Development Of Higher-order Thinking Research Articles

Nurse by numbers: The impact of early warning systems on nurses' higher-order thinking, a quantitative study.

To evaluate registered nurses' perceptions of whether the mandated use of the early warning system vital signs tool impacts the development of nurses' higher-order thinking skills. A concurrent mixed methods study design. Using an online survey, registered nurses' perceptions were elucidated on whether early warning system algorithmic tools affected the development of their higher-order thinking. Likert-type matrix questions with additional qualitative fields were used to obtain information on nurse's perceptions of the tool's usefulness, clinical confidence in using the tool, compliance with escalation protocols, work environment and perceived compliance barriers. Most of the 305 (91%) participants included in the analysis had more than 5 years of nursing experience. Most nurses supported the early warning tool and were happy to comply with escalation protocols if the early warning score concurred with their assessment of the patient (63.6%). When the score and the nurse's higher-order thinking did not align, some had the confidence to override the escalation protocol (40.0%), while others omitted (69.4%) or inaccurately documented vital signs (63.3%) to achieve the desired score. Very few nurses (3.6%) believe using early warning tools did not impede the development of higher-order thinking. Although experienced nurses appreciate the support of early warning tools, most value patient safety above the tools and rely on their higher-order thinking. The sustained development and use of nurses' higher-order thinking should be encouraged, possibly by adding a critical thinking criterion to existing algorithmic tools. The study has implications for all nurses who utilize algorithmic tools, such as early warning systems, in their practice. Relying heavily on algorithmic tools risks impeding the development of higher-order thinking. Most experienced nurses prioritize their higher-order thinking in decision-making but believe early warning tools can impede higher-order thinking. Registered nurses participated as survey respondents.

Structural model construction and analysis for teacher-student interaction in smart classroom based on the development of higher-order thinking

Structural model construction and analysis for teacher-student interaction in smart classroom based on the development of higher-order thinking

The impact of mandated use early warning system tools on the development of nurses' higher-order thinking: A systematic review.

Ascertain the impact of mandated use of early warning systems (EWSs) on the development of registered nurses' higher-order thinking. A systematic literature review was conducted, following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and checklist (Page etal., 2021). CINAHL, Medline, Embase, PyscInfo. Eligible articles were quality appraised using the MMAT tool. Data extraction was conducted independently by four reviewers. Three investigators thematically analysed the data. Our review found that EWSs can support or suppress the development of nurses' higher-order thinking. EWS supports the development of higher-order thinking in two ways; by confirming nurses' subjective clinical assessment of patients and/or by providing a rationale for the escalation of care. Of note, more experienced nurses expressed their view that junior nurses are inhibited from developing effective higher-order thinking due to reliance on the tool. EWSs facilitate early identification of clinical deterioration in hospitalised patients. The impact of EWSs on the development of nurses' higher-order thinking is under-explored. We found that EWSs can support and suppress nurses' higher-order thinking. EWS as a supportive factor reinforces the development of nurses' heuristics, the mental shortcuts experienced clinicians call on when interpreting their subjective clinical assessment of patients. Conversely, EWS as a suppressive factor inhibits the development of nurses' higher-order thinking and heuristics, restricting the development of muscle memory regarding similar presentations they may encounter in the future. Clinicians' ability to refine and expand on their catalogue of heuristics is important as it endorses the future provision of safe and effective care for patients who present with similar physiological signs and symptoms. This research impacts health services and education providers as EWS and nurses' development of higher-order thinking skills are essential aspects of delivering safe, quality care. This is a systematic review, and therefore, comprises no contribution from patients or the public.

Development of higher-order thinking in health profession education: A comprehensive toolkit for medical educators.

Higher-order thinking (HOT) is widely recognized as an essential objective of health profession education (HPE). Based on Lipman's three-dimensional model of thinking, we investigated strategies for the development of HOT including critical thinking (CT), creative thinking, and caring thinking in HPE in three consecutive studies. Fostering students' CT is regarded as an outcome of HPE. However, there is the limited level of consensus on educational interventions for CT development. In view of some of the controversies surrounding the development of CT skills and dispositions in HPE, the aim of this study was to determine educational interventions affecting CT development in HPE. This study employed the best-fit framework synthesis design. The frameworks recommended by Abrami et al. were used as a basis for the synthesis. The priori themes were extracted from the selected best-fit frameworks. Then, Google Scholar, PubMed, SID, and ProQuest databases were searched for the literature related to the development of CT skills and dispositions in HPE students. Derived data from the HPE literature were coded against the priori themes, extracted from the best-fit frameworks. Interpretation and restructuring of the new themes derived from HPE literature, and the preexisting priori themes resulted in the final framework of the interventions affecting CT development in HPE students. The themes extracted from the HPE studies (including reflection, discussion, simulation, role-playing, questioning, and explicit expression of CT goals in curriculum) were similar to the a priori themes derived from the studies by Abrami et al. The new themes of experiential learning, art-based learning, argument mapping, concept mapping, and creating appropriate educational atmosphere were obtained by constant comparison of the data among the studies. The comprehensive framework of CT development methods provides a toolkit for medical educators. According to the results of the current study, the mixed approach, where CT is taught as an independent track, along with the discipline-specific CT development, seems to be more effective, compared to the immersion approach. Creating learning moments in the context of practice through experiential learning is noteworthy in the development of CT skills and dispositions. Further research is needed to evaluate the efficacy of the newly developed strategies, such as art-based learning and concept mapping.

Using Active Learning to Evaluate Student Competency Beyond Clinical Skills

Active learning methodologies support the development of higher-order thinking and knowledge application necessary for modern health care environments. Through active learning, nurse practitioner students apply their understanding of population-specific competencies while developing critical thinking and reasoning skills for safe and effective care. Myths regarding student-centric learning, such as cost, time, and design, may create barriers for faculty to incorporate competency-based methods into didactic curricula. This article provides evidence-based strategies and exemplars for active learning as a method to evaluate student competency beyond clinical skills.

Investigating the development of higher order thinking in an elementary classroom: results from a mixed methods study

ABSTRACT Within the framework of the revised taxonomy of educational objectives created by Anderson and Krathwohl, this study attempted to describe the design and examine the learning outcomes of an intervention focused on the development of higher order thinking at an elementary education setting. A class of 21 sixth graders participated in the project, which had a duration of 10 months and followed a mixed methods research design. For the needs of the intervention 23 lessons and assignment tasks were designed and implemented. The analysis of the data collected illustrated that overall, students’ performance on higher order thinking tasks has improved. Furthermore, students with high academic achievements at school scored higher on thinking assignments, followed by average achievers. Low achieving students obtained the lowest scores, but in comparison to their classmates had on average the greatest progress of all. The findings of the study are discussed in the light of relevant literature to reveal that the process of developing higher order thinking is a demanding and multidimensional endeavour which requires extensive and profound changes in the practice of teaching.

Research on Innovation of College Classroom Instructional Strategy from the Perspective of Deep Learning

Deep learning is an understanding and inquiry learning approach based on the development of higher-order thinking, which is of great importance to improve the quality of classroom teaching in colleges. This paper explains the connotation of deep learning for college students, and analyzes the shortage of current classroom teaching in Chinese colleges from the perspective of deep learning. It also puts forward the targeted measures as follows: establishing the teaching goal of promoting the development of students’ higher-order thinking; refining the structured teaching content focusing on knowledge connection; innovating classroom teaching methods to promote students’ cooperative inquiry; and adopting the multiple evaluation pointing to the development of students’ ability.

Using Online Tools to Develop Higher Order Learning Among Tertiary Students

It is widely recognised that the development of higher order thinking skills is a fundamental goal of higher education. There are a variety of online tools that assist the development of student higher order thinking. In this paper, a process of scaffolding for the writing of higher-order questions enabled through peer learning activities is explored. Data collected over two years across five cohorts shows that there was an overall statistically significant improvement in the number of higher-order questions produced by students at the end of each unit. The findings reveal a viable peer teaching tool that can easily be embedded into existing programmes to develop the necessary critical thinking skills for higher education students.

Use of Metacognitive Techniques in Occupational Therapy Education: A Scoping Review

Efficient and effective occupational therapy curricular and course design is essential to develop competent and reflective practitioners. The intentional use of metacognitive strategies could improve the development of higher-order thinking and learning outcomes. The study explored the use of metacognitive strategies to improve learning and higher-order thinking in students within occupational therapy higher education. A targeted search for occupational therapy journals only was the primary method to identify studies. Arskey and O’Malley’s (2005) five-stage framework guided this scoping review. All studies demonstrated some aspects of metacognition, this included thinking about their learning, reflection, self-assessment, or sense-making. Through the PRISMA process, the initial search yielded 260 studies; 27 duplicates were removed for a remaining total of 233 studies. Thirteen articles were included in the final study. The identification of the studies’ purpose, pedagogy, metacognitive strategies, and the level of Bloom’s taxonomy for the strategies was included in the analysis. Written reflection, peer-to-peer debate, self-directed learning, critical thinking, self-assessment, and reflection observation were the metacognitive strategies described in the articles. The metacognitive strategies were not specific to a pedagogy. Rather the strategies varied in use; however, all focused on learning outcomes to develop higher-order thinking skills and life-long learners. The selected studies reported improved learning outcomes and described metacognitive strategies. Transparency and intentionality in occupational therapy higher education related to metacognition may improve learning outcomes leading to practitioners whose self-reflection and critical thinking improve client and system outcomes.

Flipped Classroom Versus Classroom Lecture: A Content Mapping Study in Undergraduate Nursing.

Educators face the ongoing difficulty of managing finite class time and limited instructor-student interactions to balance discourse and active learning. Complicating this is the growing expectation to incorporate technology into nursing curriculum. This study explored the differences of the traditional classroom lecture (TL) with the flipped classroom (FC) format and the effects on higher-order thinking. A content analysis was performed on previous work. Concept maps were used to evaluate data from transcripts of undergraduate nursing students' case study discussions in either a TL or FC format. FC groups had a more complex concept map morphology and identified more subcategories and links. They exhibited a greater number of higher-order thinking concepts compared with the TL groups. The emergence of discussion tangents across both the FC and the TL groups was unexpected. The FC approach enhances student learning and aids in the development of higher-order thinking. [J Nurs Educ. 2021;60(11):629-632.].

A Systematic Review of Higher-Order Thinking by Visualizing its Structure Through HistCite and CiteSpace Software

With the continuous reform of the education curriculum, the focus of the curriculum is to provide personal and social needs-related knowledge. In the teaching process for this type of knowledge, the cultivation of students' higher-order thinking has aroused widespread concern in the education field. In this paper, CiteSpace and HistCite bibliometric methods are utilized to analyse the higher-order thinking literature in the core collection of Web of Science. Through an analysis of the number of articles, the research topic words and the countries from which the papers were sent, the overall characteristics of international higher-order thinking research are summarized. The primary finding of this research is that the field of higher-order thinking is on the rise. Secondary findings are the focus of higher-order thinking research, which can be divided into four aspects: higher-order thinking ability, instruction of higher-order thinking, the curriculum and sections of higher-order thinking, and higher-order thinking learning. In short, this research helps researchers understand the development of higher-order thinking, provides a theoretical foundation and an entry point for research directions, and not only provides meaningful and valuable references for follow-up related research but also promotes the development of higher-order thinking practice.

Pedagogical Processes in Learning English Language at Secondary School Level in Sikkim, India

English has a significant role in every state in the school curriculum, and several scholars have researched the status of teaching English at secondary level. The purpose of teaching English is to build multilingual languages that can enrich our entire language; this has been an ongoing national vision. The weak status of teaching English and the use of conventional teaching methods are found in the study of literature. It is ironic, however, that while English enjoys a high status in the wake of globalization, it is quite inadequate and unproductive to teach and learn in educational institutions. Present strategies of teaching English in the classroom are no longer viable, but they can be 'communicatively' driven. The key disadvantages are the low status of teaching English, non-availability of professionally trained and educated teachers, less weighting provided for teaching English and no proper transactional strategies adopted for teaching. In this sense, the extent of the pedagogical processes of learning the English language must be examined. The target population of the current study in the South district of Sikkim was limited to 90 teachers teaching English in 30 secondary schools. Classroom observation schedule covering the aspects like engage, explore, explain, elaborate, evaluate was used for collection of data. Classroom observation is also one of the powerful methods of monitoring the success of the instructor in the classroom. Through this study, attempt has been made to see the extent as to how constructivist approach is used by the teachers in the teaching learning processes. Conversely, study has explored the teaching processes used by English teachers in the classroom towards learning English language at secondary schools in Sikkim. The sequential processes are mainly used to link up the connection between past and the present learning experience, designising activities for students engagement, assess learning outcomes, type of resource used in learning, identifying and developing concepts, reconstructing students knowledge, assessing students current level of understanding in listening, speaking, reading and writing, elaboration through recapitulative questions, development of higher order thinking, evaluation of students of key concepts and skills, identifying and motivating the students to identify future learning goals and evaluating students knowledge through quiz, debate, role play, recitation, tests, observation and performance dialogue, essay and summary writing and projects, respectively.

The Power of Analogy-Based Learning in Science

Analogies are useful pedagogical tools to introduce new and difficult concepts to students by building connections to familiar things from our daily life. Research has shown that applying analogies during the learning process facilitates the development of higher order thinking. In this article, we present a number of analogies that have been included in several science courses, including anatomy and physiology and clinical chemistry, in undergraduate nursing science education. We also evaluated student perspectives on the ability of these analogies to enhance student understanding of difficult concepts. A total of 53 analogies were organized into structural and functional categories and a survey explored student feedback on them. A total of 131 first-year and second-year students completed the survey. More than 70% of the students indicated that these analogies were useful in understanding the anatomical structures and physiological functions. Over 60% of students applied these analogies while studying. Eighty-eight percent of students found that analogies were engaging and made the lecture more enjoyable. We conclude that well-structured and purposeful analogies have positive impact on students’ learning of science courses during undergraduate nursing studies.

Development of critical thinking in the formation of foreign language communicative competence through the example of the course “Media Literacy”

Introduction. The training of high-level specialists requires the active introduction of pedagogical technologies into the educational system of higher education that contribute to the development of higher-order thinking. In addition, the development and testing of technologies for the development of critical thinking in higher education in Russia encounter significant difficulties. The purpose of this study is to substantiate the need for and the possibility of developing critical thinking when teaching a foreign language at a university, in particular, within the framework of the interdisciplinary course “Media Literacy”. Materials and methods. The methodological basis of the study is a competency-based approach to teaching a foreign language based on the technology of critical thinking through reading and writing. The main research methods are the analysis of the scientific literature of Russian and foreign scientists on the problem, diagnostic techniques (questionnaires, observation), and Lauren Starkey’s critical thinking test. Experimental research, consisting of setting, ascertaining, training, and control stages, was carried out in the Petrozavodsk State University in 2016–2019. It was attended by 260 first- and fourth-year undergraduate students of non-linguistic fields of study. For a comparative analysis of the data obtained in different groups of subjects, the Wilcoxon statistical test was used for related samples. Results. During the study, the author’s training course “Media Literacy. Analyzing Mass Media in English” and the learning kit “Mass Media” in 3 parts were developed and tested. The comparative analysis of the data obtained before and after training revealed significant dynamics in the experimental group (Z=-5.07; p≤0.001), and moderate dynamics in the control group (Z=-2.34; p≤0.05). On the final cut, the experimental group demonstrated a significantly higher level of critical thinking (at the 0.1% significance level) than in the control group, with the mean values of the integral indicator being 25.17 and 19.96 points, respectively. Conclusions. The research results confirm the hypothesis about the possibility of forming a universal competency “critical thinking” by taking the course “Media Literacy” in a foreign language. The developed training course is interdisciplinary and can be used in different fields of study for undergraduate and graduate programs.

The origins of higher-order thinking lie in children's spontaneous talk across the pre-school years

Higher-order thinking is relational reasoning in which multiple representations are linked together, through inferences, comparisons, abstractions, and hierarchies. We examine the development of higher-order thinking in 64 preschool-aged children, observed from 14 to 58 months in naturalistic situations at home. We used children's spontaneous talk about and with relations (i.e., higher-order thinking talk, or HOTT) as a window onto their higher-order thinking skills. We find that surface HOTT, in which relations between representations are more immediate and easily perceptible, appears before—and is far more frequent than—structure HOTT, in which relations between representations are more abstract and less easy to perceive. Child-specific factors (including early vocabulary and gesture use, first-born status, and family income) predict differences in children's onset (i.e., age of acquisition) of HOTT and its trajectory of use across development. Although HOTT utterances tend to be longer and more syntactically complex than non-HOTT utterances, HOTT frequently appears in non-complex utterances, and a substantial proportion of children achieve complex utterance onset prior to the onset of HOTT. This finding suggests that complex language is neither necessary nor sufficient for HOTT to occur; other factors above and beyond complex linguistic skills are involved in the onset and use of higher-order thinking. Finally, we found that the trajectory of HOTT, particularly structure HOTT—but not complex utterances—during the preschool period predicts standardized outcome measures of inference and analogy skills in grade school, which underscores the crucial role that this kind of early talk plays for later outcomes.

Value for learning during this time of transformation: the first-year students’ perspective

ABSTRACTFormal education was used by the apartheid government to prepare black South Africans for manual labour, thus there was little curricular focus on the development of higher-order cognitive skills. With the abolition of apartheid in 1994, the education system was re-valued and re-evaluated to provide wider access to quality education; the focus of education policies moved towards the development of self-regulation and higher-order cognitive skills for all learners. There is now a generation of learners who have experienced their schooling in the transformed education system, and it would be useful to understand, from their perspective, what they value in their development of learning within the higher education space. This study answers the question ‘Post-apartheid, what learning methods and resources do first-years perceive to be valuable to their learning when they enter university?’ Participants included 344 students taking a Biology course provided to medical science students at a South African university in 2018. Two questionnaires were administered towards the end of a six-week lecture period, responses were evaluated quantitatively and qualitatively. The first survey, comprised of Likert-style questions, was conducted to determine the students’ views on the mechanisms which they used to support their learning. The second questionnaire comprised open-ended questions and focused on the students’ perception of their learning experience in the course. The findings show that there was a significant (p < .001) percentage of first-years who thought that rote-learning would suffice for examination preparation at university, and preferred to engage with their peers and the textbook before they engaged with their lecturers when navigating challenging concepts. Schwartz's model of social values is used to show that more needs to be done for the development of higher-order thinking and self-regulation when students enter university, and to mitigate alienation between students and staff.

Using poster presentation to assess large classes: a case study of a first-year undergraduate module at a South African university

BackgroundThe massification of higher education is often associated with poor student engagement, poor development of their critical thinking, inadequate feedback and poor student throughput. These factors necessitate the need to devise novel, innovative methods to teach, assess and provide feedback to learners to counter the restrictions imposed due to the large class learning environments. This study was conducted to ascertain the perceptions of 1st year medical students and staff at the Nelson Mandela School of Medicine regarding the value of poster presentations as a strategy to enhance learning, assessment and feedback.MethodsThis was an exploratory observational, descriptive cross-sectional, case study. Data was collected through separate student and staff questionnaires that required participant responses on a five-point Likert scale. The data was extracted into Excel spreadsheets for quantitative analysis.ResultsTwo-hundred- and-thirty (92%) student questionnaires were returned (N = 250). Most students indicated that the design and presentation of the poster had helped them to select important material (92%), understand and describe disadvantage (86%) and to make a difference in the community (92%). The students agreed that the poster assessment was an efficient (81%) and fair method (75%) that provided opportunities for meaningful feedback. Ten staff members responded to the questionnaire. Most staff members (90%) indicated that the poster presentation had allowed students to demonstrate their engagement in a meaningful and appropriate way around issues of disadvantage and HIV and agreed that the poster presentations allowed for immediate and effective feedback.ConclusionStudents’ interactions in the tasks promoted active engagement with others and course material; the development of higher order thinking and skills which added to students’ accounts of transformative learning experiences. They could describe and illustrate the difference that they had made in their chosen community. The poster presentations allowed for quick and efficient marking, immediate feedback and an opportunity to validate the students’ participation.Poster presentations offered an innovative way to encourage deep meaningful engagement and learning amongst peers and facilitators. Poster presentations should be more widely considered as an innovative way of encouraging deeper engagement and learning in a large class setting.

Concept Animation - a potential instructional scaffolding

This article was migrated. The article was marked as recommended. Concept animation - the graphical array of pictures accompanied by text as speech balloons, can help to improve learner's comprehension from basic to advanced levels concepts. When the process of concept comprehension is not facilitated, the learner may come in a transitional state of misperception and understanding, that can restrain their learning to a surface approach. The basic science concepts learned at the inception of a Health Sciences program play a vital role towards the development of higher-order thinking and problem-solving aptitude in the subsequent years. Hence, it is important to facilitate meaningful learning of core concepts and principles in difficult basic science disciplines, like Pharmacology. This work reports our experiences of employing concept animations as a 'visual aid' instructional strategy to simplify pharmacology concepts to undergraduate Optometry students. The fundamental ideas of drug pharmacokinetics, pharmacodynamics and side effects were transformed into concept animations. The effects of these concept animations are explained by using Vygotsky's 'zone of proximal development, Mayer's cognitive theory of multimedia learning and cognitive load theory.

Dance Scholarship and Community Engagement: A Literature Review of the Journal of Dance Education

ABSTRACTAs higher education institutions look forward to determine the needs of graduates, they are discovering a demand for hands-on training that facilitates the development of higher order thinking and skills. One valuable method of providing such training is creating community engagement opportunities that integrate university students’ educational goals with the community’s wants. If institutions of higher education are to meet the needs of students, employers, and communities, dance educators and dance education researchers must define successful community engagement through high-quality outcomes assessment. This literature review examines current literature related to community engagement published in the Journal of Dance Education from its inception in 2001 through Summer 2016. It explores conceptual support of the scholarship of engagement, details past and current in-practice and qualitative research, and proposes future research objectives to progress the scholarship of community engagement.

コメント(2)( の授業における宗教学の役割,パネル,研究報告, 第74回学術大会紀要)

コメント(2)( の授業における宗教学の役割,パネル,研究報告, 第74回学術大会紀要)