts of directions: tools for communication, for physical construction and fabrication, and for human-computer interaction. These new systems and artifacts allow educational designers to think much more creatively about when and where learning takes place in children's lives, both within and outside the classroom.

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

NASA Astrophysics Data System (ADS)

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

2018-01-01

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

Scientists at Work. Final Report.

ERIC Educational Resources Information Center

Education Turnkey Systems, Inc., Falls Church, VA.

This report summarizes activities related to the development, field testing, evaluation, and marketing of the "Scientists at Work" program which combines computer assisted instruction with database tools to aid cognitively impaired middle and early high school children in learning and applying thinking skills to science. The brief report reviews…

The Comparison of Inductive Reasoning under Risk Conditions between Chinese and Japanese Based on Computational Models: Toward the Application to CAE for Foreign Language

ERIC Educational Resources Information Center

Zhang, Yujie; Terai, Asuka; Nakagawa, Masanori

2013-01-01

Inductive reasoning under risk conditions is an important thinking process not only for sciences but also in our daily life. From this viewpoint, it is very useful for language learning to construct computational models of inductive reasoning which realize the CAE for foreign languages. This study proposes the comparison of inductive reasoning…

Moderate Levels of Activation Lead to Forgetting In the Think/No-Think Paradigm

PubMed Central

Detre, Greg J.; Natarajan, Annamalai; Gershman, Samuel J.; Norman, Kenneth A.

2013-01-01

Using the think/no-think paradigm (Anderson & Green, 2001), researchers have found that suppressing retrieval of a memory (in the presence of a strong retrieval cue) can make it harder to retrieve that memory on a subsequent test. This effect has been replicated numerous times, but the size of the effect is highly variable. Also, it is unclear from a neural mechanistic standpoint why preventing recall of a memory now should impair your ability to recall that memory later. Here, we address both of these puzzles using the idea, derived from computational modeling and studies of synaptic plasticity, that the function relating memory activation to learning is U-shaped, such that moderate levels of memory activation lead to weakening of the memory and higher levels of activation lead to strengthening. According to this view, forgetting effects in the think/no-think paradigm occur when the suppressed item activates moderately during the suppression attempt, leading to weakening; the effect is variable because sometimes the suppressed item activates strongly (leading to strengthening) and sometimes it does not activate at all (in which case no learning takes place). To test this hypothesis, we ran a think/no-think experiment where participants learned word-picture pairs; we used pattern classifiers, applied to fMRI data, to measure how strongly the picture associates were activating when participants were trying not to retrieve these associates, and we used a novel Bayesian curve-fitting procedure to relate this covert neural measure of retrieval to performance on a later memory test. In keeping with our hypothesis, the curve-fitting procedure revealed a nonmonotonic relationship between memory activation (as measured by the classifier) and subsequent memory, whereby moderate levels of activation of the to-be-suppressed item led to diminished performance on the final memory test, and higher levels of activation led to enhanced performance on the final test. PMID:23499722

Moderate levels of activation lead to forgetting in the think/no-think paradigm.

PubMed

Detre, Greg J; Natarajan, Annamalai; Gershman, Samuel J; Norman, Kenneth A

2013-10-01

Using the think/no-think paradigm (Anderson & Green, 2001), researchers have found that suppressing retrieval of a memory (in the presence of a strong retrieval cue) can make it harder to retrieve that memory on a subsequent test. This effect has been replicated numerous times, but the size of the effect is highly variable. Also, it is unclear from a neural mechanistic standpoint why preventing recall of a memory now should impair your ability to recall that memory later. Here, we address both of these puzzles using the idea, derived from computational modeling and studies of synaptic plasticity, that the function relating memory activation to learning is U-shaped, such that moderate levels of memory activation lead to weakening of the memory and higher levels of activation lead to strengthening. According to this view, forgetting effects in the think/no-think paradigm occur when the suppressed item activates moderately during the suppression attempt, leading to weakening; the effect is variable because sometimes the suppressed item activates strongly (leading to strengthening) and sometimes it does not activate at all (in which case no learning takes place). To test this hypothesis, we ran a think/no-think experiment where participants learned word-picture pairs; we used pattern classifiers, applied to fMRI data, to measure how strongly the picture associates were activating when participants were trying not to retrieve these associates, and we used a novel Bayesian curve-fitting procedure to relate this covert neural measure of retrieval to performance on a later memory test. In keeping with our hypothesis, the curve-fitting procedure revealed a nonmonotonic relationship between memory activation (as measured by the classifier) and subsequent memory, whereby moderate levels of activation of the to-be-suppressed item led to diminished performance on the final memory test, and higher levels of activation led to enhanced performance on the final test. Copyright © 2013 Elsevier Ltd. All rights reserved.

Finding new facts; thinking new thoughts.

PubMed

Schulz, Laura

2012-01-01

The idea of the child as an active learner is one of Piaget's enduring legacies. In this chapter, I discuss the ways in which contemporary computational models of learning do, and do not, address learning as an active, child-driven process. In Part 1, I discuss the problem of search and exploration. In Part 2, I discuss the (harder and more interesting) problem of hypothesis generation. I conclude by proposing some possible new directions for research.

A Response Evaluation Approach: An Aid for Computer Assisted Instruction Lesson Writing.

DTIC Science & Technology

1980-09-01

Arnheim, Rudolph, Visual Thinking, Berkeley and Los Angeles, California: UniversiEy of California Press, 1969. Bruner , Jerome S., Goodnow, Jacqueline J...describing a further path for each student, which would optimize his learning experience, must be at the machine’s disposal. In the student-directed...approach, the sequence of the material presented is altered only at the request of the student. The approach uses the aspect of learning by dis

Teaching Children Thinking

ERIC Educational Resources Information Center

Papert, Seymour

2005-01-01

The phrase "technology and education" usually means inventing new gadgets to teach the same old stuff in a thinly disguised version of the same old way. Moreover, if the gadgets are computers, the same old teaching becomes incredibly more expensive and biased towards its dullest parts, namely the kind of rote learning in which measurable…

Students' Critical Thinking Skills in a Thai ICT Schools Pilot Project

ERIC Educational Resources Information Center

Rumpagaporn, Methinee Wongwanich; Darmawan, I. Gusti Ngurah

2007-01-01

This study is exploratory, examining to what extent the Thai ICT (information and communication technology) schools have classroom learning environments that are associated with certain teacher characteristics using questionnaires, interview surveys, and computer-based classroom observations in order to collect data from 13 Thai ICT model schools.…

Exploring Media Literacy and Computational Thinking: A Game Maker Curriculum Study

ERIC Educational Resources Information Center

Jenson, Jennifer; Droumeva, Milena

2016-01-01

While advances in game-based learning are already transforming educative practices globally, with tech giants like Microsoft, Apple and Google taking notice and investing in educational game initiatives, there is a concurrent and critically important development that focuses on "game construction" pedagogy as a vehicle for enhancing…

Promoting Critical Thinking in Online Intercultural Communication

ERIC Educational Resources Information Center

Batardière, Marie-Thérèse

2015-01-01

This paper investigates the educational experience arising from the use of an online discussion forum in an undergraduate blended learning language programme; to do this, it focuses on the type of cognitive processes that learners experience during a computer-mediated collaborative task and explores the potential causal relationship between the…

Learning by Thinking during Play: The Power of Reflection to Aid Performance

ERIC Educational Resources Information Center

Salmon, Angela K.

2016-01-01

Coupled with reflection, play leads to the development of thinking dispositions and promotes deep learning and understanding. The twenty-first century world demands that children learn how to learn by becoming reflective, self-regulating inquirers capable of metacognition (thinking about thinking). This manuscript aims to analyse how young minds…

The Effect of Integrated Learning Model and Critical Thinking Skill of Science Learning Outcomes

NASA Astrophysics Data System (ADS)

Fazriyah, N.; Supriyati, Y.; Rahayu, W.

2017-02-01

This study aimed to determine the effect of integrated learning model and critical thinking skill toward science learning outcomes. The study was conducted in SDN Kemiri Muka 1 Depok in fifth grade school year 2014/2015 using cluster random sampling was done to 80 students. Retrieval of data obtained through tests and analysis by Variance (ANOVA) and two lines with the design treatment by level 2x2. The results showed that: (1) science learning outcomes students that given thematic integrated learning model is higher than in the group of students given fragmented learning model, (2) there is an interaction effect between critical thinking skills with integrated learning model, (3) for students who have high critical thinking skills, science learning outcomes students who given by thematic integrated learning model higher than fragmented learning model and (4) for students who have the ability to think critically low yield higher learning science fragmented model. The results of this study indicate that thematic learning model with critical thinking skills can improve science learning outcomes of students.

Proceedings of Selected Research Paper Presentations at the 1988 Convention of the Association for Educational Communications and Technology and Sponsored by the Research and Theory Division (10th, New Orleans, Louisiana, January 14-19, 1988).

ERIC Educational Resources Information Center

Simonson, Michael R., Ed.; Frederick, Jacqueline K., Ed.

1988-01-01

The 54 papers in this volume represent some of the most current thinking in educational communications and technology. Individual papers address the following topics: feedback in computer-assisted instruction (CAI); cognitive style and cognitive strategies in CAI; persuasive film-making; learning strategies; computer technology and children's word…

Assessing Complex Learning Objectives through Analytics

NASA Astrophysics Data System (ADS)

Horodyskyj, L.; Mead, C.; Buxner, S.; Semken, S. C.; Anbar, A. D.

2016-12-01

A significant obstacle to improving the quality of education is the lack of easy-to-use assessments of higher-order thinking. Most existing assessments focus on recall and understanding questions, which demonstrate lower-order thinking. Traditionally, higher-order thinking is assessed with practical tests and written responses, which are time-consuming to analyze and are not easily scalable. Computer-based learning environments offer the possibility of assessing such learning outcomes based on analysis of students' actions within an adaptive learning environment. Our fully online introductory science course, Habitable Worlds, uses an intelligent tutoring system that collects and responds to a range of behavioral data, including actions within the keystone project. This central project is a summative, game-like experience in which students synthesize and apply what they have learned throughout the course to identify and characterize a habitable planet from among hundreds of stars. Student performance is graded based on completion and accuracy, but two additional properties can be utilized to gauge higher-order thinking: (1) how efficient a student is with the virtual currency within the project and (2) how many of the optional milestones a student reached. In the project, students can use the currency to check their work and "unlock" convenience features. High-achieving students spend close to the minimum amount required to reach these goals, indicating a high-level of concept mastery and efficient methodology. Average students spend more, indicating effort, but lower mastery. Low-achieving students were more likely to spend very little, which indicates low effort. Differences on these metrics were statistically significant between all three of these populations. We interpret this as evidence that high-achieving students develop and apply efficient problem-solving skills as compared to lower-achieving student who use more brute-force approaches.

Changing how and what children learn in school with computer-based technologies.

PubMed

Roschelle, J M; Pea, R D; Hoadley, C M; Gordin, D N; Means, B M

2000-01-01

Schools today face ever-increasing demands in their attempts to ensure that students are well equipped to enter the workforce and navigate a complex world. Research indicates that computer technology can help support learning, and that it is especially useful in developing the higher-order skills of critical thinking, analysis, and scientific inquiry. But the mere presence of computers in the classroom does not ensure their effective use. Some computer applications have been shown to be more successful than others, and many factors influence how well even the most promising applications are implemented. This article explores the various ways computer technology can be used to improve how and what children learn in the classroom. Several examples of computer-based applications are highlighted to illustrate ways technology can enhance how children learn by supporting four fundamental characteristics of learning: (1) active engagement, (2) participation in groups, (3) frequent interaction and feedback, and (4) connections to real-world contexts. Additional examples illustrate ways technology can expand what children learn by helping them to understand core concepts in subjects like math, science, and literacy. Research indicates, however, that the use of technology as an effective learning tool is more likely to take place when embedded in a broader education reform movement that includes improvements in teacher training, curriculum, student assessment, and a school's capacity for change. To help inform decisions about the future role of computers in the classroom, the authors conclude that further research is needed to identify the uses that most effectively support learning and the conditions required for successful implementation.

Can One Learn to Think Critically? – A Philosophical Exploration

PubMed Central

Raymond-Seniuk, Christy; Profetto-McGrath, Joanne

2011-01-01

Within nursing, critical thinking is a required skill that educators strive to foster in their students’ development for use in complex healthcare settings. Hence the numerous studies published measuring critical thinking as a terminal outcome of education. However, an important comparison between different philosophical underpinnings such as person, truth and the nature of nursing, and how one defines and utilizes critical thinking in practice, has been absent from discussions about critical thinking and learning. When one views critical thinking with varying philosophical lenses, important questions are raised and discussion is expanded. These questions illuminate different perspectives of critical thinking and attempt to explore whether critical thinking can be learned in nursing. The implications of taking a single philosophical viewpoint and a pluralistic approach to understanding critical thinking and learning are explored. PMID:21760871

A 3-D Approach for Teaching and Learning about Surface Water Systems through Computational Thinking, Data Visualization and Physical Models

NASA Astrophysics Data System (ADS)

Caplan, B.; Morrison, A.; Moore, J. C.; Berkowitz, A. R.

2017-12-01

Understanding water is central to understanding environmental challenges. Scientists use `big data' and computational models to develop knowledge about the structure and function of complex systems, and to make predictions about changes in climate, weather, hydrology, and ecology. Large environmental systems-related data sets and simulation models are difficult for high school teachers and students to access and make sense of. Comp Hydro, a collaboration across four states and multiple school districts, integrates computational thinking and data-related science practices into water systems instruction to enhance development of scientific model-based reasoning, through curriculum, assessment and teacher professional development. Comp Hydro addresses the need for 1) teaching materials for using data and physical models of hydrological phenomena, 2) building teachers' and students' comfort or familiarity with data analysis and modeling, and 3) infusing the computational knowledge and practices necessary to model and visualize hydrologic processes into instruction. Comp Hydro teams in Baltimore, MD and Fort Collins, CO are integrating teaching about surface water systems into high school courses focusing on flooding (MD) and surface water reservoirs (CO). This interactive session will highlight the successes and challenges of our physical and simulation models in helping teachers and students develop proficiency with computational thinking about surface water. We also will share insights from comparing teacher-led vs. project-led development of curriculum and our simulations.

Computational Thinking in the Wild: Uncovering Complex Collaborative Thinking through Gameplay

ERIC Educational Resources Information Center

Berland, Matthew; Duncan, Sean

2016-01-01

Surprisingly few empirical studies address how computational thinking works "in the wild" or how games and simulations can support developing computational thinking skills. In this article, the authors report results from a study of computational thinking (CT) as evinced through player discussions around the collaborative board game…

Design Patterns for Learning and Assessment: Facilitating the Introduction of a Complex Simulation-Based Learning Environment into a Community of Instructors

NASA Astrophysics Data System (ADS)

Frezzo, Dennis C.; Behrens, John T.; Mislevy, Robert J.

2010-04-01

Simulation environments make it possible for science and engineering students to learn to interact with complex systems. Putting these capabilities to effective use for learning, and assessing learning, requires more than a simulation environment alone. It requires a conceptual framework for the knowledge, skills, and ways of thinking that are meant to be developed, in order to design activities that target these capabilities. The challenges of using simulation environments effectively are especially daunting in dispersed social systems. This article describes how these challenges were addressed in the context of the Cisco Networking Academies with a simulation tool for computer networks called Packet Tracer. The focus is on a conceptual support framework for instructors in over 9,000 institutions around the world for using Packet Tracer in instruction and assessment, by learning to create problem-solving scenarios that are at once tuned to the local needs of their students and consistent with the epistemic frame of "thinking like a network engineer." We describe a layered framework of tools and interfaces above the network simulator that supports the use of Packet Tracer in the distributed community of instructors and students.

Advancing Creative Visual Thinking with Constructive Function-Based Modelling

ERIC Educational Resources Information Center

Pasko, Alexander; Adzhiev, Valery; Malikova, Evgeniya; Pilyugin, Victor

2013-01-01

Modern education technologies are destined to reflect the realities of a modern digital age. The juxtaposition of real and synthetic (computer-generated) worlds as well as a greater emphasis on visual dimension are especially important characteristics that have to be taken into account in learning and teaching. We describe the ways in which an…

Computer-Based Simulation Systems and Role-Playing: An Effective Combination for Fostering Conditional Knowledge.

ERIC Educational Resources Information Center

Shlechter, Theodore M.; And Others

1992-01-01

Examines the effectiveness of SIMNET (Simulation Networking), a virtual reality training simulation system, combined with a program of role-playing activities for helping Army classes to master the conditional knowledge needed for successful field performance. The value of active forms of learning for promoting higher order cognitive thinking is…

Children's Inductive Thinking during Intrinsic and Euclidean Geometrical Activities in a Computer Programming Environment.

ERIC Educational Resources Information Center

Kynigos, Chronis

1993-01-01

Used 2 12-year-old children to investigate deductive and inductive reasoning in plane geometry. A LOGO microworld was programmed to measure distances and turns relative to points on the plane. Learning environments like this may enhance formation of inductive geometrical understandings. (Contains 44 references.) (LDR)

An Investigation on Factors in the Integration of Reciprocal Teaching into Multimedia Teaching

ERIC Educational Resources Information Center

Chen, Youcheng; Kong, Deyi

2017-01-01

The popularity of the Internet has toppled people's thinking models and teaching styles as well as influenced the operation of school education. In teaching processes, computers could attract students' attention through vivid images, bright colors and characters, and sound to further promote their learning concentration and interests. Research on…

Student Experiments and Teacher Tests Using EDAQ530

ERIC Educational Resources Information Center

Kopasz, Katalin; Makra, Péter; Gingl, Zoltán

2013-01-01

Experiments, as we all know, are especially important in science education. However, their impact on improving thinking could be even greater when applied together with the methods of inquiry-based learning (IBL). In this paper we present our observations of a high-school laboratory class where students used computers to carry out and analyse real…

Examination of the Computational Thinking Skills of Students

ERIC Educational Resources Information Center

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

2017-01-01

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

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.

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.

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.

Making Thinking Audible and Visible via Cooperative Learning

ERIC Educational Resources Information Center

Jacobs, George M.; Wang, Aili; Li, Xishuang; Xie, Yongye

2008-01-01

This chapter begins with a section that describes cooperative learning and explains eight cooperative learning principles. The second section looks briefly at why making thinking audible and visible enriches students' thinking. Making thinking audible means that teachers and students speak out what is going through their minds as they do a task,…

Critical thinking as a self-regulatory process component in teaching and learning.

PubMed

Phan, Huy P

2010-05-01

This article presents a theoretically grounded model of critical thinking and self-regulation in the context of teaching and learning. Critical thinking, deriving from an educational psychology perspective is a complex process of reflection that helps individuals become more analytical in their thinking and professional development. My conceptualisation in this discussion paper argues that both theoretical orientations (critical thinking and self-regulation) operate in a dynamic interactive system of teaching and learning. My argument, based on existing research evidence, suggests two important points: (i) critical thinking acts as another cognitive strategy of self-regulation that learners use in their learning, and (ii) critical thinking may be a product of various antecedents such as different self-regulatory strategies.

Learning Potential and Cognitive Modifiability

ERIC Educational Resources Information Center

Kozulin, Alex

2011-01-01

The relationship between thinking and learning constitutes one of the fundamental problems of cognitive psychology. Though there is an obvious overlap between the domains of thinking and learning, it seems more productive to consider learning as being predominantly acquisition while considering thinking as the application of the existent concepts…

Confucian and Western Teaching and Learning

ERIC Educational Resources Information Center

Wang, Victor C. X.; Torrisi-Steele, Geraldine

2015-01-01

The authors of this article consider Western teaching and learning alongside Confucian teaching and learning through reviewing the literature. The paper emphasizes that we must teach lower order thinking skills first before we teach higher order thinking skills, and confirms that rote learning and memorization precede critical thinking and…

Defining Computational Thinking for Mathematics and Science Classrooms

NASA Astrophysics Data System (ADS)

Weintrop, David; Beheshti, Elham; Horn, Michael; Orton, Kai; Jona, Kemi; Trouille, Laura; Wilensky, Uri

2016-02-01

Science and mathematics are becoming computational endeavors. This fact is reflected in the recently released Next Generation Science Standards and the decision to include "computational thinking" as a core scientific practice. With this addition, and the increased presence of computation in mathematics and scientific contexts, a new urgency has come to the challenge of defining computational thinking and providing a theoretical grounding for what form it should take in school science and mathematics classrooms. This paper presents a response to this challenge by proposing a definition of computational thinking for mathematics and science in the form of a taxonomy consisting of four main categories: data practices, modeling and simulation practices, computational problem solving practices, and systems thinking practices. In formulating this taxonomy, we draw on the existing computational thinking literature, interviews with mathematicians and scientists, and exemplary computational thinking instructional materials. This work was undertaken as part of a larger effort to infuse computational thinking into high school science and mathematics curricular materials. In this paper, we argue for the approach of embedding computational thinking in mathematics and science contexts, present the taxonomy, and discuss how we envision the taxonomy being used to bring current educational efforts in line with the increasingly computational nature of modern science and mathematics.

Improvement of nursing students' critical thinking skills through problem-based learning in the People's Republic of China: a quasi-experimental study.

PubMed

Yuan, Haobin; Kunaviktikul, Wipada; Klunklin, Areewan; Williams, Beverly A

2008-03-01

A quasi-experimental, two-group pretest-post-test design was conducted to examine the effect of problem-based learning on the critical thinking skills of 46 Year 2 undergraduate nursing students in the People's Republic of China. The California Critical Thinking Skills Test Form A, Chinese-Taiwanese version was used as both a pretest and as a post-test for a semester-long nursing course. There was no significant difference in critical thinking skills at pretest, whereas, significant differences in critical thinking skills existed between the problem-based learning and lecture groups at post-test. The problem-based learning students had a significantly greater improvement on the overall California Critical Thinking Skills Test, analysis, and induction subscale scores compared with the lecture students. Problem-based learning fostered nursing students' critical thinking skills.

Document Analyses of Student Use of a Blogging-Mapping Tool to Explore Evidence of Deep and Reflective Learning

ERIC Educational Resources Information Center

Xie, Ying

2008-01-01

Theories about reflective thinking and deep-surface learning abound. In order to arrive at the definition for "reflective thinking toward deep learning," this study establishes that reflective thinking toward deep learning refers to a learner's purposeful and conscious activity of manipulating ideas toward meaningful learning and knowledge…

The internet and nurse education.

PubMed

Aasbrenn, Martin; Raustøl, Anne; Bingen, Hanne Maria

2017-09-01

Participation in a community of practice through asynchronous writing is useful for learning in higher education. We argue that such computer-mediated communication via the internet is valuable in nurse education, but that it often should take place at sites protected from search with access restricted to a limited group to make the students confident and enable learning. We further argue why we think discussion of patient stories in educational settings often should be done without computers. Reflection around patient stories is a fundamental part of the education of a clinician, but should be done either with fictional cases or as face-to-face activities to protect patient confidentiality. Copyright © 2017 Elsevier Ltd. All rights reserved.

Analysis of the critical thinking process of junior high school students in solving geometric problems by utilizing the v-a-k learning styles model

NASA Astrophysics Data System (ADS)

Hananto, R. B.; Kusmayadi, T. A.; Riyadi

2018-05-01

The research aims to identify the critical thinking process of students in solving geometry problems. The geometry problem selected in this study was the building of flat side room (cube). The critical thinking process was implemented to visual, auditory and kinesthetic learning styles. This research was a descriptive analysis research using qualitative method. The subjects of this research were 3 students selected by purposive sampling consisting of visual, auditory, and kinesthetic learning styles. Data collection was done through test, interview, and observation. The results showed that the students' critical thinking process in identifying and defining steps for each learning style were similar in solving problems. The critical thinking differences were seen in enumerate, analyze, list, and self-correct steps. It was also found that critical thinking process of students with kinesthetic learning style was better than visual and auditory learning styles.

The Effect of Learning Styles, Critical Thinking Disposition, and Critical Thinking on Clinical Judgment in Senior Baccalaureate Nursing Students during Human Patient Simulation

ERIC Educational Resources Information Center

McCormick, Kiyan

2014-01-01

Simulated learning experiences using high-fidelity human patient simulators (HPS) are increasingly being integrated into baccalaureate nursing programs. Thus, the purpose of this study was to examine relationships among learning style, critical thinking disposition, critical thinking, and clinical judgment during high-fidelity human patient…

A Research-Inspired and Computer-Guided Clinical Interview for Mathematics Assessment: Introduction, Reliability and Validity

ERIC Educational Resources Information Center

Ginsburg, Herbert P.; Lee, Young-Sun; Pappas, Sandra

2016-01-01

Formative assessment involves the gathering of information that can guide the teaching of individual or groups of children. This approach requires a sound understanding of children's thinking and learning, as well as an effective method for gaining the information. We propose that formative assessment should employ a version of clinical…

A Focus on Students' Use of Twitter--Their Interactions with Each Other, Content and Interface

ERIC Educational Resources Information Center

Prestridge, Sarah

2014-01-01

In their advertising campaigns, universities depict students using computers, laptops, mobile phones, iPads and tablets as learning devices. Regardless of the marketing used, there is value in enlisting the advantages of any medium that can aid deep thinking and increase student engagement. This study offers new knowledge about conceptualising…

Bebras--A Sustainable Community Building Model for the Concept Based Learning of Informatics and Computational Thinking

ERIC Educational Resources Information Center

Dagiene, Valentina; Stupuriene, Gabriele

2016-01-01

As an international informatics contest, or challenge, Bebras has started the second decade of its existence. The contest attracts more and more countries every year, recently there have been over 40 participating countries. From a single contest-focused annual event Bebras developed to a multifunctional challenge and an activities-based…

Exploring Bebras Tasks Content and Performance: A Multinational Study

ERIC Educational Resources Information Center

Izu, Cruz; Mirolo, Claudio; Settle, Amber; Mannila, Linda; Stupuriene, Gabriele

2017-01-01

Although there is no universal agreement that students should learn programming, many countries have reached a consensus on the need to expose K-12 students to Computational Thinking (CT). When, what and how to teach CT in schools are open questions and we attempt to address them by examining how well students around the world solved problems in…

A Rich Assessment Task as a Window into Students' Multiplicative Reasoning

ERIC Educational Resources Information Center

Downton, Ann; Wright, Vince

2016-01-01

This study explored the potential of a rich assessment task to reveal students' multiplicative thinking in respect to a hypothetical learning trajectory. Thirty pairs of students in grades 5 and 6 attempted the task. Twenty-two pairs applied multiplicative structure to find the number of items in arrays. However counting and computational errors…

AutoTutor and Family: A Review of 17 Years of Natural Language Tutoring

ERIC Educational Resources Information Center

Nye, Benjamin D.; Graesser, Arthur C.; Hu, Xiangen

2014-01-01

AutoTutor is a natural language tutoring system that has produced learning gains across multiple domains (e.g., computer literacy, physics, critical thinking). In this paper, we review the development, key research findings, and systems that have evolved from AutoTutor. First, the rationale for developing AutoTutor is outlined and the advantages…

Beyond Computer Literacy: Implications of Technology for the Content of a College Education

ERIC Educational Resources Information Center

Ehrmann, Stephan C.

2004-01-01

Today there are important types of analytical thinking, communication, quantitative reasoning, and information skills that cannot be used, or learned, without technology. Let?s look at just two:(1) information literacy; and (2) the ability to create Web sites as a medium of academic expression. Information literacy is the set of skills needed to…

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

ERIC Educational Resources Information Center

Raiyn, Jamal

2016-01-01

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

Think Pair Share with Formative Assessment for Junior High School Student

NASA Astrophysics Data System (ADS)

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

2017-09-01

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

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…

Improving the Computational Thinking Pedagogical Capabilities of School Teachers

ERIC Educational Resources Information Center

Bower, Matt; Wood, Leigh N.; Lai, Jennifer W. M.; Howe, Cathie; Lister, Raymond; Mason, Raina; Highfield, Kate; Veal, Jennifer

2017-01-01

The idea of computational thinking as skills and universal competence which every child should possess emerged last decade and has been gaining traction ever since. This raises a number of questions, including how to integrate computational thinking into the curriculum, whether teachers have computational thinking pedagogical capabilities to teach…

Computer-based simulation training to improve learning outcomes in mannequin-based simulation exercises.

PubMed

Curtin, Lindsay B; Finn, Laura A; Czosnowski, Quinn A; Whitman, Craig B; Cawley, Michael J

2011-08-10

To assess the impact of computer-based simulation on the achievement of student learning outcomes during mannequin-based simulation. Participants were randomly assigned to rapid response teams of 5-6 students and then teams were randomly assigned to either a group that completed either computer-based or mannequin-based simulation cases first. In both simulations, students used their critical thinking skills and selected interventions independent of facilitator input. A predetermined rubric was used to record and assess students' performance in the mannequin-based simulations. Feedback and student performance scores were generated by the software in the computer-based simulations. More of the teams in the group that completed the computer-based simulation before completing the mannequin-based simulation achieved the primary outcome for the exercise, which was survival of the simulated patient (41.2% vs. 5.6%). The majority of students (>90%) recommended the continuation of simulation exercises in the course. Students in both groups felt the computer-based simulation should be completed prior to the mannequin-based simulation. The use of computer-based simulation prior to mannequin-based simulation improved the achievement of learning goals and outcomes. In addition to improving participants' skills, completing the computer-based simulation first may improve participants' confidence during the more real-life setting achieved in the mannequin-based simulation.

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.

Mapping of Students’ Learning Progression Based on Mental Model in Magnetic Induction Concepts

NASA Astrophysics Data System (ADS)

Hamid, R.; Pabunga, D. B.

2017-09-01

The progress of student learning in a learning process has not been fully optimally observed by the teacher. The concept being taught is judged only at the end of learning as a product of thinking, and does not assess the mental processes that occur in students’ thinking. Facilitating students’ thinking through new phenomena can reveal students’ variation in thinking as a mental model of a concept, so that students who are assimilative and or accommodative can be identified in achieving their equilibrium of thought as well as an indicator of progressiveness in the students’ thinking stages. This research data is obtained from the written documents and interviews of students who were learned about the concept of magnetic induction through Constructivist Teaching Sequences (CTS) models. The results of this study indicate that facilitating the students’ thinking processes on the concept of magnetic induction contributes to increasing the number of students thinking within the "progressive change" category, and it can be said that the progress of student learning is more progressive after their mental models were facilitated through a new phenomena by teacher.

Expert models and modeling processes associated with a computer-modeling tool

NASA Astrophysics Data System (ADS)

Zhang, Baohui; Liu, Xiufeng; Krajcik, Joseph S.

2006-07-01

Holding the premise that the development of expertise is a continuous process, this study concerns expert models and modeling processes associated with a modeling tool called Model-It. Five advanced Ph.D. students in environmental engineering and public health used Model-It to create and test models of water quality. Using think aloud technique and video recording, we captured their computer screen modeling activities and thinking processes. We also interviewed them the day following their modeling sessions to further probe the rationale of their modeling practices. We analyzed both the audio-video transcripts and the experts' models. We found the experts' modeling processes followed the linear sequence built in the modeling program with few instances of moving back and forth. They specified their goals up front and spent a long time thinking through an entire model before acting. They specified relationships with accurate and convincing evidence. Factors (i.e., variables) in expert models were clustered, and represented by specialized technical terms. Based on the above findings, we made suggestions for improving model-based science teaching and learning using Model-It.

Probabilistic Learning in Junior High School: Investigation of Student Probabilistic Thinking Levels

NASA Astrophysics Data System (ADS)

Kurniasih, R.; Sujadi, I.

2017-09-01

This paper was to investigate level on students’ probabilistic thinking. Probabilistic thinking level is level of probabilistic thinking. Probabilistic thinking is thinking about probabilistic or uncertainty matter in probability material. The research’s subject was students in grade 8th Junior High School students. The main instrument is a researcher and a supporting instrument is probabilistic thinking skills test and interview guidelines. Data was analyzed using triangulation method. The results showed that the level of students probabilistic thinking before obtaining a teaching opportunity at the level of subjective and transitional. After the students’ learning level probabilistic thinking is changing. Based on the results of research there are some students who have in 8th grade level probabilistic thinking numerically highest of levels. Level of students’ probabilistic thinking can be used as a reference to make a learning material and strategy.

Using Complementary Learning Clusters in Studying Literature to Enhance Students' Medical Humanities Literacy, Critical Thinking, and English Proficiency.

PubMed

Liao, Hung-Chang; Wang, Ya-Huei

2016-04-01

This study examined whether students studying literature in complementary learning clusters would show more improvement in medical humanities literacy, critical thinking skills, and English proficiency compared to those in conventional learning clusters. Ninety-three students participated in the study (M age = 18.2 years, SD = 0.4; 36 men, 57 women). A quasi-experimental design was used over 16 weeks, with the control group (n = 47) working in conventional learning clusters and the experimental group (n = 46) working in complementary learning clusters. Complementary learning clusters were those in which individuals had complementary strengths enabling them to learn from and offer assistance to other cluster members, hypothetically facilitating the learning process. Measures included the Medical Humanities Literacy Scale, Critical Thinking Disposition Assessment, English proficiency tests, and Analytic Critical Thinking Scoring Rubric. The results showed that complementary learning clusters have the potential to improve students' medical humanities literacy, critical thinking skills, and English proficiency. © The Author(s) 2016.

Computational thinking and thinking about computing

PubMed Central

Wing, Jeannette M.

2008-01-01

Computational thinking will influence everyone in every field of endeavour. This vision poses a new educational challenge for our society, especially for our children. In thinking about computing, we need to be attuned to the three drivers of our field: science, technology and society. Accelerating technological advances and monumental societal demands force us to revisit the most basic scientific questions of computing. PMID:18672462

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).

Learning by statistical cooperation of self-interested neuron-like computing elements.

PubMed

Barto, A G

1985-01-01

Since the usual approaches to cooperative computation in networks of neuron-like computating elements do not assume that network components have any "preferences", they do not make substantive contact with game theoretic concepts, despite their use of some of the same terminology. In the approach presented here, however, each network component, or adaptive element, is a self-interested agent that prefers some inputs over others and "works" toward obtaining the most highly preferred inputs. Here we describe an adaptive element that is robust enough to learn to cooperate with other elements like itself in order to further its self-interests. It is argued that some of the longstanding problems concerning adaptation and learning by networks might be solvable by this form of cooperativity, and computer simulation experiments are described that show how networks of self-interested components that are sufficiently robust can solve rather difficult learning problems. We then place the approach in its proper historical and theoretical perspective through comparison with a number of related algorithms. A secondary aim of this article is to suggest that beyond what is explicitly illustrated here, there is a wealth of ideas from game theory and allied disciplines such as mathematical economics that can be of use in thinking about cooperative computation in both nervous systems and man-made systems.

Creating Thinking Schools through "Knowledge and Inquiry": The Curriculum Challenges for Singapore

ERIC Educational Resources Information Center

Tan, Charlene

2006-01-01

The importance of thinking skills in Singapore was seen in the launch of the "Thinking Schools, Learning Nation" (TSLN) vision in 1997. This vision aims to develop creative thinking skills, a lifelong passion for learning and nationalistic commitment in the young. In elucidating the concept of "thinking schools" the former…

Development of Multiple Thinking and Creativity in Organizational Learning

ERIC Educational Resources Information Center

Cheng, Yin Cheong

2005-01-01

Purpose: Based on a typology of contextualized multiple thinking, this paper aims to elaborate how the levels of thinking (data, information, knowledge, and intelligence), and the types of thinking as a whole, can be used to profile the characteristics of multiple thinking in organizational learning, re-conceptualize the nature of creativity in…

Exploring creativity and critical thinking in traditional and innovative problem-based learning groups.

PubMed

Chan, Zenobia C Y

2013-08-01

To explore students' attitude towards problem-based learning, creativity and critical thinking, and the relevance to nursing education and clinical practice. Critical thinking and creativity are crucial in nursing education. The teaching approach of problem-based learning can help to reduce the difficulties of nurturing problem-solving skills. However, there is little in the literature on how to improve the effectiveness of a problem-based learning lesson by designing appropriate and innovative activities such as composing songs, writing poems and using role plays. Exploratory qualitative study. A sample of 100 students participated in seven semi-structured focus groups, of which two were innovative groups and five were standard groups, adopting three activities in problem-based learning, namely composing songs, writing poems and performing role plays. The data were analysed using thematic analysis. There are three themes extracted from the conversations: 'students' perceptions of problem-based learning', 'students' perceptions of creative thinking' and 'students' perceptions of critical thinking'. Participants generally agreed that critical thinking is more important than creativity in problem-based learning and clinical practice. Participants in the innovative groups perceived a significantly closer relationship between critical thinking and nursing care, and between creativity and nursing care than the standard groups. Both standard and innovative groups agreed that problem-based learning could significantly increase their critical thinking and problem-solving skills. Further, by composing songs, writing poems and using role plays, the innovative groups had significantly increased their awareness of the relationship among critical thinking, creativity and nursing care. Nursing educators should include more types of creative activities than it often does in conventional problem-based learning classes. The results could help nurse educators design an appropriate curriculum for preparing professional and ethical nurses for future clinical practice. © 2013 Blackwell Publishing Ltd.

A Facilitating Effective Teaching through Learning Based on Learning Styles and Ways of Thinking

ERIC Educational Resources Information Center

Ginting, Siti Aisyah

2017-01-01

The study deals with learning styles and ways of thinking in facilitating effective teaching. The objective of this study was to investigate the relationship between students' learning style and ways of thinking toward effective teaching. This study was conducted by using correlational design. The population of the study were 360 university…

"Think Like a Lawyer" Using a Legal Reasoning Grid and Criterion-Referenced Assessment Rubric on IRAC (Issue, Rule, Application, Conclusion)

ERIC Educational Resources Information Center

Burton, Kelley

2017-01-01

The Australian Learning and Teaching Council's Bachelor of Laws Learning and Teaching Academic Standards Statement identified "thinking skills" as one of the six threshold learning outcomes for a Bachelor of Laws Program, which reinforced the significance of learning, teaching and assessing "thinking skills" in law schools…

Connections between Modes of Thinking and Learning Approaches: Implications for Education and Research

ERIC Educational Resources Information Center

Önen, Emine

2015-01-01

This study aimed to examine connections between modes of thinking and approaches to learning. Participants were 1490 students attending to 9 high schools located in Ankara. The Style of Learning and Thinking-Youth Form and Revised Version of Learning Process Questionnaire were administered to these students. The connections between modes of…

Improving Bilingual Student Learning and Thinking Skills through the Use of the Constructivist Theory.

ERIC Educational Resources Information Center

Thomason, Juliann Elizabeth

This report describes a program for improving bilingual students' learning and thinking skills using the constructivist theory. It targeted bilingual high school students in a middle class, suburban Illinois high school. Students' learning and thinking behaviors were documented using methods that showed when and how they employed new learning and…

Critical Thinking & Lifelong Learning: An ADKAR Model-Based Framework for Managing a Change in Thinking & English Language Learning Styles at the Secondary Stage

ERIC Educational Resources Information Center

Abdallah, Mahmoud M. S.; Mohammad, Marwa M. M.

2016-01-01

The general secondary stage in Egypt is a vital educational phase since it plays an essential role in developing students' thinking and learning styles to prepare them for life in general and higher education in particular. Accordingly, it has become urgent and persistent to develop secondary-stage students' critical thinking styles while…

Changing a Generation's Way of Thinking: Teaching Computational Thinking through Programming

ERIC Educational Resources Information Center

Buitrago Flórez, Francisco; Casallas, Rubby; Hernández, Marcela; Reyes, Alejandro; Restrepo, Silvia; Danies, Giovanna

2017-01-01

Computational thinking (CT) uses concepts that are essential to computing and information science to solve problems, design and evaluate complex systems, and understand human reasoning and behavior. This way of thinking has important implications in computer sciences as well as in almost every other field. Therefore, we contend that CT should be…

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

NASA Astrophysics Data System (ADS)

Pinasa, Siwa; Siripun, Kulpatsorn; Yuenyong, Chokchai

2018-01-01

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

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

ERIC Educational Resources Information Center

Ulger, Kani

2018-01-01

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

The World Climate Exercise: Is (Simulated) Experience Our Best Teacher?

NASA Astrophysics Data System (ADS)

Rath, K.; Rooney-varga, J. N.; Jones, A.; Johnston, E.; Sterman, J.

2015-12-01

Meeting the challenge of climate change will clearly require 'deep learning' - learning that motivates a search for underlying meaning, a willingness to exert the sustained effort needed to understand complex problems, and innovative problem-solving. This type of learning is dependent on the level of the learner's engagement with the material, their intrinsic motivation to learn, intention to understand, and relevance of the material to the learner. Here, we present evidence for deep learning about climate change through a simulation-based role-playing exercise, World Climate. The exercise puts participants into the roles of delegates to the United Nations climate negotiations and asks them to create an international climate deal. They find out the implications of their decisions, according to the best available science, through the same decision-support computer simulation used to provide feedback for the real-world negotiations, C-ROADS. World Climate provides an opportunity for participants have an immersive, social experience in which they learn first-hand about both the social dynamics of climate change decision-making, through role-play, and the dynamics of the climate system, through an interactive computer simulation. Evaluation results so far have shown that the exercise is highly engaging and memorable and that it motivates large majorities of participants (>70%) to take action on climate change. In addition, we have found that it leads to substantial gains in understanding key systems thinking concepts (e.g., the stock-flow behavior of atmospheric CO2), as well as improvements in understanding of climate change causes and impacts. While research is still needed to better understand the impacts of simulation-based role-playing exercises like World Climate on behavior change, long-term understanding, transfer of systems thinking skills across topics, and the importance of social learning during the exercise, our results to date indicate that it is a powerful, active learning tool that has strong potential to foster deep learning about climate change.

Climate Literacy in the Classroom: Supporting Teachers in the Transition to NGSS

NASA Astrophysics Data System (ADS)

Rogers, M. J. B.; Merrill, J.; Harcourt, P.; Petrone, C.; Shea, N.; Mead, H.

2014-12-01

Meeting the challenge of climate change will clearly require 'deep learning' - learning that motivates a search for underlying meaning, a willingness to exert the sustained effort needed to understand complex problems, and innovative problem-solving. This type of learning is dependent on the level of the learner's engagement with the material, their intrinsic motivation to learn, intention to understand, and relevance of the material to the learner. Here, we present evidence for deep learning about climate change through a simulation-based role-playing exercise, World Climate. The exercise puts participants into the roles of delegates to the United Nations climate negotiations and asks them to create an international climate deal. They find out the implications of their decisions, according to the best available science, through the same decision-support computer simulation used to provide feedback for the real-world negotiations, C-ROADS. World Climate provides an opportunity for participants have an immersive, social experience in which they learn first-hand about both the social dynamics of climate change decision-making, through role-play, and the dynamics of the climate system, through an interactive computer simulation. Evaluation results so far have shown that the exercise is highly engaging and memorable and that it motivates large majorities of participants (>70%) to take action on climate change. In addition, we have found that it leads to substantial gains in understanding key systems thinking concepts (e.g., the stock-flow behavior of atmospheric CO2), as well as improvements in understanding of climate change causes and impacts. While research is still needed to better understand the impacts of simulation-based role-playing exercises like World Climate on behavior change, long-term understanding, transfer of systems thinking skills across topics, and the importance of social learning during the exercise, our results to date indicate that it is a powerful, active learning tool that has strong potential to foster deep learning about climate change.

Thinking and Content Learning of Mathematics and Science as Cognitional Development in Content and Language Integrated Learning (CLIL): Teaching Through a Foreign Language in Finland

ERIC Educational Resources Information Center

Jappinen, Aini-Kristiina

2005-01-01

This paper presents a study on thinking and learning processes of mathematics and science in teaching through a foreign language, in Finland. The entity of thinking and content learning processes is, in this study, considered as cognitional development. Teaching through a foreign language is here called Content and Language Integrated Learning or…

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

PubMed

Swart, Ruth

2017-03-01

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

Thinking Styles in Implicit and Explicit Learning

ERIC Educational Resources Information Center

Xie, Qiuzhi; Gao, Xiangping; King, Ronnel B.

2013-01-01

This study investigated whether individual differences in thinking styles influence explicit and implicit learning. Eighty-seven university students in China participated in this study. Results indicated that performance in the explicit learning condition was positively associated with Type I thinking styles (i.e. legislative and liberal styles)…

A Call for Computational Thinking in Undergraduate Psychology

ERIC Educational Resources Information Center

Anderson, Nicole D.

2016-01-01

Computational thinking is an approach to problem solving that is typically employed by computer programmers. The advantage of this approach is that solutions can be generated through algorithms that can be implemented as computer code. Although computational thinking has historically been a skill that is exclusively taught within computer science,…

Developments in Computer Aided Software Maintenance

DTIC Science & Technology

1974-09-01

thinks in terms of one sub- division until one happens to move to another one. Another study ( Tulving & Pearlstone , 1966) showed that failure to...them directions. (Wortman & Greenberg, 1971; Tulving & Pearlstone , 1966) In either case, hierarchical category formation is an economi- cal...1969.) Tulving , E., and Pearlstone , Z. "Availability Versus Accessibility of Information in Memory for Words." Journal of Verbal Learning and

Programming for physicians: A free online course.

PubMed

Kubben, Pieter L

2016-01-01

This article is an introduction for clinical readers into programming and computational thinking using the programming language Python. Exercises can be done completely online without any need for installation of software. Participants will be taught the fundamentals of programming, which are necessarily independent of the sort of application (stand-alone, web, mobile, engineering, and statistical/machine learning) that is to be developed afterward.

Using a "Socio-Cultural" Approach in Teaching Information Technology to African American Students with Academic Difficulties

ERIC Educational Resources Information Center

Seay, Cameron

2004-01-01

There continues to be a severe under-representation of African Americans in the fields of information technology (IT) and computer science. The author contends that this is attributable, at least in part, to inappropriate assumptions about the nature of thinking, knowing, teaching and learning. He contends that attention given to these assumptions…

Tool Use and the Development of the Function Concept: From Repeated Calculations to Functional Thinking

ERIC Educational Resources Information Center

Doorman, Michiel; Drijvers, Paul; Gravemeijer, Koeno; Boon, Peter; Reed, Helen

2012-01-01

The concept of function is a central but difficult topic in secondary school mathematics curricula, which encompasses a transition from an operational to a structural view. The question in this paper is how the use of computer tools may foster this transition. With domain-specific pedagogical knowledge on the learning of function as a point of…

An Analysis of Young Students' Thinking When Completing Basic Coding Tasks Using Scratch Jnr. on the iPad

ERIC Educational Resources Information Center

Falloon, G.

2016-01-01

Recent government moves in many countries have seen coding included in school curricula, or promoted as part of computing, mathematics or science programmes. While these moves have generally been associated with a need to engage more young people in technology study, research has hinted at possible benefits from learning to program including…

"We Understood It More 'Cause We Were Doin' It Ourself": Students' Self-Described Connections between Participation and Learning.

ERIC Educational Resources Information Center

Christie, Mary Ann

The experiences and responses of high school biology students using the GenScope computer program are described. GenScope represents genetic concepts in a linked multilevel fashion to teach students to think like scientists. Many GenScope problems use a fictitious dragon species to illustrate genetics. Students can manipulate the dragons' genes to…

Game-Coding Workshops in New Zealand Public Libraries: Evaluation of a Pilot Project

ERIC Educational Resources Information Center

Bolstad, Rachel

2016-01-01

This report evaluates a game coding workshop offered to young people and adults in seven public libraries round New Zealand. Participants were taken step by step through the process of creating their own simple 2D videogame, learning the basics of coding, computational thinking, and digital game design. The workshops were free and drew 426 people…

Critical Thinking Assessment across Four Sustainability-Related Experiential Learning Settings

ERIC Educational Resources Information Center

Heinrich, William F.; Habron, Geoffrey B.; Johnson, Heather L.; Goralnik, Lissy

2015-01-01

Today's complex societal problems require both critical thinking and an engaged citizenry. Current practices in higher education, such as service learning, suggest that experiential learning can serve as a vehicle to encourage students to become engaged citizens. However, critical thinking is not necessarily a part of every experiential learning…

Think, Jane, Think. See Jane Think. Go, Jane... Metacognition and Learning in the Library

ERIC Educational Resources Information Center

Jaeger, Paige

2007-01-01

Buzzwords are as prolific in educational circles as bunny rabbits are in spring. Over the last 10 years everyone has heard the buzz of multiculturism, multiple intelligences, learning modalities, essential questions, cultural literacy, media literacy, differentiated instruction, learning by design, curriculum alignment, curriculum mapping,…

Thinking Skills in the Early Years.

ERIC Educational Resources Information Center

Bayley, Ros

2002-01-01

This article describes the High/Scope Cognitively Oriented Pre-School Curriculum that recognizes that the power to learn resides in the child and focuses on active learning practices. It discusses child-initiated learning, key skills for thinking, key concepts involved in teaching thinking skills, and activities that support the development of…

Teachers' learning on the workshop of STS approach as a way of enhancing inventive thinking skills

NASA Astrophysics Data System (ADS)

Ngaewkoodrua, Nophakun; Yuenyong, Chokchai

2018-01-01

To improve science teachers to develop the STS lesson plans for enhancing the students' inventive thinking skills, the workshop of improving science teachers to develop the STS lesson plans for enhancing the Inventive thinking skills were organized. The paper aimed to clarify what teachers learn from the workshop. The goal of the activity of the workshop aimed to: 1) improve participants a better understanding of the relationship between the Inquiry based learning with STS approach, 2) understand the meaning and importance of the STS approach and identify the various stages of Yuenyong (2006) STS learning process, 3) discuss what they learned from the examples of Yuenyong (2006) lesson plan, 4) develop some activities for each stage of Yuenyong (2006) STS approach, and 5) ideas of providing STS approach activities for enhancing inventive thinking skills. Participants included 3 science teachers who work in Khon Kaen, Thailand. Methodology regarded interpretive paradigm. Teachers' learning about pedagogy of enhancing the students' inventive thinking skills will be interpreted through participant observation, teachers' tasks, and interview. The finding revealed that all participants could demonstrate their ideas how to generate the STS lesson plans as a way of enhancing inventive thinking skills. Teachers could mention some element of inventive thinking skills which could be generated on their STS learning activities.

Predicting change in epistemological beliefs, reflective thinking and learning styles: a longitudinal study.

PubMed

Phan, Huy P

2008-03-01

Although extensive research has examined epistemological beliefs, reflective thinking and learning approaches, very few studies have looked at these three theoretical frameworks in their totality. This research tested two separate structural models of epistemological beliefs, learning approaches, reflective thinking and academic performance among tertiary students over a period of 12 months. Participants were first-year Arts (N=616; 271 females, 345 males) and second-year Mathematics (N=581; 241 females, 341 males) university students. Students' epistemological beliefs were measured with the Schommer epistemological questionnaire (EQ, Schommer, 1990). Reflective thinking was measured with the reflective thinking questionnaire (RTQ, Kember et al., 2000). Student learning approaches were measured with the revised study process questionnaire (R-SPQ-2F, Biggs, Kember, & Leung, 2001). LISREL 8 was used to test two structural equation models - the cross-lag model and the causal-mediating model. In the cross-lag model involving Arts students, structural equation modelling showed that epistemological beliefs influenced student learning approaches rather than the contrary. In the causal-mediating model involving Mathematics students, the results indicate that both epistemological beliefs and learning approaches predicted reflective thinking and academic performance. Furthermore, learning approaches mediated the effect of epistemological beliefs on reflective thinking and academic performance. Results of this study are significant as they integrated the three theoretical frameworks within the one study.

Learning To Think, Learning To Learn: What the Science of Thinking and Learning Has To Offer Adult Education. NIFL Literacy Leader Fellowship, Program Reports, Volume IV, Number 1.

ERIC Educational Resources Information Center

Cromley, Jennifer

This book, developed for adult educators who teach or tutor reading in General Educational Development (GED) classrooms and for teacher trainers, contains 18 fact sheets on learning and thinking, each about 10 pages long. The following fact sheets are included: (1) Literature Is Not Science; (2) Making Connections; (3) Mental Models; (4) Thinking…

Student Thinking Processes. The Influence of Immediate Computer Access on Students' Thinking. First- and Second-Year Findings. ACOT Report #3.

ERIC Educational Resources Information Center

Tierney, Robert J.

This 2-year longitudinal study explored whether computers promote more sophisticated thinking, and examined how students' thinking changes as they become experienced computer users. The first-year study examined the thinking process of four ninth-grade Apple Classrooms of Tomorrow (ACOT) students. The second-year study continued following these…

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.

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 data indicated that there is not a significant difference between adolescents and post-adolescents (up to 16-years-old) ability to learn formal thinking skills. Both groups (adolescent and post-adolescent) showed improvement in their formal thinking skill ability after the intervention. The intervention also demonstrated evidence of improving students' intelligence scores.

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…

Think to Learn (Creating a Standards-Driven Thinking Classroom). Occasional Paper Series. Volume 1, Number 2

ERIC Educational Resources Information Center

Fluellen, Jerry E., Jr.

2006-01-01

Think to Learn. That's how Robert Sternberg boils down his approach for teaching thinking. In an urban technology high school, two Teacher Consultants in the District of Columbia Area Writing Project at Howard University co-constructed a prototype for creating standards driven thinking classrooms. With 132 high school students, they used the…

Basic instincts

NASA Astrophysics Data System (ADS)

Hutson, Matthew

2018-05-01

In their adaptability, young children demonstrate common sense, a kind of intelligence that, so far, computer scientists have struggled to reproduce. Gary Marcus, a developmental cognitive scientist at New York University in New York City, believes the field of artificial intelligence (AI) would do well to learn lessons from young thinkers. Researchers in machine learning argue that computers trained on mountains of data can learn just about anything—including common sense—with few, if any, programmed rules. But Marcus says computer scientists are ignoring decades of work in the cognitive sciences and developmental psychology showing that humans have innate abilities—programmed instincts that appear at birth or in early childhood—that help us think abstractly and flexibly. He believes AI researchers ought to include such instincts in their programs. Yet many computer scientists, riding high on the successes of machine learning, are eagerly exploring the limits of what a naïve AI can do. Computer scientists appreciate simplicity and have an aversion to debugging complex code. Furthermore, big companies such as Facebook and Google are pushing AI in this direction. These companies are most interested in narrowly defined, near-term problems, such as web search and facial recognition, in which blank-slate AI systems can be trained on vast data sets and work remarkably well. But in the longer term, computer scientists expect AIs to take on much tougher tasks that require flexibility and common sense. They want to create chatbots that explain the news, autonomous taxis that can handle chaotic city traffic, and robots that nurse the elderly. Some computer scientists are already trying. Such efforts, researchers hope, will result in AIs that sit somewhere between pure machine learning and pure instinct. They will boot up following some embedded rules, but will also learn as they go.

Teaching Strategy: Challenge and Response

DTIC Science & Technology

2010-03-01

students have learned in the classroom. Moreover, consultants learn to think multidimensionally, as success depends on their ability to test... think , not what to think . The College has never sought to have a single framework of analysis but to provide the students with the ability to analyze...roles as well as enforce seminar norms that promote quality learning . A fourth learning responsibility for students is the duty to

The Effectiveness of Local Culture-Based Mathematical Heuristic-KR Learning towards Enhancing Student's Creative Thinking Skill

ERIC Educational Resources Information Center

Tandiseru, Selvi Rajuaty

2015-01-01

The problem in this research is the lack of creative thinking skills of students. One of the learning models that is expected to enhance student's creative thinking skill is the local culture-based mathematical heuristic-KR learning model (LC-BMHLM). Heuristic-KR is a learning model which was introduced by Krulik and Rudnick (1995) that is the…

Implementation of the thinking skills for work program in a psychosocial clubhouse.

PubMed

McGurk, Susan R; Schiano, Diane; Mueser, Kim T; Wolfe, Rosemarie

2010-01-01

Cognitive remediation programs aimed at improving role functioning have been implemented in a variety of different mental health treatment settings, but not in psychosocial clubhouses. This study sought to determine the feasibility and preliminary outcomes of providing a cognitive remediation program (the Thinking Skills for Work program), developed and previously implemented in supported employment programs at mental health agencies, in a psychosocial club-house. Twenty-three members with a history of difficulties getting or keeping jobs, who were participating in a supported employment program at a psychosocial clubhouse, were enrolled in the Thinking Skills for Work program. A neurocognitive battery was administered at baseline and 3 months later after completion of the computer cognitive training component of the program. Hours of competitive work were tracked for the 2 years before enrollment and 2 years following enrollment. Other work-related activities (school, volunteer) were also tracked for 2 years following enrollment. Twenty-one members (91%) completed 6 or more computer cognitive training sessions. Participants demonstrated significant improvements on neurocognitive measures of processing speed, verbal learning and memory, and executive functions. Sixty percent of the members obtained a competitive job during the 2-year follow-up, and 74% were involved in some type of work-related activity. Participants worked significantly more competitive hours over the 2 years after joining the Thinking Skills for Work program than before. The findings support the feasibility and promise of implementing the Thinking Skills for Work program in the context of supported employment provided at psychosocial clubhouses.

Teaching Thinking in the Classroom

ERIC Educational Resources Information Center

Fisher, Robert

2007-01-01

In recent years there has been growing interest across the world in ways of developing children's thinking and learning skills. This interest has been fed by new knowledge about how the brain works and how people learn, and evidence that specific interventions can improve children's thinking and intelligence. Thinking skills are important because…

Developing the Mathematics Learning Management Model for Improving Creative Thinking in Thailand

ERIC Educational Resources Information Center

Sriwongchai, Arunee; Jantharajit, Nirat; Chookhampaeng, Sumalee

2015-01-01

The study purposes were: 1) To study current states and problems of relevant secondary students in developing mathematics learning management model for improving creative thinking, 2) To evaluate the effectiveness of model about: a) efficiency of learning process, b) comparisons of pretest and posttest on creative thinking and achievement of…

The Three-Part Harmony of Adult Learning, Critical Thinking, and Decision-Making

ERIC Educational Resources Information Center

Moore, Kyle

2010-01-01

Adult learning, critical thinking, and decision-making are fields that receive attention individually, although they are interspersed with elements of each other's theories and philosophies. In addressing adult learning precepts, it is essential to include critical thinking and decision-making. One without the other creates weakness; all must be…

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.

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.

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

PubMed

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

2014-07-01

The Current world needs people who have a lot of different abilities such as cognition and application of different ways of thinking, research, problem solving, critical thinking skills and creativity. In addition to critical thinking, learning styles is another key factor which has an essential role in the process of problem solving. This study aimed to determine the relationship between learning styles and critical thinking of students and their academic performance in Alborz University of Medical Science. This cross-correlation study was performed in 2012, on 216 students of Alborz University who were selected randomly by the stratified random sampling. The data was obtained via a three-part questionnaire included demographic data, Kolb standardized questionnaire of learning style and California critical thinking standardized questionnaire. The academic performance of the students was extracted by the school records. The validity of the instruments was determined in terms of content validity, and the reliability was gained through internal consistency methods. Cronbach's alpha coefficient was found to be 0.78 for the California critical thinking questionnaire. The Chi Square test, Independent t-test, one way ANOVA and Pearson correlation test were used to determine relationship between variables. The Package SPSS14 statistical software was used to analyze data with a significant level of p<0.05. Our findings indicated the significant difference of mean score in four learning style, suggesting university students with convergent learning style have better performance than other groups. Also learning style had a relationship with age, gender, field of study, semester and job. The results about the critical thinking of the students showed that the mean of deductive reasoning and evaluation skills were higher than that of other skills and analytical skills had the lowest mean and there was a positive significant relationship between the students' performance with inferential skill and the total score of critical thinking skills (p<0.05). Furthermore, evaluation skills and deductive reasoning had significant relationship. On the other hand, the mean total score of critical thinking had significant difference between different learning styles. The results of this study showed that the learning styles, critical thinking and academic performance are significantly associated with one another. Considering the growing importance of critical thinking in enhancing the professional competence of individuals, it's recommended to use teaching methods consistent with the learning style because it would be more effective in this context.

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

PubMed Central

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

2014-01-01

Introduction: The Current world needs people who have a lot of different abilities such as cognition and application of different ways of thinking, research, problem solving, critical thinking skills and creativity. In addition to critical thinking, learning styles is another key factor which has an essential role in the process of problem solving. This study aimed to determine the relationship between learning styles and critical thinking of students and their academic performance in Alborz University of Medical Science. Methods: This cross-correlation study was performed in 2012, on 216 students of Alborz University who were selected randomly by the stratified random sampling. The data was obtained via a three-part questionnaire included demographic data, Kolb standardized questionnaire of learning style and California critical thinking standardized questionnaire. The academic performance of the students was extracted by the school records. The validity of the instruments was determined in terms of content validity, and the reliability was gained through internal consistency methods. Cronbach's alpha coefficient was found to be 0.78 for the California critical thinking questionnaire. The Chi Square test, Independent t-test, one way ANOVA and Pearson correlation test were used to determine relationship between variables. The Package SPSS14 statistical software was used to analyze data with a significant level of p<0.05. Results: Our findings indicated the significant difference of mean score in four learning style, suggesting university students with convergent learning style have better performance than other groups. Also learning style had a relationship with age, gender, field of study, semester and job. The results about the critical thinking of the students showed that the mean of deductive reasoning and evaluation skills were higher than that of other skills and analytical skills had the lowest mean and there was a positive significant relationship between the students’ performance with inferential skill and the total score of critical thinking skills (p<0.05). Furthermore, evaluation skills and deductive reasoning had significant relationship. On the other hand, the mean total score of critical thinking had significant difference between different learning styles. Conclusion: The results of this study showed that the learning styles, critical thinking and academic performance are significantly associated with one another. Considering the growing importance of critical thinking in enhancing the professional competence of individuals, it's recommended to use teaching methods consistent with the learning style because it would be more effective in this context. PMID:25512928

The critical thinking curriculum model

NASA Astrophysics Data System (ADS)

Robertson, William Haviland

The Critical Thinking Curriculum Model (CTCM) utilizes a multidisciplinary approach that integrates effective learning and teaching practices with computer technology. The model is designed to be flexible within a curriculum, an example for teachers to follow, where they can plug in their own critical issue. This process engages students in collaborative research that can be shared in the classroom, across the country or around the globe. The CTCM features open-ended and collaborative activities that deal with current, real world issues which leaders are attempting to solve. As implemented in the Critical Issues Forum (CIF), an educational program administered by Los Alamos National Laboratory (LANL), the CTCM encompasses the political, social/cultural, economic, and scientific realms in the context of a current global issue. In this way, students realize the importance of their schooling by applying their efforts to an endeavor that ultimately will affect their future. This study measures student attitudes toward science and technology and the changes that result from immersion in the CTCM. It also assesses the differences in student learning in science content and problem solving for students involved in the CTCM. A sample of 24 students participated in classrooms at two separate high schools in New Mexico. The evaluation results were analyzed using SPSS in a MANOVA format in order to determine the significance of the between and within-subjects effects. A comparison ANOVA was done for each two-way MANOVA to see if the comparison groups were equal. Significant findings were validated using the Scheffe test in a Post Hoc analysis. Demographic information for the sample population was recorded and tracked, including self-assessments of computer use and availability. Overall, the results indicated that the CTCM did help to increase science content understanding and problem-solving skills for students, thereby positively effecting critical thinking. No matter if the students liked science or not, enjoyed computers or not, the CTCM approach helped to increase science content understanding and problem-solving skills. The CTCM clearly provides an educational framework that can aid all students in the development of critical thinking skills.

Profiles of Motivated Self-Regulation in College Computer Science Courses: Differences in Major versus Required Non-Major Courses

NASA Astrophysics Data System (ADS)

Shell, Duane F.; Soh, Leen-Kiat

2013-12-01

The goal of the present study was to utilize a profiling approach to understand differences in motivation and strategic self-regulation among post-secondary STEM students in major versus required non-major computer science courses. Participants were 233 students from required introductory computer science courses (194 men; 35 women; 4 unknown) at a large Midwestern state university. Cluster analysis identified five profiles: (1) a strategic profile of a highly motivated by-any-means good strategy user; (2) a knowledge-building profile of an intrinsically motivated autonomous, mastery-oriented student; (3) a surface learning profile of a utility motivated minimally engaged student; (4) an apathetic profile of an amotivational disengaged student; and (5) a learned helpless profile of a motivated but unable to effectively self-regulate student. Among CS majors and students in courses in their major field, the strategic and knowledge-building profiles were the most prevalent. Among non-CS majors and students in required non-major courses, the learned helpless, surface learning, and apathetic profiles were the most prevalent. Students in the strategic and knowledge-building profiles had significantly higher retention of computational thinking knowledge than students in other profiles. Students in the apathetic and surface learning profiles saw little instrumentality of the course for their future academic and career objectives. Findings show that students in STEM fields taking required computer science courses exhibit the same constellation of motivated strategic self-regulation profiles found in other post-secondary and K-12 settings.

Increasing Student Motivation to Learn by Making Computer Game Technology More Engaging: Measurable Outcomes That Determine Success

ERIC Educational Resources Information Center

Mann, Mark D.

2017-01-01

In the 21st Century, Educators are called to thinking in broader terms about the purpose of technology in engaging learners to work on tasks that are meaningful to them. Through technology, as described in this paper, the researcher has attempted to broaden student engagement level by developing a more engaging online game framework. The research…

Thinking Like a Wolf, a Sheep, or a Firefly: Learning Biology through Constructing and Testing Computational Theories--An Embodied Modeling Approach

ERIC Educational Resources Information Center

Wilensky, Uri; Reisman, Kenneth

2006-01-01

Biological phenomena can be investigated at multiple levels, from the molecular to the cellular to the organismic to the ecological. In typical biology instruction, these levels have been segregated. Yet, it is by examining the connections between such levels that many phenomena in biology, and complex systems in general, are best explained. We…

Programming for physicians: A free online course

PubMed Central

Kubben, Pieter L.

2016-01-01

This article is an introduction for clinical readers into programming and computational thinking using the programming language Python. Exercises can be done completely online without any need for installation of software. Participants will be taught the fundamentals of programming, which are necessarily independent of the sort of application (stand-alone, web, mobile, engineering, and statistical/machine learning) that is to be developed afterward. PMID:27127694

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

ERIC Educational Resources Information Center

Kaddoura, Mahmoud A.

2011-01-01

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

Developing Critical Thinking in E-Learning Environment: Kuwait University as a Case Study

ERIC Educational Resources Information Center

Al-Fadhli, Salah; Khalfan, Abdulwahed

2009-01-01

This article investigated the impact of using e-learning models' with the principles of constructivism to enhance the critical thinking skills of students in higher education institutions. The study examines the effectiveness of e-learning model in enhancing critical thinking of students at university level. This effectiveness is measured by a…

Cooperative Learning and Web 2.0: A Social Perspective on Critical Thinking

ERIC Educational Resources Information Center

Schipke, Rae Carrington

2018-01-01

This article discusses how cooperative learning as a socioinstructional approach, relates to both socially-based emerging technologies (i.e. Web 2.0) and to critical thinking with respect to co-cognition. It begins with a discussion of the importance of connecting cooperative learning, Web 2.0, and critical thinking. This is followed by the need…

Critical Thinking and Its Relationship to Motivation, Learning Strategies, and Classroom Experience.

ERIC Educational Resources Information Center

Garcia, Teresa; Pintrich, Paul R.

Critical thinking has important implications for classic learning issues such as transfer of knowledge and application of problem-solving skills to novel situations. The goal of this study was to identify some of the important correlates of critical thinking, in terms of motivation, use of cognitive learning strategies, and classroom experiences.…

An Experimental Comparison of the Flexibility in the Use of Thinking Styles in Traditional and Hypermedia Learning Environments

ERIC Educational Resources Information Center

Fan, Weiqiao

2012-01-01

The objective of the instructional experiment was to examine if the use of thinking styles is flexible in traditional and hypermedia learning environments, and if a hypermedia learning environment possesses obvious advantages than a traditional environment in adapting to students with different thinking styles. The participant university students…

Effects of basic character design and animation concepts using the flipped learning and project-based learning approach on learning achievement and creative thinking of higher education students

NASA Astrophysics Data System (ADS)

Autapao, Kanyarat; Minwong, Panthul

2018-01-01

Creative thinking was an important learning skill in the 21st Century via learning and innovation to promote students' creative thinking and working with others and to construct innovation. This is one of the important skills that determine the readiness of the participants to step into the complex society. The purposes of this research were 1) to compare the learning achievement of students after using basic character design and animation concepts using the flipped learning and project-based learning and 2) to make a comparison students' creative thinking between pretest and posttest. The populations were 29 students in Multimedia Technology program at Thepsatri Rajabhat University in the 2nd semester of the academic year 2016. The experimental instruments were lesson plans of basic character design and animation concepts using the flipped learning and project based learning. The data collecting instrument was creative thinking test. The data were analyzed by the arithmetic mean, standard deviation and The Wilcoxon Matched Pairs Signed-Ranks Test. The results of this research were 1) the learning achievement of students were statistically significance of .01 level and 2) the mean score of student's creativity assessment were statistically significance of .05 level. When considering all of 11 KPIs, showed that respondents' post-test mean scores higher than pre-test. And 5 KPIs were statistically significance of .05 level, consist of Originality, Fluency, Elaboration, Resistance to Premature Closure, and Intrinsic Motivation. It's were statistically significance of .042, .004, .049, .024 and .015 respectively. And 6 KPIs were non-statistically significant, include of Flexibility, Tolerance of Ambiguity, Divergent Thinking, Convergent Thinking, Risk Taking, and Extrinsic Motivation. The findings revealed that the flipped learning and project based learning provided students the freedom to simply learn on their own aptitude. When working together with project-based learning, Project based learning focusing on the students' project-based learning construction based on their own interests which allowed the students to increase creative project. This can be applied for other courses in order to plan activities to develop students' work process skills and creative skills. We also recommend that researchers carefully consider the design of lesson plans in accordance with all of 11 KPIs to promote students' creative thinking skills.

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.

The effectiveness of problem-based learning on development of nursing students' critical thinking: a systematic review and meta-analysis.

PubMed

Kong, Ling-Na; Qin, Bo; Zhou, Ying-qing; Mou, Shao-yu; Gao, Hui-Ming

2014-03-01

The objective of this systematic review and meta-analysis was to estimate the effectiveness of problem-based learning in developing nursing students' critical thinking. Searches of PubMed, EMBASE, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Proquest, Cochrane Central Register of Controlled Trials (CENTRAL) and China National Knowledge Infrastructure (CNKI) were undertaken to identify randomized controlled trails from 1965 to December 2012, comparing problem-based learning with traditional lectures on the effectiveness of development of nursing students' critical thinking, with no language limitation. The mesh-terms or key words used in the search were problem-based learning, thinking, critical thinking, nursing, nursing education, nurse education, nurse students, nursing students and pupil nurse. Two reviewers independently assessed eligibility and extracted data. Quality assessment was conducted independently by two reviewers using the Cochrane Collaboration's Risk of Bias Tool. We analyzed critical thinking scores (continuous outcomes) using a standardized mean difference (SMD) or weighted mean difference (WMD) with a 95% confidence intervals (CIs). Heterogeneity was assessed using the Cochran's Q statistic and I(2) statistic. Publication bias was assessed by means of funnel plot and Egger's test of asymmetry. Nine articles representing eight randomized controlled trials were included in the meta-analysis. Most studies were of low risk of bias. The pooled effect size showed problem-based learning was able to improve nursing students' critical thinking (overall critical thinking scores SMD=0.33, 95%CI=0.13-0.52, P=0.0009), compared with traditional lectures. There was low heterogeneity (overall critical thinking scores I(2)=45%, P=0.07) in the meta-analysis. No significant publication bias was observed regarding overall critical thinking scores (P=0.536). Sensitivity analysis showed that the result of our meta-analysis was reliable. Most effect sizes for subscales of the California Critical Thinking Dispositions Inventory (CCTDI) and Bloom's Taxonomy favored problem-based learning, while effect sizes for all subscales of the California Critical Thinking Skills Test (CCTST) and most subscales of the Watson-Glaser Critical Thinking Appraisal (WCGTA) were inconclusive. The results of the current meta-analysis indicate that problem-based learning might help nursing students to improve their critical thinking. More research with larger sample size and high quality in different nursing educational contexts are required. Copyright © 2013 Elsevier Ltd. All rights reserved.

The effects of using concept mapping as an artifact to engender metacognitive thinking in first-year medical students' problem-based learning discussions: A mixed-methods investigation

NASA Astrophysics Data System (ADS)

Shoop, Glenda Hostetter

Attention in medical education is turning toward instruction that not only focuses on knowledge acquisition, but on developing the medical students' clinical problem-solving skills, and their ability to critically think through complex diseases. Metacognition is regarded as an important consideration in how we teach medical students these higher-order, critical thinking skills. This study used a mixed-methods research design to investigate if concept mapping as an artifact may engender metacognitive thinking in the medical student population. Specifically the purpose of the study is twofold: (1) to determine if concept mapping, functioning as an artifact during problem-based learning, improves learning as measured by scores on test questions; and (2) to explore if the process of concept mapping alters the problem-based learning intragroup discussion in ways that show medical students are engaged in metacognitive thinking. The results showed that students in the problem-based learning concept-mapping groups used more metacognitive thinking patterns than those in the problem-based learning discussion-only group, particularly in the monitoring component. These groups also engaged in a higher level of cognitive thinking associated with reasoning through mechanisms-of-action and breaking down complex biochemical and physiologic principals. The students disclosed in focus-group interviews that concept mapping was beneficial to help them understand how discrete pieces of information fit together in a bigger structure of knowledge. They also stated that concept mapping gave them some time to think through these concepts in a larger conceptual framework. There was no significant difference in the exam-question scores between the problem-based learning concept-mapping groups and the problem-based learning discussion-only group.

Designing a model for critical thinking development in AJA University of Medical Sciences.

PubMed

Mafakheri Laleh, Mahyar; Mohammadimehr, Mojgan; Zargar Balaye Jame, Sanaz

2016-10-01

In the new concept of medical education, creativity development is an important goal. The aim of this research was to identify a model for developing critical thinking among students with the special focus on learning environment and learning style. This applied and cross-sectional study was conducted among all students studying in undergraduate and professional doctorate programs in Fall Semester 2013-2014 in AJA University of Medical Sciences (N=777). The sample consisted of 257 students selected based on the proportional stratified random sampling method. To collect data, three questionnaires including Critical Thinking, Perception of Learning Environment and Learning Style were employed. The data were analyzed using Pearson's correlation statistical test, and one-sample t-test. The Structural Equation Model (SEM) was used to test the research model. SPSS software, version 14 and the LISREL software were used for data analysis. The results showed that students had significantly assessed the teaching-learning environment and two components of "perception of teachers" and "perception of emotional-psychological climate" at the desirable level (p<0.05). Also learning style and two components of "the study method" and "motivation for studying" were considered significantly desirable (p<0.05). The level of critical thinking among students in terms of components of "commitment", "creativity" and "cognitive maturity" was at the relatively desirable level (p<0.05). In addition, perception of the learning environment can impact the critical thinking through learning style. One of the factors which can significantly impact the quality improvement of the teaching and learning process in AJA University of Medical Sciences is to develop critical thinking among learners. This issue requires providing the proper situation for teaching and learning critical thinking in the educational environment.

Designing a model for critical thinking development in AJA University of Medical Sciences

PubMed Central

MAFAKHERI LALEH, MAHYAR; MOHAMMADIMEHR, MOJGAN; ZARGAR BALAYE JAME, SANAZ

2016-01-01

Introduction: In the new concept of medical education, creativity development is an important goal. The aim of this research was to identify a model for developing critical thinking among students with the special focus on learning environment and learning style. Methods: This applied and cross-sectional study was conducted among all students studying in undergraduate and professional doctorate programs in Fall Semester 2013-2014 in AJA University of Medical Sciences (N=777). The sample consisted of 257 students selected based on the proportional stratified random sampling method. To collect data, three questionnaires including Critical Thinking, Perception of Learning Environment and Learning Style were employed. The data were analyzed using Pearson's correlation statistical test, and one-sample t-test. The Structural Equation Model (SEM) was used to test the research model. SPSS software, version 14 and the LISREL software were used for data analysis. Results: The results showed that students had significantly assessed the teaching-learning environment and two components of "perception of teachers" and "perception of emotional-psychological climate" at the desirable level (p<0.05). Also learning style and two components of "the study method" and "motivation for studying" were considered significantly desirable (p<0.05). The level of critical thinking among students in terms of components of "commitment", "creativity" and "cognitive maturity" was at the relatively desirable level (p<0.05). In addition, perception of the learning environment can impact the critical thinking through learning style. Conclusion: One of the factors which can significantly impact the quality improvement of the teaching and learning process in AJA University of Medical Sciences is to develop critical thinking among learners. This issue requires providing the proper situation for teaching and learning critical thinking in the educational environment. PMID:27795968

The use of Facebook and WhatsApp application in learning process of physics to train students’ critical thinking skills

NASA Astrophysics Data System (ADS)

Kustijono, R.; Zuhri, F.

2018-01-01

The purpose of this research is to describe the learning process by using Facebook and WhatsApp to train students’ critical thinking skills. The research steps are: 1) analysis; 2) design; 3) development; 4) implementation; 5) evaluation. The research subjects are 40 students of Physics Department of Universitas Negeri Surabaya. This research used descriptive qualitative approach. The study The validation point, practicality, effectiveness, and critical thinking skills of students assessment use Likert scale. Learning process criteria are eligible if ≥ 60% is rated good or excellent. The results are: 1) the use of Facebook and WhatsApp can be implemented in the learning process, and the existing constraints can be overcome; 2) the assessment of students’ critical thinking skills is categorized as good and excellent. These results suggest that learning by using Facebook and WhatsApp can be used to train students’ critical thinking skills.

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.…

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…

With a Critic's Eye: Helping Language/Learning-Disabled Kids Think about Their Thinking.

ERIC Educational Resources Information Center

D'Alessandro, Marilyn

1991-01-01

Describes the development of an approach to reading comprehension by teaching 9- and 10-year-old language-disabled and learning-disabled children to think about their thinking. The juxtaposition of reading books and watching videos of the same stories stimulates these children to process written information into a sequence that communicates…

System Thinking Scales and Learning Environment of Family Planning Field Workers in East Java, Indonesia

ERIC Educational Resources Information Center

Listyawardani, Dwi; Hariastuti, Iswari

2016-01-01

Systems thinking is needed due to the growing complexity of the problems faced family planning field workers in the external environment that is constantly changing. System thinking ability could not be separated from efforts to develop learning for the workers, both learning at the individual, group, or organization level. The design of the study…

The Influence of Ground Rules on Chinese Students' Learning of Critical Thinking in Group Work: A Cultural Perspective

ERIC Educational Resources Information Center

Fung, Dennis

2014-01-01

This article reports the results of a one-year longitudinal study examining a teaching intervention designed to enhance students' learning of critical thinking in Hong Kong. Seventy participating students (age 16-18) learned how to make reasoned arguments through a series of collaborative activities, including critical-thinking modelling tasks and…

Training of Students’ Critical Thinking Skills through the implementation of a Modified Free Inquiry Model

NASA Astrophysics Data System (ADS)

Hadi, S. A.; Susantini, E.; Agustini, R.

2018-01-01

This research aimed at training students’ critical thinking skills through the implementation of a modified free inquiry learning model. The subjects of this research were 21 students of Mathematics Semester II. Using One-Group Pretest-Posttest Design, the data were analyzed descriptively using N-gain indicator. The results indicate that the modified free inquiry learning model was effective to train students’ critical thinking skills. The increase in the students’ critical thinking skills viewed from the value of N-Gain has a range of values with the categories of medium and high with a score between 0,25-0,95. Overall, the change in N-Gain score of each student and each indicator of critical thinking skills is as increasing with a moderate category. The increase of N-Gain value is resulted from the fact that the students were directly involved in organizing their learning process. These criteria indicate that the modified free inquiry learning model can be used to train students’ critical thinking skills on photosynthesis and cellular respiration materials. The results of this research are expected to be nationally implemented to familiarize students with andragogy learning style which places the students as the subjects of learning.

Integrating Intelligent Systems Domain Knowledge Into the Earth Science Curricula

NASA Astrophysics Data System (ADS)

Güereque, M.; Pennington, D. D.; Pierce, S. A.

2017-12-01

High-volume heterogeneous datasets are becoming ubiquitous, migrating to center stage over the last ten years and transcending the boundaries of computationally intensive disciplines into the mainstream, becoming a fundamental part of every science discipline. Despite the fact that large datasets are now pervasive across industries and academic disciplines, the array of skills is generally absent from earth science programs. This has left the bulk of the student population without access to curricula that systematically teach appropriate intelligent-systems skills, creating a void for skill sets that should be universal given their need and marketability. While some guidance regarding appropriate computational thinking and pedagogy is appearing, there exist few examples where these have been specifically designed and tested within the earth science domain. Furthermore, best practices from learning science have not yet been widely tested for developing intelligent systems-thinking skills. This research developed and tested evidence based computational skill modules that target this deficit with the intention of informing the earth science community as it continues to incorporate intelligent systems techniques and reasoning into its research and classrooms.

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

NASA Astrophysics Data System (ADS)

Sari, Dwi Ivayana; Hermanto, Didik

2017-08-01

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

Fostering students’ thinking skill and social attitude through STAD cooperative learning technique on tenth grade students of chemistry class

NASA Astrophysics Data System (ADS)

Kriswintari, D.; Yuanita, L.; Widodo, W.

2018-04-01

The aim of this study was to develop chemistry learning package using Student Teams Achievement Division (STAD) cooperative learning technique to foster students’ thinking skills and social attitudes. The chemistry learning package consisting of lesson plan, handout, students’ worksheet, thinking skill test, and observation sheet of social attitude was developed using the Dick and Carey model. Research subject of this study was chemistry learning package using STAD which was tried out on tenth grade students of SMA Trimurti Surabaya. The tryout was conducted using the one-group pre-test post-test design. Data was collected through observation, test, and questionnaire. The obtained data were analyzed using descriptive qualitative analysis. The findings of this study revealed that the developed chemistry learning package using STAD cooperative learning technique was categorized valid, practice and effective to be implemented in the classroom to foster students’ thinking skill and social attitude.

Systems Thinking: A New Lens for Old Problems

ERIC Educational Resources Information Center

Bierema, Laura L.

2003-01-01

This article introduces systems thinking and identifies its implications for practice-based learning and improvement. The article defines systems, identifies fundamental aspects of systems thinking, and provides strategies for creating more practice-based learning environments in medical contexts. (Contains 1 table.)

Think globally and solve locally: secondary memory-based network learning for automated multi-species function prediction

PubMed Central

2014-01-01

Background Network-based learning algorithms for automated function prediction (AFP) are negatively affected by the limited coverage of experimental data and limited a priori known functional annotations. As a consequence their application to model organisms is often restricted to well characterized biological processes and pathways, and their effectiveness with poorly annotated species is relatively limited. A possible solution to this problem might consist in the construction of big networks including multiple species, but this in turn poses challenging computational problems, due to the scalability limitations of existing algorithms and the main memory requirements induced by the construction of big networks. Distributed computation or the usage of big computers could in principle respond to these issues, but raises further algorithmic problems and require resources not satisfiable with simple off-the-shelf computers. Results We propose a novel framework for scalable network-based learning of multi-species protein functions based on both a local implementation of existing algorithms and the adoption of innovative technologies: we solve “locally” the AFP problem, by designing “vertex-centric” implementations of network-based algorithms, but we do not give up thinking “globally” by exploiting the overall topology of the network. This is made possible by the adoption of secondary memory-based technologies that allow the efficient use of the large memory available on disks, thus overcoming the main memory limitations of modern off-the-shelf computers. This approach has been applied to the analysis of a large multi-species network including more than 300 species of bacteria and to a network with more than 200,000 proteins belonging to 13 Eukaryotic species. To our knowledge this is the first work where secondary-memory based network analysis has been applied to multi-species function prediction using biological networks with hundreds of thousands of proteins. Conclusions The combination of these algorithmic and technological approaches makes feasible the analysis of large multi-species networks using ordinary computers with limited speed and primary memory, and in perspective could enable the analysis of huge networks (e.g. the whole proteomes available in SwissProt), using well-equipped stand-alone machines. PMID:24843788

Cooperative Learning in the Thinking Classroom: Research and Theoretical Perspectives.

ERIC Educational Resources Information Center

Lee, Christine; And Others

As a classroom organization and instructional method, cooperative learning merits serious consideration for use in thinking classrooms. Cooperative learning is more than just groupwork. In traditional group learning, students work in groups with no attention paid to group functioning, whereas in cooperative learning, group work is carefully…

A systematic review of creative thinking/creativity in nursing education.

PubMed

Chan, Zenobia C Y

2013-11-01

This systematic review aimed to identify the types of nursing course structure that promotes students' creative thinking and creativity. Systematic review. Five electronic databases: The British Nursing Index, CINAHL, PsycINFO, Scopus and Ovid Medline. The databases were systematically searched to identify studies that discussed the concept of creative thinking in nursing education or reported a strategy that improved students' creative thinking. Qualitative studies or studies that included qualitative data were included. After reading the full content of the included studies, key themes and concepts were extracted and synthesized. Eight studies were identified. Four main themes relating to the course structure in teaching creativity were developed: diversity learning, freedom to learn, learning with confidence and learning through group work. To promote creative thinking in nursing students, educators themselves need to be creative in designing courses that allow students to learn actively and convert thoughts into actions. Educators should balance course freedom and guidance to allow students to develop constructive and useful ideas. Confidence and group work may play significant roles in helping students to express themselves and think creatively. Copyright © 2012 Elsevier Ltd. All rights reserved.

Engineering the path to higher-order thinking in elementary education: A problem-based learning approach for STEM integration

NASA Astrophysics Data System (ADS)

Rehmat, Abeera Parvaiz

As we progress into the 21st century, higher-order thinking skills and achievement in science and math are essential to meet the educational requirement of STEM careers. Educators need to think of innovative ways to engage and prepare students for current and future challenges while cultivating an interest among students in STEM disciplines. An instructional pedagogy that can capture students' attention, support interdisciplinary STEM practices, and foster higher-order thinking skills is problem-based learning. Problem-based learning embedded in the social constructivist view of teaching and learning (Savery & Duffy, 1995) promotes self-regulated learning that is enhanced through exploration, cooperative social activity, and discourse (Fosnot, 1996). This quasi-experimental mixed methods study was conducted with 98 fourth grade students. The study utilized STEM content assessments, a standardized critical thinking test, STEM attitude survey, PBL questionnaire, and field notes from classroom observations to investigate the impact of problem-based learning on students' content knowledge, critical thinking, and their attitude towards STEM. Subsequently, it explored students' experiences of STEM integration in a PBL environment. The quantitative results revealed a significant difference between groups in regards to their content knowledge, critical thinking skills, and STEM attitude. From the qualitative results, three themes emerged: learning approaches, increased interaction, and design and engineering implementation. From the overall data set, students described the PBL environment to be highly interactive that prompted them to employ multiple approaches, including design and engineering to solve the problem.

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.

The use of scientific direct instruction model with video learning of ethnoscience to improve students’ critical thinking skills

NASA Astrophysics Data System (ADS)

Sudarmin, S.; Mursiti, S.; Asih, A. G.

2018-04-01

In this disruption era, students are encouraged to develop critical thinking skills and important cultural conservation characters. Student's thinking skill in chemistry learning has not been developed because learning chemistry in schools still uses teacher-centered, lecture method, is less interesting and does not utilize local culture as a learning resource. The purpose of this research is to know the influence of the application of direct Instruction (DI) model with video learning of ethnoscience on the improvement of students’ critical thinking skills. This study was experimental research. The population was the students from class XI MIPA MA Negeri Gombong with the sample chosen by purposive random sampling. The material of local wisdom as the study of ethnosciences which was the focus of the research was the production of genting, dawet, lanting, and sempor reservoirs which is integrated with colloidal chemical contents. The learning video of ethnoscience before being applied was validated by experts. Students’ critical thinking skills were revealed through the concept of conceptualizing test instruments. The data analysis technique used was the test of proportion and Kolmogorov-Smirnov test. The results of this study suggested that the experimental class that was treated by scientific direct instruction model with the learning video of ethnoscience shows cognitive learning and critical thinking which were better than the control class. Besides, the students indicated their interest in the application of scientific direct instruction model with ethnoscience learning video.

Teaching scientific thinking skills: Students and computers coaching each other

NASA Astrophysics Data System (ADS)

Reif, Frederick; Scott, Lisa A.

1999-09-01

Our attempts to improve physics instruction have led us to analyze thought processes needed to apply scientific principles to problems—and to recognize that reliable performance requires the basic cognitive functions of deciding, implementing, and assessing. Using a reciprocal-teaching strategy to teach such thought processes explicitly, we have developed computer programs called PALs (P_ersonal A_ssistants for L_earning) in which computers and students alternately coach each other. These computer-implemented tutorials make it practically feasible to provide students with individual guidance and feedback ordinarily unavailable in most courses. We constructed PALs specifically designed to teach the application of Newton's laws. In a comparative experimental study these computer tutorials were found to be nearly as effective as individual tutoring by expert teachers—and considerably more effective than the instruction provided in a well-taught physics class. Furthermore, almost all of the students using the PALs perceived them as very helpful to their learning. These results suggest that the proposed instructional approach could fruitfully be extended to improve instruction in various practically realistic contexts.

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

PubMed

Raved, Lena; Yarden, Anat

2014-01-01

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

Developing Seventh Grade Students’ Systems Thinking Skills in the Context of the Human Circulatory System

PubMed Central

Raved, Lena; Yarden, Anat

2014-01-01

Developing systems thinking skills in school can provide useful tools to deal with a vast amount of medical and health information that may help learners in decision making in their future lives as citizen. Thus, there is a need to develop effective tools that will allow learners to analyze biological systems and organize their knowledge. Here, we examine junior high school students’ systems thinking skills in the context of the human circulatory system. A model was formulated for developing teaching and learning materials and for characterizing students’ systems thinking skills. Specifically, we asked whether seventh grade students, who studied about the human circulatory system, acquired systems thinking skills, and what are the characteristics of those skills? Concept maps were used to characterize students’ systems thinking components and examine possible changes in the students’ knowledge structure. These maps were composed by the students before and following the learning process. The study findings indicate a significant improvement in the students’ ability to recognize the system components and the processes that occur within the system, as well as the relationships between different levels of organization of the system, following the learning process. Thus, following learning students were able to organize the systems’ components and its processes within a framework of relationships, namely the students’ systems thinking skills were improved in the course of learning using the teaching and learning materials. PMID:25520948

Thinking Like a Chemist: Development of a Chemistry Card-Sorting Task to Probe Conceptual Expertise

ERIC Educational Resources Information Center

Krieter, Felicia E.; Julius, Ryan W.; Tanner, Kimberly D.; Bush, Seth D.; Scott, Gregory E.

2016-01-01

An underlying goal in most chemistry curricula is to enable students to think like chemists, yet there is much evidence to suggest that students can learn to solve problems without thinking conceptually like a chemist. There are few tools, however, that assess whether students are learning to think like Ph.D. faculty, putative experts in the…

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

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 educational pipelines are affected including university meteorology courses for majors and non-majors, military weather forecaster preparation and professional training for operational meteorologists, thus improving student learning and the continued development of the current and future workforce.

Learning Experience on Transformer Using HOT Lab for Pre-service Physics Teacher’s

NASA Astrophysics Data System (ADS)

Malik, A.; Setiawan, A.; Suhandi, A.; Permanasari, A.

2017-09-01

This study aimed at investigating pre-service teacher’s critical thinking skills improvement through Higher Order Thinking (HOT) Lab on transformer learning. This research used mix method with the embedded experimental model. Research subjects are 60 students of Physics Education in UIN Sunan Gunung Djati Bandung. The results showed that based on the results of the analysis of practical reports and observation sheet shows students in the experimental group was better in carrying out the practicum and can solve the real problem while the control group was going on the opposite. The critical thinking skills of students applying the HOT Lab were higher than the verification lab. Critical thinking skills could increase due to HOT Lab based problems solving that can develop higher order thinking skills through laboratory activities. Therefore, it was concluded that the application of HOT Lab was more effective than verification lab on improving students’ thinking skills on transformer topic learning. Finally, HOT Lab can be implemented in other subject learning and could be used to improve another higher order thinking skills.

"I Prefer to Think for Myself": Upper Secondary School Pupils' Attitudes Towards Computer-Based Spanish Grammar Exercises

ERIC Educational Resources Information Center

Fredholm, Kent

2014-01-01

There is an increasing pressure from school leaders in many countries for teaching to be based solely on ICT tools. The present study is interested in what this does to pupils' attitudes towards ICT in language classrooms. Is a digital monopoly a good way for pupils to learn languages? Is it what they want? To understand for which tasks students…

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.

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.

Ecologic study of children's use of a computer nutrition education program.

PubMed

Matheson, D; Achterberg, C

2001-01-01

The purpose of this research was to describe the context created by students as they worked in groups on a nutrition computer-assisted instruction (CAI) program. Students worked on the program in groups of three. Observational methods were used to collect data from students in two sixth-grade classrooms that were part of an experimental program designed to restructure the educational process. Thirty-two students, from 12 groups, were observed as they completed the program. The groups were assigned by the teachers according to standard principles of cooperative learning. Students completed "Ship to Shore," a program designed specifically for this research. The program required three to five 50-minute classroom periods to complete. The objectives of the program were to change children's knowledge structure of basic nutrition concepts and to increase children's critical thinking skills related to nutrition concepts. We collected observational data focused on three domains: (1) student-computer interaction, (2) student-student interaction, and (3) students' thinking and learning skills. Grounded theory methods were used to analyze the data. Specifically, the constant-comparative method was used to develop open coding categories, defined by properties and described by dimensions. The open coding categories were in turn used in axial coding to differentiate students' learning styles. Five styles of student interaction were defined. These included (1) dominant directors (n = 6; 19%), (2) passive actors (n = 5; 16%), (3) action-oriented students (n = 7; 22%), (4) content-oriented students (n = 8; 25%), and (5) problem solvers (n = 5; 16%). The "student style" groups were somewhat gender specific. The dominant directors and passive actors were girls and the action-oriented and content-oriented students were boys. The problem solvers group was mixed gender. Children's responses to computer-based nutrition education are highly variable. Based on the results of this research, nutrition educators may recommend that nutrition CAI programs be implemented in mixed gender groups.

Thinking Styles: Teaching and Learning Styles in Graduate Education Students

ERIC Educational Resources Information Center

Clarke, Tricia A.; Lesh, Jennifer J.; Trocchio, Jennie S.; Wolman, Clara

2010-01-01

This study investigated the relationship between two intellectual styles approaches: Sternberg's thinking styles of teachers and Felder and Silverman's learning styles. Ninety-five graduate students majoring in special education, reading, educational leadership and curriculum, and elementary education completed the Thinking Styles in Teaching…

iPad Learning Ecosystem: Developing Challenge-Based Learning Using Design Thinking

ERIC Educational Resources Information Center

Marin, Catalina; Hargis, Jace; Cavanaugh, Cathy

2013-01-01

In order to maximize college English language students' learning, product development, 21st Century skills and engagement with real world meaningful challenges, a course was designed to integrate Challenge Based Learning (CBL) and iPad mobile learning technology. This article describes the course design, which was grounded in design thinking, and…

Grade 8 students' capability of analytical thinking and attitude toward science through teaching and learning about soil and its' pollution based on science technology and society (STS) approach

NASA Astrophysics Data System (ADS)

Boonprasert, Lapisarin; Tupsai, Jiraporn; Yuenyong, Chokchai

2018-01-01

This study reported Grade 8 students' analytical thinking and attitude toward science in teaching and learning about soil and its' pollution through science technology and society (STS) approach. The participants were 36 Grade 8 students in Naklang, Nongbualumphu, Thailand. The teaching and learning about soil and its' pollution through STS approach had carried out for 6 weeks. The soil and its' pollution unit through STS approach was developed based on framework of Yuenyong (2006) that consisted of five stages including (1) identification of social issues, (2) identification of potential solutions, (3) need for knowledge, (4) decision-making, and (5) socialization stage. Students' analytical thinking and attitude toward science was collected during their learning by participant observation, analytical thinking test, students' tasks, and journal writing. The findings revealed that students could gain their capability of analytical thinking. They could give ideas or behave the characteristics of analytical thinking such as thinking for classifying, compare and contrast, reasoning, interpreting, collecting data and decision making. Students' journal writing reflected that the STS class of soil and its' pollution motivated students. The paper will discuss implications of these for science teaching and learning through STS in Thailand.

Computer-mediated focus groups.

PubMed

Walston, J T; Lissitz, R W

2000-10-01

This article discusses the feasibility and effectiveness of computer-mediated (CM) focus groups. The study describes technological and practical considerations the authors learned from conducting such groups and reports on a comparison of the reactions of CM and face-to-face (FTF) participants in focus groups discussing academic dishonesty. The results suggest that the CM environment, in comparison to FTF, may lessen members' concern about what the moderator thinks of them and discourage participants from withholding embarrassing information. The article concludes with a list of suggestions for this technique and a discussion of the potential advantages and limitations associated with CM focus groups.

Making Student Thinking Visible through a Concept Map in Computer-Based Assessment of Critical Thinking

ERIC Educational Resources Information Center

Rosen, Yigal; Tager, Maryam

2014-01-01

Major educational initiatives in the world place great emphasis on fostering rich computer-based environments of assessment that make student thinking and reasoning visible. Using thinking tools engages students in a variety of critical and complex thinking, such as evaluating, analyzing, and decision making. The aim of this study was to explore…

Effectiveness of guided inquiry learning model to improve students’ critical thinking skills at senior high school

NASA Astrophysics Data System (ADS)

Nisa, E. K.; Koestiari, T.; Habibbulloh, M.; Jatmiko, Budi

2018-03-01

This research aimed to describe the effectiveness of guided inquiry learning model to improve students' critical thinking skills. Subjects in the research were 90 students at three groups of senior high school grade X on Tarik (Indonesia), which follows a physics lesson on static fluid material in academic year 2016/2017. The research was used one group pre-test and post-test design. Before and after being given physics learning with guided discovery learning model, students in the three groups were given the same test (pre-test and post-test). The results of this research showed: 1) there is an increased score of students' critical thinking skills in each group on α = 5%; 2) average N-gain of students' critical thinking skills of each group is a high category; and 3) average N-gain of the three groups did not differ. The conclusion of this research is that learning model of guided inquiry effective to improve students' critical thinking skills.

Development of Problem-Based Learning Oriented Teaching Learning Materials to Facilitate Students’ Mastery of Concept and Critical Thinking Skill

NASA Astrophysics Data System (ADS)

Reza, M.; Ibrahim, M.; Rahayu, Y. S.

2018-01-01

This research aims to develop problem-based learning oriented teaching materials to improve students’ mastery of concept and critical thinking skill. Its procedure was divided into two phases; developmental phase and experimental phase. This developmental research used Four-D Model. However, within this research, the process of development would not involve the last stages, which is disseminate. The teaching learning materials which were developed consist of lesson plan, student handbook, student worksheet, achievement test and critical thinking skill test. The experimental phase employs a research design called one group pretest-posttest design. Results show that the validity of the teaching materials which were developed was good and revealed the enhancement of students’ activities with positive response to the teaching learning process. Furthermore, the learning materials improve the students’ mastery of concept and critical thinking skill.

Critical Thinking Skills of Students through Mathematics Learning with ASSURE Model Assisted by Software Autograph

NASA Astrophysics Data System (ADS)

Kristianti, Y.; Prabawanto, S.; Suhendra, S.

2017-09-01

This study aims to examine the ability of critical thinking and students who attain learning mathematics with learning model ASSURE assisted Autograph software. The design of this study was experimental group with pre-test and post-test control group. The experimental group obtained a mathematics learning with ASSURE-assisted model Autograph software and the control group acquired the mathematics learning with the conventional model. The data are obtained from the research results through critical thinking skills tests. This research was conducted at junior high school level with research population in one of junior high school student in Subang Regency of Lesson Year 2016/2017 and research sample of class VIII student in one of junior high school in Subang Regency for 2 classes. Analysis of research data is administered quantitatively. Quantitative data analysis was performed on the normalized gain level between the two sample groups using a one-way anova test. The results show that mathematics learning with ASSURE assisted model Autograph software can improve the critical thinking ability of junior high school students. Mathematical learning using ASSURE-assisted model Autograph software is significantly better in improving the critical thinking skills of junior high school students compared with conventional models.

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

PubMed Central

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

2017-01-01

Scientific thinking is a predicate for scientific inquiry, and thus important to develop early in psychology students as potential future researchers. The present research is aimed at fathoming the contributions of formal and informal learning experiences to psychology students’ development of scientific thinking during their 1st-year of study. We hypothesize that informal experiences are relevant beyond formal experiences. First-year psychology student cohorts from various European countries will be assessed at the beginning and again at the end of the second semester. Assessments of scientific thinking will include scientific reasoning skills, the understanding of basic statistics concepts, and epistemic cognition. Formal learning experiences will include engagement in academic activities which are guided by university authorities. Informal learning experiences will include non-compulsory, self-guided learning experiences. Formal and informal experiences will be assessed with a newly developed survey. As dispositional predictors, students’ need for cognition and self-efficacy in psychological science will be assessed. In a structural equation model, students’ learning experiences and personal dispositions will be examined as predictors of their development of scientific thinking. Commonalities and differences in predictive weights across universities will be tested. The project is aimed at contributing information for designing university environments to optimize the development of students’ scientific thinking. PMID:28239363

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

PubMed

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

2017-01-01

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

Enhancing Thinking through Cooperative Learning.

ERIC Educational Resources Information Center

Davidson, Neil, Ed.; Worsham, Toni, Ed.

This collection of papers provides a theoretical foundation on current practice in cooperative thinking. The papers offer many practical methods that can be applied to a full range of classroom settings. After an introduction, "HOTSICLE: Higher Order Thinking Skills in Cooperative Learning Environments" (Neil Davidson and Toni Worsham),…

Thinking about Metacognition

ERIC Educational Resources Information Center

Crossland, John

2015-01-01

Learning depends on the effective use of basic cognitive processes such as memory and attention, but for optimal learning, learners also need to have awareness of, and control over, these cognitive processes. The literal meaning of metacognition is cognition about cognition or, more informally, thinking about your thinking: a good starting point…

From biological neural networks to thinking machines: Transitioning biological organizational principles to computer technology

NASA Technical Reports Server (NTRS)

Ross, Muriel D.

1991-01-01

The three-dimensional organization of the vestibular macula is under study by computer assisted reconstruction and simulation methods as a model for more complex neural systems. One goal of this research is to transition knowledge of biological neural network architecture and functioning to computer technology, to contribute to the development of thinking computers. Maculas are organized as weighted neural networks for parallel distributed processing of information. The network is characterized by non-linearity of its terminal/receptive fields. Wiring appears to develop through constrained randomness. A further property is the presence of two main circuits, highly channeled and distributed modifying, that are connected through feedforward-feedback collaterals and biasing subcircuit. Computer simulations demonstrate that differences in geometry of the feedback (afferent) collaterals affects the timing and the magnitude of voltage changes delivered to the spike initiation zone. Feedforward (efferent) collaterals act as voltage followers and likely inhibit neurons of the distributed modifying circuit. These results illustrate the importance of feedforward-feedback loops, of timing, and of inhibition in refining neural network output. They also suggest that it is the distributed modifying network that is most involved in adaptation, memory, and learning. Tests of macular adaptation, through hyper- and microgravitational studies, support this hypothesis since synapses in the distributed modifying circuit, but not the channeled circuit, are altered. Transitioning knowledge of biological systems to computer technology, however, remains problematical.

TGT for chemistry learning to enhance students' achievement and critical thinking skills

NASA Astrophysics Data System (ADS)

Bolhassan, Norlailatulakma; Taha, Hafsah

2017-05-01

The form of cooperative learning known as Teams-Games-Tournament (TGT) in this study favors the use of teams work and learning tools combined with student play and practice to foster students' achievement and critical thinking skills. Using this paradigm, this study incorporates Teams-Games-Tournament and Flash Cards Games Kit during an 8-weeks experimental instruction period that includes 67 Form Four students; 34 students in the experimental group and 33 in the control group. The learning design in experimental group emphasizes scaffolding, guided practices, cooperative learning, and active participation in learning. While the experimental group experienced the TGT approach, the control group encountered the conventional teaching approach of chemistry drills. An achievement chemistry test and Watson Glaser Critical Thinking Appraisal (WGCTA) were used for the pretest and posttest. The finding indicates that TGT learning was more effective than drills in promoting chemistry performance, and the playful competiveness among students promotes students' critical thinking. In addition, TGT cooperative learning also creates an active learning environment in solving problems and discussions among students and teachers.

How to Assess Creative Thinking Skill in Making Products of Liquid Pressure?

NASA Astrophysics Data System (ADS)

Chasanah, L.; Kaniawati, I.; Hernani, H.

2017-09-01

The primary skills that must be possessed in the 21st century curriculum are learning and innovation skills. One of the learning strategies that can train students to innovate and improve creative thinking skills is by applying Science, Technology, Engineering and Mathematics (STEM) in learning. Based on an interview to one of the science teachers that learning that aims to train learning and innovation skills has not been applied to learning in the classroom because there is not enough time, learning materials and assessment instruments used. This study aims to determine the results of the implementation of performance assessment of creative thinking skills on STEM-based learning in junior high school for the material of liquid pressure. This research uses descriptive method. Participants in this study were junior high school students 8th in Kudus area. The research instrument consists of observation sheet, performance assessment and documentation. The result showed that creative thinking skills performance assessment can assess student’s creativity in making products of STEM-based learning for junior high school.

Neurodevelopmental Variation as a Framework for Thinking about the Twice Exceptional

ERIC Educational Resources Information Center

Gilger, Jeffrey W.; Hynd, George W.

2008-01-01

Developmental exceptionalities span the range of learning abilities and encompass children with both learning disorders and learning gifts. The purpose of this article is to stimulate thinking about these exceptionalities, particularly the complexities and variations within and across people. Investigators tend to view learning disabilities or…

Promoting Critical Thinking through Service Learning: A Home-Visiting Case Study

ERIC Educational Resources Information Center

Campbell, Cynthia G.; Oswald, Brianna R.

2018-01-01

As stated in APA Learning Outcomes 2 and 3, two central goals of higher education instruction are promoting students' critical thinking skills and connecting student learning to real-life applications. To meet these goals, a community-based service-learning experience was designed using task value, interpersonal accountability, cognitive…

Instructional Model and Thinking Skill in Chemistry Class

NASA Astrophysics Data System (ADS)

Langkudi, H. H.

2018-02-01

Chemistry course are considered a difficult lesson for students as evidenced by low learning outcomes on daily tests, mid-semester tests as well as final semester tests. This research intended to investigate the effect of instructional model, thinking skill and the interaction of these variables on students’ achievement in chemistry. Experimental method was applying used 2 x 2 factorial design. The results showed that the use of instructional model with thinking skill influences student’s learning outcomes, so that the chemistry teacher is recommended to pay attention to the learning model, and adjusted to the student’s skill thinking on the chemistry material being taught. The conclusion of this research is that discovery model is suitable for students who have formal thinking skill and conventional model is fit for the students that have concrete thinking skill.

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

PubMed

Wagner, Elissa A

2014-06-01

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

Effects of a Critical Thinking Skills Program on the Learning Motivation of Primary School Students

ERIC Educational Resources Information Center

Hu, Weiping; Jia, Xiaojuan; Plucker, Jonathan A.; Shan, Xinxin

2016-01-01

Learning motivation has a significant effect on student learning, which is a key determinant of academic performance and creativity. It is increasingly popular and important to cultivate learning motivation in schools. To consider this trend, a long-term intervention program named "Learn to Think" (LTT) was designed not only to improve…

Listening to and Learning from Student Thinking

ERIC Educational Resources Information Center

Kazemi, Elham; Gibbons, Lynsey K.; Lomax, Kendra; Franke, Megan L.

2016-01-01

Eliciting, responding to, and advancing students' mathematical thinking all lie at the heart of great teaching. In this article, the authors describe a formative assessment approach that teachers can use to learn more about their students' mathematical thinking and inform their instructional decisions. This assessment approach draws on a widely…

Sliding into Multiplicative Thinking: The Power of the "Marvellous Multiplier"

ERIC Educational Resources Information Center

Hurst, Chris; Hurrell, Derek

2016-01-01

Multiplicative thinking is a critical stage in mathematical learning and underpins much of the mathematics learned beyond middle primary years. Its components are complex and an inability to understand them conceptually is likely to undermine students' capacity to develop beyond additive thinking. Of particular importance are the ten times…

A Study on the Metacognitive Awareness of Secondary School Students

ERIC Educational Resources Information Center

Jaleel, Sajna; Premachandran. P

2016-01-01

Metacognition means "thinking about one's own thinking". There are two aspects of metacognition:--reflection--thinking about what we know and self-regulation-managing how we go about learning. Taking together, these processes make up an important aspect of learning and development. Developing these metacognitive abilities is not simply…

Development of Critical Spatial Thinking through GIS Learning

ERIC Educational Resources Information Center

Kim, Minsung; Bednarz, Robert

2013-01-01

This study developed an interview-based critical spatial thinking oral test and used the test to investigate the effects of Geographic Information System (GIS) learning on three components of critical spatial thinking: evaluating data reliability, exercising spatial reasoning, and assessing problem-solving validity. Thirty-two students at a large…

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

ERIC Educational Resources Information Center

Ransdell, Marlo Evelyn

2009-01-01

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

Think3d!: Improving Mathematics Learning through Embodied Spatial Training

ERIC Educational Resources Information Center

Burte, Heather; Gardony, Aaron L.; Hutton, Allyson; Taylor, Holly A.

2017-01-01

Spatial thinking skills positively relate to Science, Technology, Engineering, and Math (STEM) outcomes, but spatial training is largely absent in elementary school. Elementary school is a time when children develop foundational cognitive skills that will support STEM learning throughout their education. Spatial thinking should be considered a…

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.

Into the Deep: Mindful Music Learning

ERIC Educational Resources Information Center

Lind, Vicki R.

2014-01-01

This article outlines strategies for using thinking routines in the general music classroom to foster deeper learning. Based on the Artful Thinking program, a model developed by Harvard's Project Zero in collaboration with Traverse City [Michigan] Area Public Schools, thinking routines were developed to draw students into a more meaningful…

Decoding the Disciplines: A Model for Helping Students Learn Disciplinary Ways of Thinking

ERIC Educational Resources Information Center

Middendorf, Joan; Pace, David

2004-01-01

Using the Decoding the Disciplines model, faculty who are deeply ingrained in their disciplinary research answer a series of questions to understand how students think and learn in their field. The cross-disciplinary nature of the process clarifies the thinking for each discipline. (Contains 1 figure.)

The impact of rigorous mathematical thinking as learning method toward geometry understanding

NASA Astrophysics Data System (ADS)

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

2018-05-01

To reach higher order thinking skill, needed to be mastered the conceptual understanding. RMT is a unique realization of the cognitive conceptual construction approach based on Mediated Learning Experience (MLE) theory by Feurstein and Vygotsky’s sociocultural theory. This was quasi experimental research which was comparing the experimental class that was given Rigorous Mathematical Thinking (RMT) as learning method and control class that was given Direct Learning (DL) as the conventional learning activity. This study examined whether there was different effect of two learning method toward conceptual understanding of Junior High School students. The data was analyzed by using Independent t-test and obtained a significant difference of mean value between experimental and control class on geometry conceptual understanding. Further, by semi-structure interview known that students taught by RMT had deeper conceptual understanding than students who were taught by conventional way. By these result known that Rigorous Mathematical Thinking (RMT) as learning method have positive impact toward Geometry conceptual understanding.

The Impact of User Interface on Young Children's Computational Thinking

ERIC Educational Resources Information Center

Pugnali, Alex; Sullivan, Amanda; Bers, Marina Umaschi

2017-01-01

Aim/Purpose: Over the past few years, new approaches to introducing young children to computational thinking have grown in popularity. This paper examines the role that user interfaces have on children's mastery of computational thinking concepts and positive interpersonal behaviors. Background: There is a growing pressure to begin teaching…

Development and Evaluation of a Web Map Mind Tool Environment with the Theory of Spatial Thinking and Project-Based Learning Strategy

ERIC Educational Resources Information Center

Hou, Huei-Tse; Yu, Tsai-Fang; Wu, Yi-Xuan; Sung, Yao-Ting; Chang, Kuo-En

2016-01-01

The theory of spatial thinking is relevant to the learning and teaching of many academic domains. One promising method to facilitate learners' higher-order thinking is to utilize a web map mind tool to assist learners in applying spatial thinking to cooperative problem solving. In this study, an environment is designed based on the theory of…

The Nature and Nurture of Military Genius: Developing Senior Strategic Leaders for the Postmodern Military

DTIC Science & Technology

2010-06-01

the ability to think and solve problems. Short of a theory regarding how people learn , a theory that describes how people think and solve problems...not what to think . In terms of learning theory, this type of instruction falls under Saltz’s second type of learning : learning for problem solving...Jeff Geraghty is a student at the School of Advanced Air and Space Studies. He has served in the Air Force as an F-15E pilot, staff officer, and an

Teachers and artificial intelligence. The Logo connection.

PubMed

Merbler, J B

1990-12-01

This article describes a three-phase program for training special education teachers to teach Logo and artificial intelligence. Logo is derived from the LISP computer language and is relatively simple to learn and use, and it is argued that these factors make it an ideal tool for classroom experimentation in basic artificial intelligence concepts. The program trains teachers to develop simple demonstrations of artificial intelligence using Logo. The material that the teachers learn to teach is suitable as an advanced level topic for intermediate- through secondary-level students enrolled in computer competency or similar courses. The material emphasizes problem-solving and thinking skills using a nonverbal expressive medium (Logo), thus it is deemed especially appropriate for hearing-impaired children. It is also sufficiently challenging for academically talented children, whether hearing or deaf. Although the notion of teachers as programmers is controversial, Logo is relatively easy to learn, has direct implications for education, and has been found to be an excellent tool for empowerment-for both teachers and children.

Enhancing programming logic thinking using analogy mapping

NASA Astrophysics Data System (ADS)

Sukamto, R. A.; Megasari, R.

2018-05-01

Programming logic thinking is the most important competence for computer science students. However, programming is one of the difficult subject in computer science program. This paper reports our work about enhancing students' programming logic thinking using Analogy Mapping for basic programming subject. Analogy Mapping is a computer application which converts source code into analogies images. This research used time series evaluation and the result showed that Analogy Mapping can enhance students' programming logic thinking.

Foresight Group Roundtable: Fresh Thinking for Learning and Skills. Centre for Innovation in Learning--Positioning Paper

ERIC Educational Resources Information Center

Learning and Skills Network (NJ3), 2010

2010-01-01

Creating a fertile space for debate and ideas in order to drive innovation in learning and skills is integral to LSN's (Learning and Skills Network's) mission. To achieve this LSN has pioneered a new approach to making learning work from classroom to boardroom--and created the Centre for Innovation in Learning. This new, independent think tank…

Improving Middle School Students’ Critical Thinking Skills Through Reading Infusion-Loaded Discovery Learning Model in the Science Instruction

NASA Astrophysics Data System (ADS)

Nuryakin; Riandi

2017-02-01

A study has been conducted to obtain a depiction of middle school students’ critical thinking skills improvement through the implementation of reading infusion-loaded discovery learning model in science instruction. A quasi-experimental study with the pretest-posttest control group design was used to engage 55 eighth-year middle school students in Tasikmalaya, which was divided into the experimental and control group respectively were 28 and 27 students. Critical thinking skills were measured using a critical thinking skills test in multiple-choice with reason format questions that administered before and after a given instruction. The test was 28 items encompassing three essential concepts, vibration, waves and auditory senses. The critical thinking skills improvement was determined by using the normalized gain score and statistically analyzed by using Mann-Whitney U test.. The findings showed that the average of students’ critical thinking skills normalized gain score of both groups were 59 and 43, respectively for experimental and control group in the medium category. There were significant differences between both group’s improvement. Thus, the implementation of reading infusion-loaded discovery learning model could further improve middle school students’ critical thinking skills than conventional learning.

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.

Learning How to Think

ERIC Educational Resources Information Center

Deming, John C.; Cracolice, Mark S.

2004-01-01

Teaching strategies are becoming increasingly oriented toward guiding students' knowledge construction through cooperative learning. Enhancing students' cognitive development is a priority; students must "learn how to think." Inquiry instruction provides students with tools to make decisions based upon available evidence and an opportunity to…

Guiding dental student learning and assessing performance in critical thinking with analysis of emerging strategies.

PubMed

Johnsen, David C; Lipp, Mitchell J; Finkelstein, Michael W; Cunningham-Ford, Marsha A

2012-12-01

Patient-centered care involves an inseparable set of knowledge, abilities, and professional traits on the part of the health care provider. For practical reasons, health professions education is segmented into disciplines or domains like knowledge, technical skills, and critical thinking, and the culture of dental education is weighted toward knowledge and technical skills. Critical thinking, however, has become a growing presence in dental curricula. To guide student learning and assess performance in critical thinking, guidelines have been developed over the past several decades in the educational literature. Prominent among these guidelines are the following: engage the student in multiple situations/exercises reflecting critical thinking; for each exercise, emulate the intended activity for validity; gain agreement of faculty members across disciplines and curriculum years on the learning construct, application, and performance assessment protocol for reliability; and use the same instrument to guide learning and assess performance. The purposes of this article are 1) to offer a set of concepts from the education literature potentially helpful to guide program design or corroborate existing programs in dental education; 2) to offer an implementation model consolidating these concepts as a guide for program design and execution; 3) to cite specific examples of exercises and programs in critical thinking in the dental education literature analyzed against these concepts; and 4) to discuss opportunities and challenges in guiding student learning and assessing performance in critical thinking for dentistry.

From Hamburg to Belem: The Limits of Technocratic Thinking in Adult Learning Education

ERIC Educational Resources Information Center

Torres, Carlos Alberto

2015-01-01

This article discusses some of the generalized analyses of adult learning education, mostly informed by technocratic thinking, highlighting perceived trends in adult learning education between CONFINTEA V and CONFITEA VI. Those trends could be understood as challenges. Employing a political sociology of adult learning education as a critique of…

Vocabulary Learning on the Internet: Using a Structured Think-Aloud Procedure

ERIC Educational Resources Information Center

Ebner, Rachel J.; Ehri, Linnea C.

2013-01-01

Using the Internet as a learning tool has great promise, but also poses significant challenges. Theories and research confirm the importance of students' engagement in self-regulated learning processes for effective Internet learning. In this article the Authors describe a structured think-aloud procedure intended to support students'…

Beyond Smarter: Mediated Learning and the Brain's Capacity for Change

ERIC Educational Resources Information Center

Feuerstein, Reuven; Feuerstein, Refael; Falik, Louis H.

2010-01-01

Originally developed to help students overcome learning obstacles created by emotional trauma or neurobiological learning disabilities, Reuven Feuerstein's work is now used in major cities around the world to support improved thinking and learning by all students. This book is the most up-to-date summary of his thinking and includes accessible…

Rigorous Mathematical Thinking Approach to Enhance Students’ Mathematical Creative and Critical Thinking Abilities

NASA Astrophysics Data System (ADS)

Hidayat, D.; Nurlaelah, E.; Dahlan, J. A.

2017-09-01

The ability of mathematical creative and critical thinking are two abilities that need to be developed in the learning of mathematics. Therefore, efforts need to be made in the design of learning that is capable of developing both capabilities. The purpose of this research is to examine the mathematical creative and critical thinking ability of students who get rigorous mathematical thinking (RMT) approach and students who get expository approach. This research was quasi experiment with control group pretest-posttest design. The population were all of students grade 11th in one of the senior high school in Bandung. The result showed that: the achievement of mathematical creative and critical thinking abilities of student who obtain RMT is better than students who obtain expository approach. The use of Psychological tools and mediation with criteria of intentionality, reciprocity, and mediated of meaning on RMT helps students in developing condition in critical and creative processes. This achievement contributes to the development of integrated learning design on students’ critical and creative thinking processes.

The Development of Computational Thinking in a High School Chemistry Course

ERIC Educational Resources Information Center

Matsumoto, Paul S.; Cao, Jiankang

2017-01-01

Computational thinking is a component of the Science and Engineering Practices in the Next Generation Science Standards, which were adopted by some states. We describe the activities in a high school chemistry course that may develop students' computational thinking skills by primarily using Excel, a widely available spreadsheet software. These…

Collaborative Strategic Board Games as a Site for Distributed Computational Thinking

ERIC Educational Resources Information Center

Berland, Matthew; Lee, Victor R.

2011-01-01

This paper examines the idea that contemporary strategic board games represent an informal, interactional context in which complex computational thinking takes place. When games are collaborative--that is, a game requires that players work in joint pursuit of a shared goal--the computational thinking is easily observed as distributed across…

The Effects of Computer Use on Creative Thinking among Kindergarten Children in Jordan

ERIC Educational Resources Information Center

Shawareb, Aseel

2011-01-01

The objective of the current study was to examine the effect of early computer experience, using quasi-experimental design, on creative thinking among Jordanian kindergarten children. It intended to answer two main research questions. First, does adding a computer to a kindergarten environment enhance children's creative thinking? Second, does…

Thinking Differently about Difference. Think Global Thinkpiece 2012 Series

ERIC Educational Resources Information Center

Martin, Fran

2012-01-01

In this thinkpiece Fran Martin looks at cultural similarity and difference within the context of global learning. The use of the words similarity and difference are often heard in the context of global learning. Drawing on academic theory, Martin, explores three different ways of thinking about cultural similarity and difference followed by a…

Learning to Think Spatially: What Do Students "See" in Numeracy Test Items?

ERIC Educational Resources Information Center

Diezmann, Carmel M.; Lowrie, Tom

2012-01-01

Learning to think spatially in mathematics involves developing proficiency with graphics. This paper reports on 2 investigations of spatial thinking and graphics. The first investigation explored the importance of graphics as 1 of 3 communication systems (i.e. text, symbols, graphics) used to provide information in numeracy test items. The results…

Developing Historical Thinking through Questions

ERIC Educational Resources Information Center

Viator, Martha Graham

2012-01-01

The social studies classroom can and should be a place where students learn critical thinking skills, but too often, especially in the middle grades, students are asked to focus on discrete facts on which they can be tested. The purpose of this article is to suggest that sixth graders can learn the critical thinking skills of "historical…

Action Learning for Strategic Innovation in Mature Organizations: Key Cognitive, Design and Contextual Considerations

ERIC Educational Resources Information Center

Kuhn, Jeffrey S.; Marsick, Victoria J.

2005-01-01

This article lays out a model of action learning for catalyzing strategic innovation in mature organizations that are faced with a new competitive playing field. Central to this model is the development of a set of sophisticated cognitive capabilities--sensemaking, strategic thinking, critical thinking, divergent thinking, conceptual capacity and…

An Investigation of Higher-Order Thinking Skills in Smaller Learning Community Social Studies Classrooms

ERIC Educational Resources Information Center

Fischer, Christopher; Bol, Linda; Pribesh, Shana

2011-01-01

This study investigated the extent to which higher-order thinking skills are promoted in social studies classes in high schools that are implementing smaller learning communities (SLCs). Data collection in this mixed-methods study included classroom observations and in-depth interviews. Findings indicated that higher-order thinking was rarely…

Thinking My Way Back to You: John Dewey on the Communication and Formation of Concepts

ERIC Educational Resources Information Center

Laverty, Megan J.

2016-01-01

Contemporary educational theorists focus on the significance of Dewey's conception of experience, learning-by-doing and collateral learning. In this essay, I reexamine the chapters of Dewey's "Democracy and Education," that pertain to thinking and highlight their relationship to Dewey's "How We Think: A Restatement of the Relation…

Promotion of critical thinking in e-learning: a qualitative study on the experiences of instructors and students

PubMed Central

Gharib, Mitra; Zolfaghari, Mitra; Mojtahedzadeh, Rita; Mohammadi, Aeen; Gharib, Atoosa

2016-01-01

Background With the increasing popularity of e-learning programs, educational stakeholders are attempting to promote critical thinking in the virtual education system. This study aimed to explore the experiences of both the instructors and the students about critical thinking promotion within the virtual education system. Methods This qualitative study recruited the instructors and students from four academic disciplines provided by the Virtual School of Tehran University of Medical Sciences (Tehran, Iran). All programs were master’s degree programs and utilized a blended (combination of e-learning and face to face) training. Semistructured interviews with the participants were used to collect data. Results The participants had a variety of experiences about how to promote critical thinking. These experiences were conceptualized in four main themes, namely, instructional design, educational leadership and management, local evidence, and belief systems. Conclusion The present study clarified the factors affecting critical thinking promotion in e-learning. Not only the instructors but also the educational designers and leaders can benefit from our findings to improve the quality of virtual education programs and promote critical thinking. PMID:27217807

Promotion of critical thinking in e-learning: a qualitative study on the experiences of instructors and students.

PubMed

Gharib, Mitra; Zolfaghari, Mitra; Mojtahedzadeh, Rita; Mohammadi, Aeen; Gharib, Atoosa

2016-01-01

With the increasing popularity of e-learning programs, educational stakeholders are attempting to promote critical thinking in the virtual education system. This study aimed to explore the experiences of both the instructors and the students about critical thinking promotion within the virtual education system. This qualitative study recruited the instructors and students from four academic disciplines provided by the Virtual School of Tehran University of Medical Sciences (Tehran, Iran). All programs were master's degree programs and utilized a blended (combination of e-learning and face to face) training. Semistructured interviews with the participants were used to collect data. The participants had a variety of experiences about how to promote critical thinking. These experiences were conceptualized in four main themes, namely, instructional design, educational leadership and management, local evidence, and belief systems. The present study clarified the factors affecting critical thinking promotion in e-learning. Not only the instructors but also the educational designers and leaders can benefit from our findings to improve the quality of virtual education programs and promote critical thinking.

Using Learning Trajectories to Enhance Formative Assessment

ERIC Educational Resources Information Center

Ebby, Caroline B.; Petit, Marjorie

2017-01-01

A learning trajectory describes the progression of student thinking and strategies over time in terms of sophistication of both conceptual understanding and procedural fluency. Currently, learning trajectories exist in the research literature for many mathematical domains, including counting, addition and subtraction, multiplicative thinking,…

Six Years of Parallel Computing at NAS (1987 - 1993): What Have we Learned?

NASA Technical Reports Server (NTRS)

Simon, Horst D.; Cooper, D. M. (Technical Monitor)

1994-01-01

In the fall of 1987 the age of parallelism at NAS began with the installation of a 32K processor CM-2 from Thinking Machines. In 1987 this was described as an "experiment" in parallel processing. In the six years since, NAS acquired a series of parallel machines, and conducted an active research and development effort focused on the use of highly parallel machines for applications in the computational aerosciences. In this time period parallel processing for scientific applications evolved from a fringe research topic into the one of main activities at NAS. In this presentation I will review the history of parallel computing at NAS in the context of the major progress, which has been made in the field in general. I will attempt to summarize the lessons we have learned so far, and the contributions NAS has made to the state of the art. Based on these insights I will comment on the current state of parallel computing (including the HPCC effort) and try to predict some trends for the next six years.

Effects of competitive computer-assisted learning versus conventional teaching methods on the acquisition and retention of knowledge in medical surgical nursing students.

PubMed

Fernández Alemán, José Luis; Carrillo de Gea, Juan Manuel; Rodríguez Mondéjar, Juan José

2011-11-01

This paper presents a novel approach of computer-assisted learning for nursing education in university undergraduate courses. The most innovative aspect of the proposal is the design of nursing assignments as on-line competitions. The effects of competitive e-learning versus conventional teaching methods on the acquisition and retention of knowledge were compared in a course on medical-surgical nursing. A total of 116 students of mixed gender, age, computer experience and educational background in a second-year course on medical-surgical nursing participated in the study. Data were collected from nursing students at four time points. The on-line activities were carried out using a web-based automatic evaluation system. The study revealed that the competitive e-learning method produced significant cognitive gains for the experimental group students in the immediate follow-up test. Nevertheless, both teaching methods resulted in similar knowledge retention in the 10-week follow-up test. Significant benefits were found following our approach. The work of the students could be evaluated along the course, the workload of instructors was reduced and students received immediate feedback by the on-line judge, which promoted both independent learning and reflective thinking. The approach is applicable to any other nursing educational institution. Copyright © 2011 Elsevier Ltd. All rights reserved.

The influence of discovery learning model application to the higher order thinking skills student of Srijaya Negara Senior High School Palembang on the animal kingdom subject matter

NASA Astrophysics Data System (ADS)

Riandari, F.; Susanti, R.; Suratmi

2018-05-01

This study aimed to find out the information in concerning the influence of discovery learning model application to the higher order thinking skills at the tenth grade students of Srijaya Negara senior high school Palembang on the animal kingdom subject matter. The research method used was pre-experimental with one-group pretest-posttest design. The researchconducted at Srijaya Negara senior high school Palembang academic year 2016/2017. The population sample of this research was tenth grade students of natural science 2. Purposive sampling techniquewas applied in this research. Data was collected by(1) the written test, consist of pretest to determine the initial ability and posttest to determine higher order thinking skills of students after learning by using discovery learning models. (2) Questionnaire sheet, aimed to investigate the response of the students during the learning process by using discovery learning models. The t-test result indicated there was significant increasement of higher order thinking skills students. Thus, it can be concluded that the application of discovery learning modelhad a significant effect and increased to higher order thinking skills students of Srijaya Negara senior high school Palembang on the animal kingdom subject matter.

How to practice creative thinking skills through scaffolding on biotech content?

NASA Astrophysics Data System (ADS)

Natadiwijaya, I. F.; Rahmat, A.; Redjeki, S.; Anggraeni, S.

2018-05-01

Biotechnology content is a more applicative field of science, so learners should be able to have creative thinking skills in applying concepts to problem solving. In this research, Scaffolding learning has been conducted, which is student form of concept development based on constructivism learning paradigm and students build creative thinking skill through the creation of biotechnology product ideas. The research design was R & D method. The subject of this research is a semester V biology education student at Wiralodra University. The instruments used are biotechnology creative thinking tests and program implementation observations. The data of creative thinking test was analyzed using inferential statistic, while the observation sheet used descriptive analysis. The result of this research is the result of students’ creative thinking skill as well as description of the recommended shape and characteristics of the program, with the following results. The scaffolding learning program has a significant influence on students’ creative thinking skill, and the program that trains creative thinking skill is built through two phases, namely phase 1 in concept building where students build their own knowledge, and phase 2 where students build thinking skills creatively through the creation of biotechnology product ideas.

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.

Brain-Computer Interfaces for 1-D and 2-D Cursor Control: Designs Using Volitional Control of the EEG Spectrum or Steady-State Visual Evoked Potentials

NASA Technical Reports Server (NTRS)

Trejo, Leonard J.; Matthews, Bryan; Rosipal, Roman

2005-01-01

We have developed and tested two EEG-based brain-computer interfaces (BCI) for users to control a cursor on a computer display. Our system uses an adaptive algorithm, based on kernel partial least squares classification (KPLS), to associate patterns in multichannel EEG frequency spectra with cursor controls. Our first BCI, Target Practice, is a system for one-dimensional device control, in which participants use biofeedback to learn voluntary control of their EEG spectra. Target Practice uses a KF LS classifier to map power spectra of 30-electrode EEG signals to rightward or leftward position of a moving cursor on a computer display. Three subjects learned to control motion of a cursor on a video display in multiple blocks of 60 trials over periods of up to six weeks. The best subject s average skill in correct selection of the cursor direction grew from 58% to 88% after 13 training sessions. Target Practice also implements online control of two artifact sources: a) removal of ocular artifact by linear subtraction of wavelet-smoothed vertical and horizontal EOG signals, b) control of muscle artifact by inhibition of BCI training during periods of relatively high power in the 40-64 Hz band. The second BCI, Think Pointer, is a system for two-dimensional cursor control. Steady-state visual evoked potentials (SSVEP) are triggered by four flickering checkerboard stimuli located in narrow strips at each edge of the display. The user attends to one of the four beacons to initiate motion in the desired direction. The SSVEP signals are recorded from eight electrodes located over the occipital region. A KPLS classifier is individually calibrated to map multichannel frequency bands of the SSVEP signals to right-left or up-down motion of a cursor on a computer display. The display stops moving when the user attends to a central fixation point. As for Target Practice, Think Pointer also implements wavelet-based online removal of ocular artifact; however, in Think Pointer muscle artifact is controlled via adaptive normalization of the SSVEP. Training of the classifier requires about three minutes. We have tested our system in real-time operation in three human subjects. Across subjects and sessions, control accuracy ranged from 80% to 100% correct with lags of 1-5 seconds for movement initiation and turning.

Conversations about curriculum change: mathematical thinking and team-based learning in a discrete mathematics course

NASA Astrophysics Data System (ADS)

Paterson, Judy; Sneddon, Jamie

2011-10-01

This article reports on the learning conversations between a mathematician and a mathematics educator as they worked together to change the delivery model of a third year discrete mathematics course from a traditional lecture mode to team-based learning (TBL). This change prompted the mathematician to create team tasks which increasingly focused on what he calls the 'unspoken curriculum': mathematical thinking. We consider the ways in which the TBL model promoted and enabled this in the light of literature on mathematical thinking, sense-making and behaviours, and strongly suggest that this approach warrants more attention from the mathematics teaching community. We also discuss shifts in the mathematician's thinking about task construction as he refined the tasks to encourage students to think and behave like mathematicians.

Patterns of thinking about phylogenetic trees: A study of student learning and the potential of tree thinking to improve comprehension of biological concepts

NASA Astrophysics Data System (ADS)

Naegle, Erin

Evolution education is a critical yet challenging component of teaching and learning biology. There is frequently an emphasis on natural selection when teaching about evolution and conducting educational research. A full understanding of evolution, however, integrates evolutionary processes, such as natural selection, with the resulting evolutionary patterns, such as species divergence. Phylogenetic trees are models of evolutionary patterns. The perspective gained from understanding biology through phylogenetic analyses is referred to as tree thinking. Due to the increasing prevalence of tree thinking in biology, understanding how to read phylogenetic trees is an important skill for students to learn. Interpreting graphics is not an intuitive process, as graphical representations are semiotic objects. This is certainly true concerning phylogenetic tree interpretation. Previous research and anecdotal evidence report that students struggle to correctly interpret trees. The objective of this research was to describe and investigate the rationale underpinning the prior knowledge of introductory biology students' tree thinking Understanding prior knowledge is valuable as prior knowledge influences future learning. In Chapter 1, qualitative methods such as semi-structured interviews were used to explore patterns of student rationale in regard to tree thinking. Seven common tree thinking misconceptions are described: (1) Equating the degree of trait similarity with the extent of relatedness, (2) Environmental change is a necessary prerequisite to evolution, (3) Essentialism of species, (4) Evolution is inherently progressive, (5) Evolution is a linear process, (6) Not all species are related, and (7) Trees portray evolution through the hybridization of species. These misconceptions are based in students' incomplete or incorrect understanding of evolution. These misconceptions are often reinforced by the misapplication of cultural conventions to make sense of trees. Chapter 2 explores the construction, validity, and reliability of a tree thinking concept inventory. Concept inventories are research based instruments that diagnose faulty reasoning among students. Such inventories are tools for improving teaching and learning of concepts. Test scores indicate that tree thinking misconceptions are held by novice and intermediate biology students. Finally, Chapter 3 presents a tree thinking rubric. The rubric aids teachers in selecting and improving introductory tree thinking learning exercises that address students' tree thinking misconceptions.

Thinking about Educational Technology and Creativity

ERIC Educational Resources Information Center

Spector, J. Michael

2016-01-01

The 2016 National Educational Technology Plan mentions fostering creativity, collaboration, leadership, and critical thinking while engaging learners in complex, real-world challenges through a project-based learning approach (see http://tech.ed.gov/netp/learn ing/). The Partnership for 21st Century Learning (P21; see…

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.

Effects of an experiential learning program on the clinical reasoning and critical thinking skills of occupational therapy students.

PubMed

Coker, Patty

2010-01-01

This study examined the effects of participation in a 1-week, experiential, hands-on learning program on the critical thinking and clinical reasoning skills of occupational therapy students. A quasi-experimental, nonrandomized pre- and post-test design was used with a sample of 25 students. The students had completed three semesters of didactic lecture coursework in a master's level OT educational program prior to participation in a hands-on therapy program for children with hemiplegic cerebral palsy. Changes in critical thinking and clinical reasoning skills were evaluated using the following dependent measures: Self-Assessment of Clinical Reflection and Reasoning (SACRR) and the California Critical Thinking Skills Test (CCTST). Changes in pretest and posttest scores on the SACRR and the CCTST were statistically significant (p>0.05) following completion of the experiential learning program. This study supports the use of hands-on learning to develop clinical reasoning and critical thinking skills in healthcare students, who face ever more diverse patient populations upon entry-level practice. Further qualitative and quantitative investigations are needed to support the results of this study and determine which components of experiential learning programs are essential for developing clinical reasoning and critical thinking skills in future allied health professionals.

Scientific thinking in young children: theoretical advances, empirical research, and policy implications.

PubMed

Gopnik, Alison

2012-09-28

New theoretical ideas and empirical research show that very young children's learning and thinking are strikingly similar to much learning and thinking in science. Preschoolers test hypotheses against data and make causal inferences; they learn from statistics and informal experimentation, and from watching and listening to others. The mathematical framework of probabilistic models and Bayesian inference can describe this learning in precise ways. These discoveries have implications for early childhood education and policy. In particular, they suggest both that early childhood experience is extremely important and that the trend toward more structured and academic early childhood programs is misguided.

It Makes You Think: Learning Together. Think Global Thinkpiece Series

ERIC Educational Resources Information Center

Bowden, Rob

2015-01-01

In this thinkpiece Rob Bowden argues that an East meets West project points the way for global learning to be truly transformative. The project has a simple premise--that there is much to be learned by bringing Eastern and Western perspectives and pedagogies together and that such a process not only nurtures a global learning disposition…

The Effect of Active Learning Approach on Attitudes of 7th Grade Students

ERIC Educational Resources Information Center

Demirci, Cavide

2017-01-01

Active learning is a student's active impact on learning and a student's involvement in the learning process which allows students to focus on creating knowledge with an emphasis on skills such as analytical thinking, problem-solving and meta-cognitive activities that develop students' thinking. The main purpose of this study is to determine…

Formative Value of an Active Learning Strategy: Technology Based Think-Pair-Share in an EFL Writing Classroom

ERIC Educational Resources Information Center

Demirci, Cavide; Düzenli, Halil

2017-01-01

Think-Pair-Share (TPS) activities in classrooms provide an opportunity for students to revise, practice and reproduce previously learned knowledge. Teachers also benefit from this active learning strategy by exploiting new learning materials, saving time by minimizing presentations and using it as a formative assessment tool. This article explores…

Investigation on the Relationship among Language Learning Strategies, Critical Thinking and Self-Regulation Skills in Learning English

ERIC Educational Resources Information Center

Altay, Betül; Saracaloglu, Asuman Seda

2017-01-01

This study aimed to examine the relationship among language learning strategies, critical thinking skills and self-regulation skills of preparation class students. In this process, students were interviewed and courses were observed so as to profile students' management of learning situations and their awareness for these strategies through a…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Teaching and Learning in History: Effective and Reform-Based Practices for Students with Learning Disabilities

ERIC Educational Resources Information Center

De La Paz, Susan

2013-01-01

This article provides a review of effective and reform-based approaches to instruction that focus on teaching and learning of history for students with LD. Historical thinking goals, such as learning to think like a historian, to develop contextualized understandings, and to apply domain-specific approaches when reading and writing with primary…

Task-Based Assessment of Students' Computational Thinking Skills Developed through Visual Programming or Tangible Coding Environments

ERIC Educational Resources Information Center

Djambong, Takam; Freiman, Viktor

2016-01-01

While today's schools in several countries, like Canada, are about to bring back programming to their curricula, a new conceptual angle, namely one of computational thinking, draws attention of researchers. In order to understand the articulation between computational thinking tasks in one side, student's targeted skills, and the types of problems…

Defining a New 21st Century Skill-Computational Thinking: Concepts and Trends

ERIC Educational Resources Information Center

Haseski, Halil Ibrahim; Ilic, Ulas; Tugtekin, Ufuk

2018-01-01

Computational Thinking is a skill that guides the 21th century individual in the problems experienced during daily life and it has an ever-increasing significance. Multifarious definitions were attempted to explain the concept of Computational Thinking. However, it was determined that there was no consensus on this matter in the literature and…

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

PubMed

Ironside, Pamela M

2003-11-01

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

Critical Thinking in the Classroom…and Beyond

ERIC Educational Resources Information Center

Murawski, Linda M.

2014-01-01

Critical thinking in the classroom is a common term used by educators. Critical thinking has been called "the art of thinking about thinking" (Ruggiero, V. R., 2012) with the intent to improve one's thinking. The challenge, of course, is to create learning environments that promote critical thinking both in the classroom and beyond.…

The Roots of Technical Learning and Thinking: Situating TLT in Schools

ERIC Educational Resources Information Center

Hansen, Ron

2008-01-01

Technical thinking is defined as an aptitude, ingenuity, and affliction for solving practical problems through experience. From the beginning of civilization such thinking has been a significant part of human existence. Learning associated with it is a natural instinct for most people, young and old, who work in a technical field, pursue a…

The Evaluation of Reflective Learning Practice: Preparing College Students for Globalization

ERIC Educational Resources Information Center

Richard, Cathleen Becnel

2010-01-01

A problem facing education today is that learning typically requires rote memorization rather than the use of higher-order thinking skills. Higher-order thinking is needed in a global society to solve real world problems, therefore students should be required to develop and practice higher-order thinking skills. The purpose of this mixed method…

Self-Regulated Learning Substudy: Systems Thinking and Curriculum Innovation (STACI) Project.

ERIC Educational Resources Information Center

Mandinach, Ellen B.

The Systems Thinking and Curriculum Innovation (STACI) Project is a multi-year research effort intended to examine the cognitive demands and consequences of learning from a systems thinking approach to instruction and from using simulation-modeling software. The purpose of the study is to test the potentials and effects of integrating the systems…

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

ERIC Educational Resources Information Center

Allamnakhrah, Alhasan

2013-01-01

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

Futures Thinking, Learning, and Leading: Applying Multiple Intelligences to Success and Innovation

ERIC Educational Resources Information Center

Buchen, Irving H.

2006-01-01

The focus of this book is to explore the extent to which our thinking, learning, and leading is influenced and shaped by the future. In the process, professionals and organizations are classified into three basic types: future-oriented, future-poised, and future-driven. The last typically employs divergent and convergent thinking and planning; and…

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,…

Principals Who Think Like Teachers

ERIC Educational Resources Information Center

Fahey, Kevin

2013-01-01

Being a principal is a complex job, requiring quick, on-the-job learning. But many principals already have deep experience in a role at the very essence of the principalship. They know how to teach. In interviews with principals, Fahey and his colleagues learned that thinking like a teacher was key to their work. Part of thinking the way a teacher…

Probability Modeling and Thinking: What Can We Learn from Practice?

ERIC Educational Resources Information Center

Pfannkuch, Maxine; Budgett, Stephanie; Fewster, Rachel; Fitch, Marie; Pattenwise, Simeon; Wild, Chris; Ziedins, Ilze

2016-01-01

Because new learning technologies are enabling students to build and explore probability models, we believe that there is a need to determine the big enduring ideas that underpin probabilistic thinking and modeling. By uncovering the elements of the thinking modes of expert users of probability models we aim to provide a base for the setting of…

Using the van Hiele K-12 Geometry Learning Theory to Modify Engineering Mechanics Instruction

ERIC Educational Resources Information Center

Sharp, Janet M.; Zachary, Loren W.

2004-01-01

Engineering students use spatial thinking when examining diagrams or models to study structure design. It is expected that most engineering students have solidified spatial thinking skills during K-12 schooling. However, according to what we know about geometry learning and teaching, spatial thinking probably needs to be explicitly taught within…

The Regression Level of Constructivist Learning Environment Characteristics on Classroom Environment Characteristics Supporting Critical Thinking

ERIC Educational Resources Information Center

Tunca, Nihal

2015-01-01

Problem Statement: One of the main aims of constructivism is to improve critical thinking skills/tendencies via experiences. In this sense, it is believed that the more the constructivist-learning environment is improved, the more the appropriateness of supporting critical thinking is improved. However, no study has yet statistically tested this…

Developing the Music Pre-Service Teacher through International Service Learning

ERIC Educational Resources Information Center

Power, Anne

2013-01-01

Service learning in tertiary education is about partnerships between higher education institutions and communities, as co-generators of knowledge. Arts programs in service learning engage what Rendon (2009) calls "sentipensante" (sensing/thinking) pedagogy, in which critical examinations of ways of thinking and doing sit alongside…

The impact of inquiry-based learning on the critical thinking dispositions of pre-service science teachers

NASA Astrophysics Data System (ADS)

Arsal, Zeki

2017-07-01

In the study, the impact of inquiry-based learning on pre-service teachers' critical thinking dispositions was investigated. The sample of the study comprised of 56 pre-service teachers in the science education teacher education programme at the public university in the north of Turkey. In the study, quasi-experimental design with an experimental and a control group were applied to find out the impact of inquiry-based learning on the critical thinking dispositions of the pre-service teachers in the teacher education programme. The results showed that the pre-service teachers in the experimental group did not show statistically significant greater progress in terms of critical thinking dispositions than those in the control group. Teacher educators who are responsible for pedagogical courses in the teacher education programme should consider that the inquiry-based learning could not be effective method to improve pre-service teachers' critical thinking dispositions. The results are discussed in relation to potential impact on science teacher education and implications for future research.

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

PubMed

Sannomiya, M; Kawaguchi, A

2000-08-01

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

Evolutionary psychology: new perspectives on cognition and motivation.

PubMed

Cosmides, Leda; Tooby, John

2013-01-01

Evolutionary psychology is the second wave of the cognitive revolution. The first wave focused on computational processes that generate knowledge about the world: perception, attention, categorization, reasoning, learning, and memory. The second wave views the brain as composed of evolved computational systems, engineered by natural selection to use information to adaptively regulate physiology and behavior. This shift in focus--from knowledge acquisition to the adaptive regulation of behavior--provides new ways of thinking about every topic in psychology. It suggests a mind populated by a large number of adaptive specializations, each equipped with content-rich representations, concepts, inference systems, and regulatory variables, which are functionally organized to solve the complex problems of survival and reproduction encountered by the ancestral hunter-gatherers from whom we are descended. We present recent empirical examples that illustrate how this approach has been used to discover new features of attention, categorization, reasoning, learning, emotion, and motivation.

The GLOBE Carbon Cycle Project: Using a systems approach to understand carbon and the Earth's climate system

NASA Astrophysics Data System (ADS)

Silverberg, S. K.; Ollinger, S. V.; Martin, M. E.; Gengarelly, L. M.; Schloss, A. L.; Bourgeault, J. L.; Randolph, G.; Albrechtova, J.

2009-12-01

National Science Content Standards identify systems as an important unifying concept across the K-12 curriculum. While this standard exists, there is a recognized gap in the ability of students to use a systems thinking approach in their learning. In a similar vein, both popular media as well as some educational curricula move quickly through climate topics to carbon footprint analyses without ever addressing the nature of carbon or the carbon cycle. If students do not gain a concrete understanding of carbon’s role in climate and energy they will not be able to successfully tackle global problems and develop innovative solutions. By participating in the GLOBE Carbon Cycle project, students learn to use a systems thinking approach, while at the same time, gaining a foundation in the carbon cycle and it's relation to climate and energy. Here we present the GLOBE Carbon Cycle project and materials, which incorporate a diverse set of activities geared toward upper middle and high school students with a variety of learning styles. A global carbon cycle adventure story and game let students see the carbon cycle as a complete system, while introducing them to systems thinking concepts including reservoirs, fluxes and equilibrium. Classroom photosynthesis experiments and field measurements of schoolyard vegetation brings the global view to the local level. And the use of computer models at varying levels of complexity (effects on photosynthesis, biomass and carbon storage in global biomes, global carbon cycle) not only reinforces systems concepts and carbon content, but also introduces students to an important scientific tool necessary for understanding climate change.

An Online Adaptive Learning Environment for Critical-Thinking-Infused English Literacy Instruction

ERIC Educational Resources Information Center

Yang, Ya-Ting Carolyn; Gamble, Jeffrey Hugh; Hung, Yu-Wan; Lin, Tzu-Yun

2014-01-01

Critical thinking (CT) and English literacy are two essential 21st century competencies that are a priority for teaching and learning in an increasingly digital learning environment. Taking advantage of innovations in educational technology, this study empirically investigates the effectiveness of CT-infused adaptive English literacy instruction…

A Model of e-Learning by Constructivism Approach Using Problem-Based Learning to Develop Thinking Skills for Students in Rajaghat University

ERIC Educational Resources Information Center

Shutimarrungson, Werayut; Pumipuntu, Sangkom; Noirid, Surachet

2014-01-01

This research aimed to develop a model of e-learning by using Problem-Based Learning--PBL to develop thinking skills for students in Rajabhat University. The research is divided into three phases through the e-learning model via PBL with Constructivism approach as follows: Phase 1 was to study characteristics and factors through the model to…

Resetting Educational Technology Coursework for Pre-Service Teachers: A Computational Thinking Approach to the Development of Technological Pedagogical Content Knowledge (TPACK)

ERIC Educational Resources Information Center

Mouza, Chrystalla; Yang, Hui; Pan, Yi-Cheng; Ozden, Sule Yilmaz; Pollock, Lori

2017-01-01

This study presents the design of an educational technology course for pre-service teachers specific to incorporating computational thinking in K-8 classroom settings. Subsequently, it examines how participation in the course influences pre-service teachers' dispositions and knowledge of computational thinking concepts and the ways in which such…

The Evaluation of Conceptual Learning and Epistemological Beliefs on Physics Learning by Think-Pair-Share

ERIC Educational Resources Information Center

Gok, Tolga

2018-01-01

The purpose of the research was to investigate the effects of think pair share (TPS) instructional strategy on students' conceptual learning and epistemological beliefs on physics and physics learning. The research was conducted with two groups. One of the groups was the experimental group (EG) and the other group was the control group (CG). 35…

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

ERIC Educational Resources Information Center

Toledo, Santiago; Dubas, Justin M.

2016-01-01

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

Advancing Personalized Learning through the Iterative Application of Innovation Science

ERIC Educational Resources Information Center

Redding, Sam; Twyman, Janet; Murphy, Marilyn

2016-01-01

The promise of personalized learning excites many educators, and schools are wondering how best to introduce it and how they know when they have achieved it. Rather than thinking of personalized learning as an "it" (i.e., a program that is either present or not), we might think of it as an approach to teaching and learning that has many…

Students' Critical Thinking Skills in Chemistry Learning Using Local Culture-Based 7E Learning Cycle Model

ERIC Educational Resources Information Center

Suardana, I. Nyoman; Redhana, I. Wayan; Sudiatmika, A. A. Istri Agung Rai; Selamat, I. Nyoman

2018-01-01

This research aimed at describing the effectiveness of the local culture-based 7E learning cycle model in improving students' critical thinking skills in chemistry learning. It was an experimental research with post-test only control group design. The population was the eleventh-grade students of senior high schools in Singaraja, Indonesia. The…

The Importance of Place for Learning about Peace: Residential Summer Camps as Transformative Thinking Spaces

ERIC Educational Resources Information Center

Dahl, Tove I.

2009-01-01

Do camps provide a particular kind of thinking space where learning that lasts is facilitated? The argument is built around the concept of transformative learning that involves understanding who we are or wish to be and how we grow accordingly. The nature of such learning is explored through its conceptual relationship with changes in attitudes…

Creative Thinking of Low Academic Student Undergoing Search Solve Create and Share Learning Integrated with Metacognitive Strategy

ERIC Educational Resources Information Center

Yusnaeni; Corebima, Aloysius Duran; Susilo, Herawati; Zubaidah, Siti

2017-01-01

This research was carried out to analyze the effectiveness of the Search Solve Create and Share learning integrated with metakognitive strategy [SSCS + MS] on the creative thinking ability of low academic students. A quasi experimental design has been used to compare the effect of traditional learning, SSCS, and SCCS + MS learning on the creative…

The Effect of Scaffolded Think-Group-Share Learning on Indonesian Elementary Schooler Satisfaction and Learning Achievement in English Classes

ERIC Educational Resources Information Center

Mantik, Octavia; Choi, Hee Jun

2017-01-01

The purpose of this study was to examine whether or not "Scaffolded Think-Group-Share" learning can have a positive effect on student satisfaction and learning achievement in English classes of an Indonesian elementary school. To achieve this purpose, this study compared the findings from the two dependent variables (i.e., student…

LinguaFolio Goal Setting Intervention and Academic Achievement: Increasing Student Capacity for Self-Regulated Learning

ERIC Educational Resources Information Center

Clarke, Oxana D.

2013-01-01

In the last few decades there has been a shift from thinking less about teaching and more about learning. Such a paradigm shift from teacher-centered to student-centered instruction requires students to think about their own learning and to monitor their own learning development and language achievement. Researchers have identified goal setting…

Creating Stimulating Learning and Thinking Using New Models of Activity-Based Learning and Metacognitive-Based Activities

ERIC Educational Resources Information Center

Pang, Katherine

2010-01-01

The purpose of this paper is to present a novel way to stimulate learning, creativity, and thinking based on a new understanding of activity-based learning (ABL) and two methods for developing metacognitive-based activities for the classroom. ABL, in this model, is based on the premise that teachers are distillers and facilitators of information…

Teaching Higher Order Thinking in the Introductory MIS Course: A Model-Directed Approach

ERIC Educational Resources Information Center

Wang, Shouhong; Wang, Hai

2011-01-01

One vision of education evolution is to change the modes of thinking of students. Critical thinking, design thinking, and system thinking are higher order thinking paradigms that are specifically pertinent to business education. A model-directed approach to teaching and learning higher order thinking is proposed. An example of application of the…

Educating Through Exploration: Emerging Evidence for Improved Learning Outcomes Using a New Theory of Digital Learning Design

NASA Astrophysics Data System (ADS)

Anbar, Ariel; Center for Education Through eXploration

2018-01-01

Advances in scientific visualization and public access to data have transformed science outreach and communication, but have yet to realize their potential impacts in the realm of education. Computer-based learning is a clear bridge between visualization and education that benefits students through adaptative personalization and enhanced access. Building this bridge requires close partnerships among scientists, technologists, and educators.The Infiniscope project fosters such partnerships to produce exploration-driven online learning experiences that teach basic science concepts using a combination of authentic space science narratives, data, and images, and a personalized guided inquiry approach. Infiniscope includes a web portal to host these digital learning experiences, as well as a teaching network of educators using and modifying these experiences. Infiniscope experiences are built around a new theory of digital learning design that we call “education through exploration” (ETX) developed during the creation of successful online, interactive science courses offered at ASU and other institutions. ETX builds on the research-based practices of active learning and guided inquiry to provide a set of design principles that aim to develop higher order thinking skills in addition to understanding of content. It is employed in these experiences by asking students to solve problems and actively discover relationships, supported by an intelligent tutoring system which provides immediate, personalized feedback and scaffolds scientific thinking and methods. The project is led by ASU’s School of Earth and Space Exploration working with learning designers in the Center for Education Through eXploration, with support from NASA’s Science Mission Directorate as part of the NASA Exploration Connection program.We will present an overview of ETX design, the Infinscope project, and emerging evidence of effectiveness.

On the Relationship among Critical Thinking, Language Learning Strategy Use and University Achievement of Iranian English as a Foreign Language Majors

ERIC Educational Resources Information Center

Afshar, Hassan Soodmand; Movassagh, Hossein

2017-01-01

The study investigated the relationship among critical thinking, strategy use and university achievement. To this end, 76 English major students sat the California Critical Thinking Skills Test and filled out Oxford's Strategy Inventory for Language Learning. Participants' Grade Point Averages were regarded as their university achievement. The…

Students' Critical Thinking Improvement through "PDEODE" and "STAD" Combination in the Nutrition and Health Lecture

ERIC Educational Resources Information Center

Wulandari, Tabitha Sri Hartati; Amin, Mohamad; Zubaidah, Siti; IAM, Mimien Henie

2017-01-01

Students' critical thinking skills are very important in the 21st century. Learning strategies can play a role in enhancing students' critical thinking skills in the Nutrition and Health lecture. The results of a survey in 2013 showed that the implementation of learning strategies had not given students the opportunity to practice their critical…

Pedagogical Factors Stimulating the Self-Development of Students' Multi-Dimensional Thinking in Terms of Subject-Oriented Teaching

ERIC Educational Resources Information Center

Andreev, Valentin I.

2014-01-01

The main aim of this research is to disclose the essence of students' multi-dimensional thinking, also to reveal the rating of factors which stimulate the raising of effectiveness of self-development of students' multi-dimensional thinking in terms of subject-oriented teaching. Subject-oriented learning is characterized as a type of learning where…

Foundations of Formative Assessment: Introducing a Learning Progression to Guide Preservice Physics Teachers' Video-Based Interpretation of Student Thinking

ERIC Educational Resources Information Center

von Aufschnaiter, Claudia; Alonzo, Alicia C.

2018-01-01

Establishing nuanced interpretations of student thinking is central to formative assessment but difficult, especially for preservice teachers. Learning progressions (LPs) have been proposed as a framework for promoting interpretations of students' thinking; however, research is needed to investigate whether and how an LP can be used to support…

Pathways to Thinking: Strategies for Developing Independent Learners K-8. Expanded Professional Version.

ERIC Educational Resources Information Center

Ross, Elinor Parry

Learning how to think is essential for children to grow into responsible citizens and contribute to society. Schools need curricula that support a variety of thinking strategies as students read, write, and study content-area subjects, and learn to evaluate and manage what they do. This book for teachers provides a framework for creating a…

The Influence of Students' and Teachers' Thinking Styles on Student Course Satisfaction and on Their Learning Process

ERIC Educational Resources Information Center

Betoret, Fernando Domenech

2007-01-01

The main purpose of this study was to examine the effect of teachers' and students' thinking styles on students' satisfaction with the course followed and on their learning process. The sample was made up of 102 instructional psychology college students who responded to two administrations of the Thinking Style Inventory, one about their teacher…

Overtly Teaching Critical Thinking and Inquiry-Based Learning: A Comparison of Two Undergraduate Biotechnology Classes

ERIC Educational Resources Information Center

Friedel, Curtis; Irani, Tracy; Rudd, Rick; Gallo, Maria; Eckhardt, Erin; Ricketts, John

2008-01-01

Some researchers have argued that science classrooms must move away from rote and passive applications of memorized concepts to the use of critical thinking skills as a primary component in facilitating learning. Yet few studies have examined the effect of overtly teaching for critical thinking on subsequent skill development. The purpose of this…

The Identification and Significance of Intuitive and Analytic Problem Solving Approaches Among College Physics Students

ERIC Educational Resources Information Center

Thorsland, Martin N.; Novak, Joseph D.

1974-01-01

Described is an approach to assessment of intuitive and analytic modes of thinking in physics. These modes of thinking are associated with Ausubel's theory of learning. High ability in either intuitive or analytic thinking was associated with success in college physics, with high learning efficiency following a pattern expected on the basis of…

Improving Junior High Schools' Critical Thinking Skills Based on Test Three Different Models of Learning

ERIC Educational Resources Information Center

Fuad, Nur Miftahul; Zubaidah, Siti; Mahanal, Susriyati; Suarsini, Endang

2017-01-01

The aims of this study were (1) to find out the differences in critical thinking skills among students who were given three different learning models: differentiated science inquiry combined with mind map, differentiated science inquiry model, and conventional model, (2) to find out the differences of critical thinking skills among male and female…

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

ERIC Educational Resources Information Center

Estes, Todd

2007-01-01

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

Learning Model and Form of Assesment toward the Inferensial Statistical Achievement by Controlling Numeric Thinking Skills

ERIC Educational Resources Information Center

Widiana, I. Wayan; Jampel, I. Nyoman

2016-01-01

This study aimed to find out the effect of learning model and form of assessment toward inferential statistical achievement after controlling numeric thinking skills. This study was quasi experimental study with 130 students as the sample. The data analysis used ANCOVA. After controlling numeric thinking skills, the result of this study show that:…

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

ERIC Educational Resources Information Center

Tal, Revital; Hochberg, Nurit

2003-01-01

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

The Role of the Learning Environment of the Faculty of Education at Najran University in the Development of Scientific Thinking

ERIC Educational Resources Information Center

Alsayed, Ahmad Atteya Ahmad; Nimer, Ameen Mohammad Ameen

2016-01-01

This research aimed to identify the role of the learning environment of the faculty of education at Najran University, KSA, in developing the scientific thinking style of its students. This required identification of the extent of respondents choose the scientific, religious or superstitious thinking style in interpretation of life and social…

Digital kids of the Heisei era: experiment at Toyonaka Bunka Kindergarten.

PubMed

Matsuda, S

1999-01-01

I wonder what most people think when they hear of small children playing on computers in kindergarten. One can almost hear the responses: "Why should kindergarten children have to use computers?" Small children are using computers? It's much too earlyl" "At kindergarten children should be singing, playing games, and making mud pies!" A computer is the epitome of the artificial. If we really make a mess of things, humans will become slaves to computers. What can they be thinking, putting such things in kindergartens as a child's toy? Many people who think in this way have never touched a computer, and it often seems the case that these "emotional opponents" are opposed to them only because of their own preconceptions. There is still a preconception that" a computer = a square machine like a TV with lots of difficult-looking keys". Computers are now in virtually all of the electronic appliances we use every day, refrigerators, washing machines, vacuums and televisions, and we think nothing of it. We live each day using computers, but only the "square" computer invites such contempt. Why is this the case? On the other side, there are the "proactive endorsers", who think "Computers have spread thus far in society and schools, so we must let children become familiar with them from a very young age!" These people often seem to want to teach everyone everything. There is much to know about the image and use of computers. They seem to think that if adults don't teach them, children won't understand anything. On this point, they are at the same level as the "emotional opponents", in that they conceive of computers as being something out of the ordinary.

Effects of problem-based learning vs. traditional lecture on Korean nursing students' critical thinking, problem-solving, and self-directed learning.

PubMed

Choi, Eunyoung; Lindquist, Ruth; Song, Yeoungsuk

2014-01-01

Problem-based learning (PBL) is a method widely used in nursing education to develop students' critical thinking skills to solve practice problems independently. Although PBL has been used in nursing education in Korea for nearly a decade, few studies have examined its effects on Korean nursing students' learning outcomes, and few Korean studies have examined relationships among these outcomes. The objectives of this study are to examine outcome abilities including critical thinking, problem-solving, and self-directed learning of nursing students receiving PBL vs. traditional lecture, and to examine correlations among these outcome abilities. A quasi-experimental non-equivalent group pretest-posttest design was used. First-year nursing students (N=90) were recruited from two different junior colleges in two cities (GY and GJ) in South Korea. In two selected educational programs, one used traditional lecture methods, while the other used PBL methods. Standardized self-administered questionnaires of critical thinking, problem-solving, and self-directed learning abilities were administered before and at 16weeks (after instruction). Learning outcomes were significantly positively correlated, however outcomes were not statistically different between groups. Students in the PBL group improved across all abilities measured, while student scores in the traditional lecture group decreased in problem-solving and self-directed learning. Critical thinking was positively associated with problem-solving and self-directed learning (r=.71, and r=.50, respectively, p<.001); problem-solving was positively associated with self-directed learning (r=.75, p<.001). Learning outcomes of PBL were not significantly different from traditional lecture in this small underpowered study, despite positive trends. Larger studies are recommended to study effects of PBL on critical student abilities. Copyright © 2013 Elsevier Ltd. All rights reserved.

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.

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

NASA Astrophysics Data System (ADS)

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

2018-03-01

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

Software for Partly Automated Recognition of Targets

NASA Technical Reports Server (NTRS)

Opitz, David; Blundell, Stuart; Bain, William; Morris, Matthew; Carlson, Ian; Mangrich, Mark; Selinsky, T.

2002-01-01

The Feature Analyst is a computer program for assisted (partially automated) recognition of targets in images. This program was developed to accelerate the processing of high-resolution satellite image data for incorporation into geographic information systems (GIS). This program creates an advanced user interface that embeds proprietary machine-learning algorithms in commercial image-processing and GIS software. A human analyst provides samples of target features from multiple sets of data, then the software develops a data-fusion model that automatically extracts the remaining features from selected sets of data. The program thus leverages the natural ability of humans to recognize objects in complex scenes, without requiring the user to explain the human visual recognition process by means of lengthy software. Two major subprograms are the reactive agent and the thinking agent. The reactive agent strives to quickly learn the user's tendencies while the user is selecting targets and to increase the user's productivity by immediately suggesting the next set of pixels that the user may wish to select. The thinking agent utilizes all available resources, taking as much time as needed, to produce the most accurate autonomous feature-extraction model possible.

Computational Thinking for All: Pedagogical Approaches to Embedding 21st Century Problem Solving in K-12 Classrooms

ERIC Educational Resources Information Center

Yadav, Aman; Hong, Hai; Stephenson, Chris

2016-01-01

The recent focus on computational thinking as a key 21st century skill for all students has led to a number of curriculum initiatives to embed it in K-12 classrooms. In this paper, we discuss the key computational thinking constructs, including algorithms, abstraction, and automation. We further discuss how these ideas are related to current…

Guided Inquiry with Cognitive Conflict Strategy: Drilling Indonesian High School Students’ Creative Thinking Skills

NASA Astrophysics Data System (ADS)

Syadzili, A. F.; Soetjipto; Tukiran

2018-01-01

This research aims to produce physics learning materials in Indonesian high school using guided inquiry with cognitive conflict strategy to drill students’ creative thinking skills in a static fluid learning. This development research used 4D model with one group pre-test and post-test design implemented in the eleventh grade students in the second semester of 2016/2017 academic year. The data were collected by validation sheets, questionnaires, tests and observations, while data analysis techniques is descriptive quantitative analysis. This research obtained several findings, they are : the learning material developed had an average validity score with very valid category. The lesson plan can be implemented very well. The students’ responses toward the learning process were very possitive with the students’ interest to follow the learning. Creative thinking skills of student before the implementation of product was inadequate, then it is very creative after product was implemented. The impacts of the research suggest that guided inquiry may stimulate the students to think creatifly.

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.

Using Computer-Assisted Argumentation Mapping to develop effective argumentation skills in high school advanced placement physics

NASA Astrophysics Data System (ADS)

Heglund, Brian

Educators recognize the importance of reasoning ability for development of critical thinking skills, conceptual change, metacognition, and participation in 21st century society. There is a recognized need for students to improve their skills of argumentation, however, argumentation is not explicitly taught outside logic and philosophy---subjects that are not part of the K-12 curriculum. One potential way of supporting the development of argumentation skills in the K-12 context is through incorporating Computer-Assisted Argument Mapping to evaluate arguments. This quasi-experimental study tested the effects of such argument mapping software and was informed by the following two research questions: 1. To what extent does the collaborative use of Computer-Assisted Argumentation Mapping to evaluate competing theories influence the critical thinking skill of argument evaluation, metacognitive awareness, and conceptual knowledge acquisition in high school Advanced Placement physics, compared to the more traditional method of text tables that does not employ Computer-Assisted Argumentation Mapping? 2. What are the student perceptions of the pros and cons of argument evaluation in the high school Advanced Placement physics environment? This study examined changes in critical thinking skills, including argumentation evaluation skills, as well as metacognitive awareness and conceptual knowledge, in two groups: a treatment group using Computer-Assisted Argumentation Mapping to evaluate physics arguments, and a comparison group using text tables to evaluate physics arguments. Quantitative and qualitative methods for collecting and analyzing data were used to answer the research questions. Quantitative data indicated no significant difference between the experimental groups, and qualitative data suggested students perceived pros and cons of argument evaluation in the high school Advanced Placement physics environment, such as self-reported sense of improvement in argument evaluation and low perceived value of the learning task, respectively. The discussion presents implications for practice and research, such as introducing motivation scaffolds to support appreciation of task value, and addressing major differences between the design of this study and similar published studies, respectively. This work provides contributions in that it tested the effect of Computer-Assisted Argumentation Mapping on the critical thinking skills of twelfth-grade students within the context of evaluating physics arguments, a previously unexplored age group and domain.

"Assessment Drives Learning": Do Assessments Promote High-Level Cognitive Processing?

ERIC Educational Resources Information Center

Bezuidenhout, M. J.; Alt, H.

2011-01-01

Students tend to learn in the way they know, or think, they will be assessed. Therefore, to ensure deep, meaningful learning, assessments must be geared to promote cognitive processing that requires complex, contextualised thinking to construct meaning and create knowledge. Bloom's taxonomy of cognitive levels is used worldwide to assist in…

Thinking Beyond Numbers: Learning Numeracy for the Future Workplace. Support Document

ERIC Educational Resources Information Center

Marr, Beth; Hagston, Jan

2007-01-01

The use, learning and transfer of workplace numeracy skills, as well as current understandings of the term numeracy, are examined in this study. It also highlights the importance of numeracy as an essential workplace skill. "Thinking Beyond Numbers: Learning Numeracy for the Future Workplace" challenges the training system and training…

Using Game-Based Learning to Foster Critical Thinking in Student Discourse

ERIC Educational Resources Information Center

Cicchino, Marc I.

2015-01-01

Previous research indicates the importance of student discourse in the construction of knowledge and the fostering of critical thinking skills, especially in the field of problem-based learning (PBL). Further, a growing body of research on game-based learning (GBL) draws parallels between playing certain types of games and the solving of…

Promoting Higher Order Thinking Skills Using Inquiry-Based Learning

ERIC Educational Resources Information Center

Madhuri, G. V.; Kantamreddi, V. S. S. N; Prakash Goteti, L. N. S.

2012-01-01

Active learning pedagogies play an important role in enhancing higher order cognitive skills among the student community. In this work, a laboratory course for first year engineering chemistry is designed and executed using an inquiry-based learning pedagogical approach. The goal of this module is to promote higher order thinking skills in…

Education in the New Millennium: The Case for Design-Based Learning

ERIC Educational Resources Information Center

Lee, Hyun-Kyung; Breitenberg, Mark

2010-01-01

This article focuses on current examples of project or design-based learning at the secondary school level in the context of the increasing importance of creativity and innovative thinking in the twenty-first century. The authors argue that students today learn more effectively in pedagogical practices that emphasise holistic thinking, active…

So We Think You Can Learn: How Student Perceptions Affect Learning

ERIC Educational Resources Information Center

Haines, Susan; Torres, Talani

2016-01-01

Recent experiences in rehearsals have led us to question how student dancers perceive the culture of rehearsal. We are interested in how the influence of shows like "So You Think You Can Dance" affects student expectations. How do students from competitive dance studio backgrounds approach learning in a rehearsal setting? Are there…

The Strategic Thinking and Learning Community: An Innovative Model for Providing Academic Assistance

ERIC Educational Resources Information Center

Commander, Nannette Evans; Valeri-Gold, Maria; Darnell, Kim

2004-01-01

Today, academic assistance efforts are frequently geared to all students, not just the underprepared, with study skills offered in various formats. In this article, the authors describe a learning community model with the theme, "Strategic Thinking and Learning" (STL). Results of data analysis indicate that participants of the STL…

Mathematics for Young Learners: 60 Games & Activities for Ages 3 through 7.

ERIC Educational Resources Information Center

Ellerby, Richard S.

By studying and practicing metacognition, teachers and parents are instilling positive attitudes toward learning by teaching how-to-learn skills that prepare children for assessing their own thinking about learning as they become more and more developmentally prepared. This book stresses the strategies for thinking in mathematical terms without…

Teaching and Learning in a Community of Thinking

ERIC Educational Resources Information Center

Harpaz, Yoram

2005-01-01

The article develops a theory and practice for teaching and learning in a Community of Thinking. According to the theory, the practice of traditional schooling is based on four "atomic pictures": learning is listening; teaching is telling; knowledge is an object; and to be educated is to know valuable content. To change this practice of…

The CLIA-Model: A Framework for Designing Powerful Learning Environments for Thinking and Problem Solving

ERIC Educational Resources Information Center

De Corte, Erik; Verschaffel, Lieven; Masui, Chris

2004-01-01

A major challenge for education and educational research is to build on our present understanding of learning for designing environments for education that are conducive to fostering in students self-regulatory and cooperative learning skills, transferable knowledge, and a disposition toward competent thinking and problem solving. Taking into…

Learning Spaces, Agency and Notions of Improvement: What Influences Thinking and Practices about Teaching and Learning in Higher Education? An Interpretive Meta-Ethnography

ERIC Educational Resources Information Center

Savin-Baden, Maggi; McFarland, Lorraine; Savin-Baden, John

2008-01-01

This review sought to locate key themes in the literature on teaching and learning thinking and practices, by examining areas of influence and mapping ideas about the themes of practice, transfer and communities in higher education or related contexts. The findings indicate that issues of pedagogical stance, disjunction, learning spaces, agency,…

Enabling Wide-Scale Computer Science Education through Improved Automated Assessment Tools

NASA Astrophysics Data System (ADS)

Boe, Bryce A.

There is a proliferating demand for newly trained computer scientists as the number of computer science related jobs continues to increase. University programs will only be able to train enough new computer scientists to meet this demand when two things happen: when there are more primary and secondary school students interested in computer science, and when university departments have the resources to handle the resulting increase in enrollment. To meet these goals, significant effort is being made to both incorporate computational thinking into existing primary school education, and to support larger university computer science class sizes. We contribute to this effort through the creation and use of improved automated assessment tools. To enable wide-scale computer science education we do two things. First, we create a framework called Hairball to support the static analysis of Scratch programs targeted for fourth, fifth, and sixth grade students. Scratch is a popular building-block language utilized to pique interest in and teach the basics of computer science. We observe that Hairball allows for rapid curriculum alterations and thus contributes to wide-scale deployment of computer science curriculum. Second, we create a real-time feedback and assessment system utilized in university computer science classes to provide better feedback to students while reducing assessment time. Insights from our analysis of student submission data show that modifications to the system configuration support the way students learn and progress through course material, making it possible for instructors to tailor assignments to optimize learning in growing computer science classes.

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.

Learning within the Worlds of Reifications, Selves, and Phenomena: Expanding on the Thinking of Vygotsky and Popper

ERIC Educational Resources Information Center

Hung, David Wei Loong; Chen, Der-Thanq

2008-01-01

A framework, termed the RSP, is proposed. It is mainly for analyzing and explaining how learning occurs. This framework is grounded in the social-cultural perspective, in particular, in the thinking of both Vygotsky and Popper. Although the thinking of Popper is generally not referred to as having a social-cultural orientation, mostly due to…

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…

Evaluation of the Correlation between Learning Styles and Critical Thinking Dispositions of the Students of School of Physical Education and Sports

ERIC Educational Resources Information Center

Çetin, Mehmet Çagri

2014-01-01

The study was conducted in order to detect critical thinking dispositions and learning styles of the students of school of physical education and sports, to explore whether there was a significant difference in terms of gender variable and academic department variable and, to discover the correlation between critical thinking tendencies and…

Student’s critical thinking skills in authentic problem based learning

NASA Astrophysics Data System (ADS)

Yuliati, L.; Fauziah, R.; Hidayat, A.

2018-05-01

This study aims to determine students’ critical thinking skills in authentic problem based learning, especially on geometric optics. The study was conducted at the vocational school. The study used a quantitative descriptive method with the open question to measure critical thinking skills. The indicators of critical thinking skills measured in this study are: formulating problems, providing simple answers, applying formulas and procedures, analyzing information, making conclusions, and synthesizing ideas. The results showed that there was a positive change in students’ critical thinking skills with the average value of N-Gain test is 0.59 and effect size test is 3.73. The critical thinking skills of students need to be trained more intensively using authentic problems in daily life.

Promoting the teaching of critical thinking skills through faculty development.

PubMed

Behar-Horenstein, Linda S; Schneider-Mitchell, Gail; Graff, Randy

2009-06-01

Practical and effective faculty development programs are vital to individual and institutional success. However, there is little evidence that program outcomes result in instructional changes. The purpose of this study was to determine if and how faculty development would enhance participants' use of critical thinking skills in instruction. Seven faculty members from the University of Florida College of Dentistry and one faculty member from another health science college participated in six weekly two-hour faculty development sessions in spring 2007 that focused on enhancing critical thinking skills in instruction. Kaufman's and Rachal's principles of andragogy (adult learning) were used to design the sessions. Participants used learning journals to respond to four instructor-assigned prompts and provided one presentation to peers. With the use of qualitative methods, eight themes emerged across the learning journals: teaching goals, critical thinking, awareness of learners, planned instructional change, teaching efficacy, self-doubt, external challenges, and changes made. Five of eight participants incorporated critical thinking skills into their presentations at a mean level of 2.4 or higher on a 5-point scale using Paul and Elder's behavioral definition of critical thinking skills. Faculty development opportunities that cause participants to reason through learning journals, peer presentations, and group discussion demonstrated the incorporation of critical thinking concepts in 63 percent of this cohort group's presentations, suggesting that if evidence-based pedagogies are followed, instructional changes can result from faculty development.

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.

Effects of a case-based interactive e-learning course on knowledge and attitudes about patient safety: a quasi-experimental study with third-year medical students.

PubMed

Gaupp, Rainer; Körner, Mirjam; Fabry, Götz

2016-07-11

Patient safety (PS) is influenced by a set of factors on various levels of the healthcare system. Therefore, a systems-level approach and systems thinking is required to understand and improve PS. The use of e-learning may help to develop a systems thinking approach in medical students, as case studies featuring audiovisual media can be used to visualize systemic relationships in organizations. The goal of this quasi-experimental study was to determine if an e-learning can be utilized to improve systems thinking, knowledge, and attitudes towards PS. A quasi-experimental, longitudinal within- subjects design was employed. Participants were 321 third-year medical students who received online surveys before and after they participated in an e-learning course on PS. Primary outcome measures where levels of systems thinking and attitudes towards PS. Secondary outcome measures were the improvement of PS specific knowledge through the e-learning course. Levels of systems thinking showed significant improvement (58.72 vs. 61.27; p < .001) after the e-learning. Student's attitudes towards patient safety improved in several dimensions: After the course, students rated the influence of fatigue on safety higher (6.23 vs. 6.42, p < .01), considered patient empowerment more important (5.16 vs. 5.93, p < .001) and realized more often that human error is inevitable (5.75 vs. 5.97, p < .05). Knowledge on PS improved from 36.27 % correct answers before to 76.45 % after the e-learning (p < .001). Our results suggest that e-learning can be used to teach PS. Attitudes towards PS improved on several dimensions. Furthermore, we were able to demonstrate that a specifically designed e-learning program can foster the development of conceptual frameworks such as systems thinking, which facilitates the understanding of complex socio-technical systems within healthcare organisations.

The Library of the Future

DTIC Science & Technology

2009-05-01

Information Literacy – Oral Communication – Written Communication – Critical Thinking – Decision Making – Stamina – Courage – Discipline...Emory     8  I n t e g r i t y - S e r v i c e - E x c e l l e n c e Supporting “ information literacy ” - Provide right type of help near “point of...plays central role in supporting “ information literacy ” Columbia University •Computer Lab •Center for New Media in Teaching and Learning

Will machines ever think

NASA Technical Reports Server (NTRS)

Denning, P. J.

1986-01-01

Artificial Intelligence research has come under fire for failing to fulfill its promises. A growing number of AI researchers are reexamining the bases of AI research and are challenging the assumption that intelligent behavior can be fully explained as manipulation of symbols by algorithms. Three recent books -- Mind over Machine (H. Dreyfus and S. Dreyfus), Understanding Computers and Cognition (T. Winograd and F. Flores), and Brains, Behavior, and Robots (J. Albus) -- explore alternatives and open the door to new architectures that may be able to learn skills.

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

ERIC Educational Resources Information Center

Kaddoura, Mahmoud

2013-01-01

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

Hybrid Task Design: Connecting Learning Opportunities Related to Critical Thinking and Statistical Thinking

ERIC Educational Resources Information Center

Kuntze, Sebastian; Aizikovitsh-Udi, Einav; Clarke, David

2017-01-01

Stimulating thinking related to mathematical content is the focus of many tasks in the mathematics classroom. Beyond such content-related thinking, promoting forms of higher order thinking is among the goals of mathematics instruction as well. So-called hybrid tasks focus on combining both goals: they aim at fostering mathematical thinking and…

Thinking Routines: Replicating Classroom Practices within Museum Settings

ERIC Educational Resources Information Center

Wolberg, Rochelle Ibanez; Goff, Allison

2012-01-01

This article describes thinking routines as tools to guide and support young children's thinking. These learning strategies, developed by Harvard University's Project Zero Classroom, actively engage students in constructing meaning while also understanding their own thinking process. The authors discuss how thinking routines can be used in both…

Learning to Think: Arendt on Education for Democracy.

ERIC Educational Resources Information Center

Gordon, Haim

1988-01-01

Discusses Hannah Arendt's belief that Nazi Adolf Eichmann's crimes stem from his failure to think. States that educators in a democracy must teach students to think about political and social issues. Covers methods of teaching thinking (as differentiated from problem solving) and dangers of a political realm without thinking citizens. (CH)

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.

Peer Led Team Learning in Introductory Biology: Effects on Peer Leader Critical Thinking Skills

PubMed Central

Snyder, Julia J.; Wiles, Jason R.

2015-01-01

This study evaluated hypothesized effects of the Peer-Led Team Learning (PLTL) instructional model on undergraduate peer leaders’ critical thinking skills. This investigation also explored peer leaders’ perceptions of their critical thinking skills. A quasi-experimental pre-test/post-test with control group design was used to determine critical thinking gains in PLTL/non-PLTL groups. Critical thinking was assessed using the California Critical Thinking Skills Test (CCTST) among participants who had previously completed and been successful in a mixed-majors introductory biology course at a large, private research university in the American Northeast. Qualitative data from open-ended questionnaires confirmed that factors thought to improve critical thinking skills such as interaction with peers, problem solving, and discussion were perceived by participants to have an impact on critical thinking gains. However, no significant quantitative differences in peer leaders’ critical thinking skills were found between pre- and post-experience CCTST measurements or between experimental and control groups. PMID:25629311

Peer led team learning in introductory biology: effects on peer leader critical thinking skills.

PubMed

Snyder, Julia J; Wiles, Jason R

2015-01-01

This study evaluated hypothesized effects of the Peer-Led Team Learning (PLTL) instructional model on undergraduate peer leaders' critical thinking skills. This investigation also explored peer leaders' perceptions of their critical thinking skills. A quasi-experimental pre-test/post-test with control group design was used to determine critical thinking gains in PLTL/non-PLTL groups. Critical thinking was assessed using the California Critical Thinking Skills Test (CCTST) among participants who had previously completed and been successful in a mixed-majors introductory biology course at a large, private research university in the American Northeast. Qualitative data from open-ended questionnaires confirmed that factors thought to improve critical thinking skills such as interaction with peers, problem solving, and discussion were perceived by participants to have an impact on critical thinking gains. However, no significant quantitative differences in peer leaders' critical thinking skills were found between pre- and post-experience CCTST measurements or between experimental and control groups.

Defining Computational Thinking for Mathematics and Science Classrooms

ERIC Educational Resources Information Center

Weintrop, David; Beheshti, Elham; Horn, Michael; Orton, Kai; Jona, Kemi; Trouille, Laura; Wilensky, Uri

2016-01-01

Science and mathematics are becoming computational endeavors. This fact is reflected in the recently released Next Generation Science Standards and the decision to include "computational thinking" as a core scientific practice. With this addition, and the increased presence of computation in mathematics and scientific contexts, a new…

The Application of Carousel Feedback and Round Table Cooperative Learning Models to Improve Student's Higher Order Thinking Skills (HOTS) and Social Studies Learning Outcomes

ERIC Educational Resources Information Center

Yusmanto, Harry; Soetjipto, Budi Eko; Djatmika, Ery Tri

2017-01-01

This Classroom Action Research aims to improve students' HOTS (High Order Thinking Skills) and Social Studies learning outcomes through the application of Carousel Feedback and Round Table cooperative learning methods. This study was based on a model proposed by Elliott and was implemented for three cycles. The subjects were 30 female students of…

Developing Creative and Critical Thinking Abilities in Business Graduates: The Value of Experiential Learning Techniques

ERIC Educational Resources Information Center

Hannon, Stephen; McBride, Hugh; Burns, Barbara

2004-01-01

Educational programmes should promote an ethos of lifelong learning and develop in graduates the capacity for long-term personal and professional development through self-learning and reflection. A business degree programme should seek to produce graduates who are confident, creative thinkers with the capacity to solve problems, think creatively,…

The 21st Century: Meeting the Challenges to Business Education. National Business Education Association Yearbook, No. 37.

ERIC Educational Resources Information Center

Villee, Pat A. Gallo, Ed.; Curran, Michael G., Ed.

This yearbook examines six themes representative of the challenges to future business educators. "The Future We Create" (Arthur McEntee) discusses them: a thinking curriculum, opportunities for real-world learning, matching teaching and learning styles, teachers as knowledge facilitators, technology as a learning tool, and global thinking for a…

Such Low Temperatures in the Arctic Region: How Can the Polar Bears Call It Home?

ERIC Educational Resources Information Center

Pringle, Rose M.

2005-01-01

Science requires active learning--it is something that children do, rather than something that is done to them. The learning process involves students' thinking and doing to develop higher-order thinking skills, strengthen their reading and mathematical skills, and attain scientific knowledge. In the elementary grades, children learn biological…

Exploring Learning Goals and Assessment Approaches for Indigenous Health Education: A Qualitative Study in Australia and New Zealand

ERIC Educational Resources Information Center

Delany, Clare; Doughney, Lachlan; Bandler, Lilon; Harms, Louise; Andrews, Shawana; Nicholson, Patricia; Remedios, Louisa; Edmondson, Wendy; Kosta, Lauren; Ewen, Shaun

2018-01-01

In higher education, assessment is key to student learning. Assessments which promote critical thinking necessary for sustained learning beyond university are highly valued. However, the design of assessment tasks to achieve these types of thinking skills and dispositions to act in professional practice has received little attention. This research…

Effects of Matching Teaching Strategy to Thinking Style on Learner's Quality of Reflection in an Online Learning Environment

ERIC Educational Resources Information Center

Chen, Nian-Shing; Kinshuk; Wei, Chun-Wang; Liu, Chia-Chi

2011-01-01

Reflection plays an important role in improving learning performance. This study, therefore, attempted to explore whether learners' reflection levels can be improved if teaching strategies are adapted to fit with learners' thinking styles in an online learning environment. Three teaching strategies, namely constructive, guiding, and inductive,…

Critical Thinking: Strategies for Improving Student Learning, Part II

ERIC Educational Resources Information Center

Paul, Richard; Elder, Linda

2008-01-01

In the last column we focused (as a primary goal of instruction) on the importance of teaching so that students learn to think their way into and through content. We stressed the need for well-designed daily structures and tactics for fostering deep learning, offering three strategies as examples. In this column, we provide four additional…

Cross-Sectional Evaluation of Distance Education Students' Learning Styles and Critical Thinking Dispositions in Turkey

ERIC Educational Resources Information Center

Yüksel, Ismail; Türkses, Ercüment

2015-01-01

This study aims to examine distance education students' learning styles and critical thinking dispositions. This cross sectional survey was conducted on 114 Turkish distance education students from various departments in a state university. The data of the study were collected through Grasha-Riechmann Student Learning Style Scale (GRSLSS) and…

Fostering Scientific Thinking by Prospective Teachers in a Course That Integrates Physics and Literacy Learning

ERIC Educational Resources Information Center

van Zee, Emily H.; Jansen, Henri; Winograd, Kenneth; Crowl, Michele; Devitt, Adam

2013-01-01

We designed a physics course for prospective elementary and middle school teachers to foster aspects of scientific thinking recommended in reform documents. Because the elementary school curriculum focuses heavily on literacy, we also explicitly integrated physics and literacy learning in this course. By integrating physics and literacy learning,…

Making Sense of Space: Distributed Spatial Sensemaking in a Middle School Summer Engineering Camp

ERIC Educational Resources Information Center

Ramey, Kay E.; Uttal, David H.

2017-01-01

Spatial thinking is important for success in engineering. However, little is known about "how" students learn and apply spatial skills, particularly in kindergarten to Grade 12 engineering learning. The present study investigated the role of spatial thinking in engineering learning at a middle school summer camp. Participants were 26…

Case-Based Instruction and Learning: An Interdisciplinary Project.

ERIC Educational Resources Information Center

Alvarez, Marino C.; And Others

Case-based learning is one method that can be used to foster critical thinking and schema construction. Students need to be provided with problem solving lessons in meaningful learning contexts for critical thinking to take place. In order for schema construction to occur, a framework needs to be provided that helps readers to elaborate upon new…

Enhancing Critical Thinking through Active Learning

ERIC Educational Resources Information Center

Kusumoto, Yoko

2018-01-01

Today the Framework for 21st Century Learning developed by the Partnership for 21st Century Learning (P21) is widely recognized and has been used in the U.S., Canada and New Zealand. P21 defines and illustrates the skills and knowledge students need and states that critical thinking is fundamental for twenty-first century success and essential for…

Effects of Multimedia-Based Graphic Novel Presentation on Critical Thinking among Students of Different Learning Approaches

ERIC Educational Resources Information Center

Ching, Hii Sii; Fook, Fong Soon

2013-01-01

This study investigated the effects of graphic novels on the critical thinking skills in history learning among 291 Secondary Two students in three secondary schools in Malaysia. This research consisted of two parts, namely, development and evaluation. In the first part, the multimedia learning material entitled "Japanese Occupation of Malaya…

Enhancing Student Learning and Critical Thinking through Academic Controversy in Post Secondary Macroeconomics

ERIC Educational Resources Information Center

Santicola, Craig F.

2011-01-01

There is a lack of student learning and critical thinking skills in post-secondary macroeconomics courses. The literature indicates that the lack of learning outcomes can be attributed to the reliance on traditional lecture and the failure to adopt innovative instructional techniques. The purpose of this study was to investigate the student…

Assessing reflective thinking and approaches to learning.

PubMed

Dunn, Louise; Musolino, Gina M

2011-01-01

Facilitation of reflective practice is critical for the ongoing demands of health care practitioners. Reflective thinking concepts, grounded in the work of Dewey and Schön, emphasize critical reflection to promote transformation in beliefs and learning necessary for reflective practice. The Reflective Thinking Questionnaire (QRT) and Revised Study Process Questionnaire (RSPQ-2F) assess skill aspects of professional reasoning, with promise for measuring changes over time. The purpose of this study was to examine the reliability and responsiveness and the model validity of reflective thinking and approaches to learning measures for U.S. health professions students enrolled in entry-level occupational (MOT) and physical therapy (DPT) programs. This measurement study addressed reliability and responsiveness of two measures, the QRT and RSPQ-2F, for graduate health professionals. A convenience sample of 125 MOT and DPT students participated in the two-measure, test-retest investigation, with electronic data collection. Outcomes support the stability of the four-scale QRT (ICC 0.63 to 0.82) and the two-scale RSPQ-2F (ICC 0.91 and 0.87). Descriptive data supporting responsiveness are presented. With noted limitations, the results support the use of the QRT and RSPQ-2F measures to assess changes in reflective thinking and approaches to learning. Measurement of these learning outcomes furthers our understanding and knowledge about instructional strategies, development of professional reasoning, and fostering of self-directed learning within MOT and DPT programs.

Foundations for Critical Thinking

ERIC Educational Resources Information Center

Bers, Trudy; Chun, Marc; Daly, William T.; Harrington, Christine; Tobolowsky, Barbara F.

2015-01-01

"Foundations for Critical Thinking" explores the landscape of critical-thinking skill development and pedagogy through foundational chapters and institutional case studies involving a range of students in diverse settings. By establishing a link between active learning and improved critical thinking, this resource encourages all higher…

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…

Computational Thinking Patterns

ERIC Educational Resources Information Center

Ioannidou, Andri; Bennett, Vicki; Repenning, Alexander; Koh, Kyu Han; Basawapatna, Ashok

2011-01-01

The iDREAMS project aims to reinvent Computer Science education in K-12 schools, by using game design and computational science for motivating and educating students through an approach we call Scalable Game Design, starting at the middle school level. In this paper we discuss the use of Computational Thinking Patterns as the basis for our…

Computational Thinking: A Digital Age Skill for Everyone

ERIC Educational Resources Information Center

Barr, David; Harrison, John; Conery, Leslie

2011-01-01

In a seminal article published in 2006, Jeanette Wing described computational thinking (CT) as a way of "solving problems, designing systems, and understanding human behavior by drawing on the concepts fundamental to computer science." Wing's article gave rise to an often controversial discussion and debate among computer scientists,…

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

ERIC Educational Resources Information Center

Kaddoura, Mahmoud

2013-01-01

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