Conceptual Thinking Research Articles

Verifying and Assessing the Reliability of the Learning Module of Positive Design and Innovative Technology in the Integration Approach of Spiritual Knowledge

This study was carried out to determine the validity and reliability of the learning module known as The Learning Module of Positive Design and Innovative Technology in The Integration Approach of Spiritual Knowledge (PRBTIFIIS). The PRBTIFIIS module has been built to develop the positive innovative thinking of Form 2 students through a knowledge integration approach with the application of the value of trust and obedience to God, human responsibility as a servant and caliph. The PRBTIFIIS module is built based on the Sidek Module construction model that uses the basic theory of Reverse Maslow's Theory, and Sidek's Learning Theory. A level of validation of the module content was carried out by five experts in the studied field. The content validity of the PRBTIFIIS Module is calculated using the Tuckmen and Waheed Level of Mastery Validity formula. The data obtained is 98.7%. The reliability of the module was obtained from 16 second-grade students who participated in the implementation of the pilot study. The Cronbach's Alpha score obtained for the reliability of the module was 0.97. The findings of the study show that the developed PRBTIFIIS Module has high validity and reliability and the PRBTIFIIS module is available to test its effectiveness.

Eye movements in conceptual and non-conceptual thinking

AbstractHow to influence and assess whether students engage in conceptual thinking are longstanding methodological problems in mathematics education. Recently, eye-tracking technology has fueled a discussion on whether eye movement analysis can support valid inferences about mathematical thinking. This study investigates whether eye movement analysis can distinguish between conceptual and non-conceptual thinking in a geometric classification task where both modes of thinking lead to identical responses. Participants were asked to classify geometric shapes while we tracked their eye movements and to report their thinking verbally. Our findings indicate that self-reported conceptual thinking is characterised by fewer eye movements between task shapes and response shapes, and that self-reported non-conceptual thinking involves comparing the shapes’ similarity directly. A logistic regression model correctly classified the self-reported ways of thinking in 80.3% of the cases. We conclude that eye-tracking can contribute to making inferences about mathematical thought processes and facilitate research on how to engage students in conceptual thinking and development.

Legal Information Culture in the Context of Digital Transformation of Society and the State

Introduction. Technosocial transformations resulting from the industrial and digital revolution Industry 4.0 initiate multiple changes in the organization of social life, culture, law, ways of thinking, activities, values, and worldview. There is reason to believe that there is a process of formation of a new kind of culture, which is not a subspecies or part of information or legal culture. Theoretical Basis. Methods. Information, technological, and digital transformations have become general social factors that are not localized at the level of tools, auxiliary means of organizing human activities and thinking. Culture is undergoing a change as a social phenomenon. The stage of development of the pre-digital legal culture has been completed. The conceptual range: culture, law, information, information culture, legal culture is complemented by a new concept: legal information culture. The methodological tools of interdisciplinarity only partially meet the needs of studying the changing statuses of culture and law. Conceptual, analog, and comparative thinking is in conflict with the so-called “digital thinking”, which is not related either to the new methodology or to its search. Results. Technological innovations given to man as a result of the industrial and digital revolution are not accompanied by the formation of an adequate culture and are capable of transforming the ontological status of man as a rational being, thinking independently, setting goals, making decisions and being able to bear responsibility for his actions. Law as a socio-valuable institution is experiencing the risks of its preservation on the same axiological and moral grounds. One of the risks is its replacement with a set of algorithmic functions for regulating relations. A person who owns a legal information culture is able to contribute to the preservation of rights focused on legal equality, freedom, justice, implemented under the condition of goal-setting, creative, conscious human activity. Discussion and Conclusion. The necessity of forming a legal information culture as a set of principles, values, knowledge, and competencies that ensure participants in information relations to achieve a model of lawful/ unlawful behavior based on awareness of the value of law and the priority value of a person is argued.

Measuring Changes in Creativity Thinking of Hydrocarbon Concepts in Students Taught with Hyperdocs Worksheet Modeling

This research was conducted to determine the changes in conceptual thinking creativity in hydrocarbons among students who were taught by using the Hyperdocs Worksheet at SMA Negeri 7 Gorontalo on hydrocarbon material. The method used in this research was a quasi-experiment with a non-equivalent control group design. The research samples consisted of students from class XI Merdeka 1 as the experiment group and XI Merdeka 2 as a control group at SMA Negeri 7 Gorontalo, selected using purposive sampling. The research from the creative thinking ability test were statitically processed, including prerequisite test consisting of normality and homogeneity tests. The result showed normal distribution and homogeneity. The average pre-test score for the experimental class was 31% and the post-test score was 82%, while the control class had an average pre-test score of 28% and a the post-test score 60%. Furthermore, based on the hypothesis testing using a t-test at a significance level of α = 0.05, a tcount was 9.25 with a ttable of 1.671. This indicates that tcount > ttable, leading to the conclusion that H0 is rejected and H1 is confirmed, indicating a change in conceptual thinking creativity hydrocarbons among students taught using by modeling Hyperdocs Worksheets modeling. The results of the N-Gain test showed that the average N-Gain score for the experiment class was 0.73 and that for the control class, it was 0.43, indicating a high N-Gain score in the experimental class. Therefore, using Hyperdocs Worksheets modeling effectively enhances students’ creativity in thinking about hydrocarbon concepts.

The relationship between recall accuracy and the use of gestures according to age and word meaning structure

The aim of this study was to explore differences in gesture use during a free recall task among individuals of different ages and different development of conceptual thinking. Sixty-three children (aged 7–14 years) and 30 adults participated in an experiment in which they first witnessed a live staged event and a week later were interviewed about the event and tested using the Word Meaning Structure Test. Results showed that adults used more gesture types and showed higher gesture use frequency than children. Further, we found that word meaning structure and gesture use – specifically metaphoric and iconic gestures – predicted more accurate free recall in children. Our findings suggest that gestures may function differently during varying developmental stages, with gesture use being related to word meaning structure and the benefits of gesture use in free recall being more evident in children than adults.

Digital Economy Reformulation and Economic Competitiveness of Smart Cities: An Application of Soft Systems Methodology

Smart cities have become a new trend in urban development worldwide, and digital economy plays a crucial role. Therefore, this study aimed to create a novel formulation of digital economy that contributes to improving competitiveness of smart cities and provides practical guidance on digital economy strategies. A Soft System Methodology (SSM)–based action that utilizes the concept of systems was used to investigate conceptual models from different perspectives, from conceptual thinking to real-world–based action. Moreover, Indonesia was selected as a case study due to its extensive implementation of smart cities over the past five years, with over 250 cities participating in the program. The study successfully identified five scopes of digital economy, namely digital technology, digital service, shared economy and platform, digitalized economy, and financial services. It also identified six crucial criteria of economic competitiveness, namely human resources, product offerings, innovation capability, economic productivity, ease of business and investment, as well as financial capital. In conclusion, local cities and regencies' governments need to accelerate digital economy by creating supporting policies, making collaboration, effective digital marketing, improving digital literacy, guaranteeing cyber security, as well as protecting consumers and data privacy.

Parent pedagogical positioning to create conditions for preschooler STEM learning using a Conceptual PlayWorld approach

STEM education has become a national priority, critical to the future of the workforce and the building of competitive economies across the globe. The literature suggests that early engagement with basic STEM concepts supports mastery of STEM subjects in later school years and in the professions. This has generated a need to better understand the ways children learn STEM concepts in family settings where it is understood that much of children's conceptual development takes place. This paper seeks to examine how parents can pedagogically position themselves to create motivating conditions for STEM learning. Various cultural-historical researchers have theorised that imagination is useful in the development of children's thinking. This paper reports on how an evidence informed model for STEM learning, which uses collective imagination to support conceptual development, when introduced as an intervention into family practice, provided opportunities for a parent to begin positioning themselves with pedagogical impact. Participating families engaged in six Conceptual PlayWorld sessions via zoom with children aged 4 years and 6 months. Through analysis of playful family interactions, the findings show four pedagogical positions or ‘interactional themes’ initiated by the parent (‘above’/’primordial we’, ‘equal’, ‘independent’ and ‘below’) each of which created different possibilities for collective imagination and conceptual thinking.

Employing the intellectual virtues to better understand argumentation interventions in education

Argumentation-based classroom interventions are a growing alternative for stimulating conceptual learning, thinking, and communicative skills. However, not all classroom argumentation is desired, nor does every argumentation design lead students to develop their abilities and understanding. In the educational literature, productive argumentation has been associated particularly with deliberation due to the design properties that deliberative practices demand from students, such as collaborating towards a goal, revising one’s own opinion, listening to others, and changing their minds when it is necessary to arrive at a collective decision or problem resolution. We contend that what makes deliberation productive is not argumentation in itself, but how a certain type of design scaffolds students into virtuous-like behavior, which can be the enabling condition for productive argumentation in classroom activities. Through the exploration of three cases of classroom argumentation and discussion experiences, we hypothesize that virtuous-like behavior may serve as an enabling condition for each intervention. In particular, intellectually humble behaviors could be scaffolded within these interventions because all three create the proper environment for students to revise their own positions, listen carefully to others, and change their minds in light of appropriate reasoning or new evidence. Employing an intellectual virtues framework, advances our understanding of how to design classroom environments for productive argumentation. This paper thus presents a novel and pioneering approach to understanding argumentation in the classroom by incorporating the concept of intellectual virtues, bridging the gap between virtues and traditional research, and offering fresh perspectives on the field.

Has genomic selection fulfilled its promise?

Abstract Genomic selection has been increasingly implemented since its initial description in 2001. The initial focus of activity was in the dairy industry in the developed world but it has now been adopted in all major livestock species, and adoption is underway in most agronomically important plants. The promise of genomic selection includes increased accuracy of estimation of genetic merit, earlier estimation of genetic merit, the capacity to make improvements in traits previously less tractable to genetic change, and the capacity to estimate genetic merit in animals without phenotypic records. Each of these benefits has been realised in practice, with the significance of the opportunity varying with species. At the same time, ease of adoption and realisation of benefits has varied, based on three broad parameters: the availability of suitable (and sufficiently cheap) genotyping tools, the prior extent of systematic recording of phenotypes, and the use of estimates of genetic merit in selection. The effectiveness of genomic selection depends on the existence and composition of a genomic reference population, and this is the most significant challenge for any industry, breed or breeding program seeking to achieve the available benefits. The challenge is two-fold: first, to ensure that sufficient of the right phenotypes are recorded on the right animals, and second, flowing directly from the first, is to fund the phenotyping effort – and challenges aspects are ongoing. “Right” in the context of both phenotypes and animals means most informative, or relevant to the breeding objective or goal. No standard approach has been outlined for addressing these challenges, but the review presents some simple conceptual thinking that can assist. Genomic selection also heightens the importance of ensuring maintenance of genetic diversity, and of monitoring changes in both selected and non-selected traits. Genomic selection has fulfilled its promise where applied effectively and is increasing scope for genetic improvement both in rate of progress and trait coverage. At the same time, its dependencies must be addressed in order to the potential benefits to be realised, and this will likely require new organisational and funding arrangements in many situations.

Past shadows and gender roles: Human elephant relations and conservation in Southern India

Some conceptual thinking about human-wildlife relations has lacked translations into empirical studies with an in-depth enquiry into social, cultural, economic and ecological aspects. This study explores human-elephant relations in a cohabited landscape in the Western Ghats of India, with a focus on 'more than conflict' relations. The Valparai plateau, in the Indian Western Ghats, is a landscape dominated by tea estates and remnants of rainforest fragments where human communities cohabit and closely interact with wildlife. We offer an empirical contribution on the variegated and paradoxical relation between care and fear, between empathy and hate and between the residents and elephants of Valparai. Where conflicts occur between elephants and humans, they have multiple meanings. Gender and unpleasant memories serve as drivers of negative attitudes towards wildlife. A conservation intervention based on engagement and collaboration with local people was perceived as highly effective. Preventive and mitigative, rather than reactive conflict mitigation strategies may have a significant role to play in maintaining the social carrying capacity of local communities towards elephants. We explore the many facets of human-elephant relations, and the numerous entanglements between them, thereby adding multiple layers to the extant knowledge of human-animal relations in the Western Ghats.

A multi-actor perspective of humanised midwifery care excellence: An exploratory survey

Humanised midwifery care is a fundamental human right and need. This exploratory online survey presents a collective perception of meaningful standards of humanised midwifery care for excellent daily practice obtained from an international multi-actor group of maternity service users and providers. After performing a literature review, 137 key elements of humanised midwifery were extracted, listed, and rephrased into criteria. The criteria were distributed, and participants added 38 criteria. The perceived level of humanised midwifery performance was scored from 1 (low/substandard) to 10 (excellent). The 9–10 scores benchmarked humanised midwifery care excellence. 312 care professionals benchmarked 42 criteria, and 277 pregnant and postpartum women benchmarked 23 criteria showing a 30 % overlap. A total set of 50 criteria emerged, promoting humanised midwifery excellence. The benchmarking criteria suggest a shared conceptual thinking of person-centeredness and meaningfulness and provide a practical paradigm for the provision and receipt of humanised midwifery care.

The Assessment and Analysis of Environmental Air Pollution by Waste Emission of Navy Ships (A Conceptual Thinking)

The Assessment and Analysis of Environmental Air Pollution by Waste Emission of Navy Ships (A Conceptual Thinking)

Predictive factors and symptom severity spectrum in adult schizophrenia: Potential insights for improved management and adequate care.

Schizophrenia is one of the most disabling psychiatric disorders characterized by positive (hallucinations, delusions, formal thinking disorder) and negative symptoms (anhedonia, lack of speech and motivation). The present study aimed to identify the predictive factors of schizophrenia in adults, and potential differences in the environment of origin, sex, levels of occupational stress, intellectual level, marital status and age of onset of the disease depending on the severity of symptoms using analysis of data collected from 120 patients with a diagnosis of schizophrenia. The study was conducted at the 'Prof. Dr. Alexandru Obregia' Clinical Psychiatric Hospital in Bucharest and included adult patients hospitalized between March 2018 and January 2021 diagnosed with schizophrenia and evaluated by general clinical examination, psychiatric, neurological and psychological evaluation. Results revealed that robust predictors of mild and moderate symptoms were affective symptoms, heredo-collateral history of schizophrenia, late onset, the presence of positive and negative symptoms, substance abuse, stress and marital status, unmarried, lower IQ and mental deficiency. For moderate-severe and severe symptoms, predictors were affective symptoms, heredo-collateral history of schizophrenia and affective disorders, substance abuse, stress, borderline IQ and mild mental deficiency. The present results can be used for further development of psychopharmacological management of schizophrenia.

Reading Paasi and Living through Bounded Spaces

AbstractThis brief article dedicates a few subjective considerations to the versatility and afterlives of Paasi's conceptual thinking, enriching the way we perceive spaces and borders in highly differentiated environments and times. I will confess my uneasiness with bounded spaces and explore the origins of that unease. I draw inspiration from feminist geography, which embraces subjectivity, dispelling the myth of objectivity. Although not explicitly referenced by Paasi himself, Paasi's article implicitly poses similar feminist questions: Who gains? Who is overlooked and who loses within bounded spaces and ‘borderless’ orders? For whom are spatial and territorial borders beneficial, and whom do they oppress? I will further examine how the ideas of spaces, borders and boundaries have evolved in my specific interpretation of Paasi's writing. The text will be interspersed with insights into lived experiences of regions, products, brands and people's consciousness, or, as in my case, awkward embodied experiences.

A comparative analysis of risk prevention policy tools and governance structures in Normandy (France) and Victoria (Australia): Assessing policies for high-risk sites

High-risk industrial sites are classified as the most dangerous sites for their risk of inducing damage in case of an accident, even if it is rare. Risk policies are one way to prevent damage while balancing other trade-offs. How can public authorities assess “risk policy systems” of high-risk sites in specific administrative regimes for an effective decision process taking into consideration different jurisdictions? This paper investigates the Normandy and Victorian risk policy system in France and Australia, respectively, based on qualitative approaches. By investigating two cases and fostering conceptual thinking, two assessment criteria are highlighted by different stakeholders to determine an effective risk policy. For instance, beyond the common focus on the efficiency and efficacy of risk policies, findings revealed the importance of “dialogue, participation, and cooperation” between actors and “adaptivity, flexibility, relevance, and coherence” of different tools and legal texts. Limitations and further work include testing and iterating on other assessment criteria to propose an adapted assessment framework for high-risk policies.

Semantic reading deficits in young adults: lack of conceptual thinking

The paper describes the results of a series of qualitative studies on comprehension of metaphoric meanings of verbal texts by young healthy adults. Using stimuli of various genres (fables, jokes, short story, science education text) we showed that despite high IQ and education levels the majority of participants failed to reconstruct meanings of the texts. Namely, they struggled with: 1) formulating core ideas of the text; 2) differentiating important semantic features of the text from unimportant ones; 3) rewording the core ideas of the text with no distortion of their meanings; 4) building up the text’s cognitive representation; 5) putting together the information explicitly described in the text and use it to deduce new knowledge; 6) reading traditional cultural codes; 7) providing metacognitive control under their own subjective projections. All these difficulties indicate pre-conceptual stage of cognitive development and might be overcome through developing of conceptual thinking skills. We also discuss educational practices that supposedly contribute to the abovementioned difficulties: lack of semantic reading training in primary school, non-systematised presentation of information and prevalence of visual forms of communication, and early digitalization of education leading to the increase of cognitive load while reading.

An Ecological Approach to Conceptual Thinking in Material Engagement.

Although post-cognitivist approaches have shaken the status quo by emphasising the dynamic interactions among the brain, the body, and the environment in cognition, mainstream psychological theories continue to view concepts as primarily representational or skull-bound mental phenomena. As a result, the dynamics of action and the possible impact of material culture on conceptual thinking are poorly understood. In this paper, we explore the process and meaning of conceptual thinking from a material engagement perspective. We argue that conceptual thinking is not a matter of forming representations in the head but something we do-a way of engaging with materiality. Conceptual thinking is conceptual thinging, namely a kind of unmediated practical knowledge that individuals put into play when they engage, in a general way, with and through the world. In this sense, we propose that conceptual thinking is instantiated in the dynamic coordination of bodily practices and artefacts in sociomaterial activities. To elucidate this perspective, we introduce seven principles defining conceptual thinking within an ecological-enactive framework of cognition.

Optimalisasi Kompetensi Prefesional Guru untuk Mengembangkan Materi Pelajaran IPS Berbasis Karakter Banyumasan di SD/MI

The aim of this research is to describe and analyze the optimization of teacher professional competence to develop Banyumasan character-based social studies subject matter in SD/MI. This research uses a qualitative approach with the type of library research. Data was collected using documentation techniques. The data that has been collected is then presented and analyzed using content analysis data analysis techniques. The research results show that optimizing teacher professional competence to develop Banyumasan character-based social studies subject matter can be done through the 4D strategy, namely Define, Design, Develop and Disseminate. At the definition stage, the conditions needed to develop Banyumasan character-based social studies subject matter are determined and defined. At the design stage, the teacher designs Banyumasan character-based social studies learning materials based on predetermined social studies learning indicators. At the development stage, the teacher produces social studies subject matter based on Banyumasan characters that is valid, practical and effective. At the dissemination stage, the teacher delivers social studies lesson material based on Banyumasan characters that have been developed in social studies lessons in a class. This research is the result of conceptual thinking so it must be followed up by conducting experiments. This is a limitation in this research.

Адаптация учебных материалов по страноведению России для иностранных студентов к современным условиям: синтез клипового и понятийного мышления

The aim of the article is to substantiate the necessity of adaptation of teaching materials on Russian studies for foreign students to modern conditions taking into account the synthesis of clip and conceptual thinking of students. The article describes the phenomenon of clip thinking; considers the experience of teachers introducing new forms of training in foreign language classes, including Russian as a foreign language; offers exercises on the course “Russian Studies”, taking into account the peculiarities of conceptual and clip thinking, and gives recommendations for creating teaching materials. The scientific novelty of the research lies in the development of a set of teaching materials on the course “Russian Studies” for foreign university students in the context of new requirements for the educational process. Methodological possibilities of their application in the practice of teaching Russian as a foreign language are also proposed on the example of a country studies discipline. As a result of the work, the features of clip thinking were identified, taking into account which educational materials were developed, and the list of tasks for the course “Russian Studies” itself was presented.

Proses berpikir konseptual siswa SMP ditinjau dari perbedaan kecemasan matematis

This study aims to analyze how the conceptual thinking process of seventh-grade junior high school students in solving social arithmetic problems when viewed from mathematical anxiety differences. The type of research was qualitative descriptive which used purposive sampling. There were 34 students of seventh-grade junior high school in West Karawang as the subject of this study. The data was collected through questionnaires about mathematical anxiety, written tests of conceptual thinking processes, interviews, and documentation. The data was analyzed by reducing data, presenting data, and drawing conclusions. The results of this study indicated that The result of this study showed that the majority of grade VII SMP students' mathematical anxiety tended to be moderate. The results of the analysis concluded that students with low mathematical anxiety had good conceptual thinking skills because they were able to fulfill all indicators. However, students with moderate mathematical anxiety had fairly good conceptual thinking skills because there was only one indicator that was not fulfilled, namely correcting answers. Furthermore, students with high mathematical anxiety had poor conceptual thinking skills since they were only able to fulfill two indicators, namely writing down the information they knew and recounting the steps they took.