Development Of Thinking Skills Research Articles

مهارات الحیاة کمدخل مقترح لرفع کفاة مستوى خریج کلیة التربیة النوعیة من ذوى الإعاقة العقلیة وتأثیرها على متطلبات سوق العمل

تشکل مهارات الحياة حجر الزاوية الأساسى فى مناهج المعاقين عقليا على اختلاف درجة إعاقتهم ، کما تشکل هذه المهارات أساس لبناء أشکال أخرى من المهارات الضرورية للمعاقين عقليا مثل المهارات الاجتماعية او الحرکية او المهنية او الأکاديمية ، والمهارات الحياتية تلعب دورا هاما فى مجال تعليم المعاقين عقليا حيث تهتم بالمعاق کإنسان له احتياجاته البدنية والاجتماعية ، والعمل على تلبية حاجات المعاقين فى العديد من المجالات يعتبر عاملا أساسيا لتحسين حالتهم. فينبغى الاهتمام بالمهارات الحياتية للأشخاص ذوى الإعاقة العقلية، کى يستطيع أن يواجه متغيرات وتحديات العصر ، وکذلک أداء المهام الضرورية لإشعاره بجودة الحياة على أکمل وجه لتحقق له التعايش الناجح والتکيف والمرونة في حياته العملية والشخصية ، وهذا يعنى ان جميع أفراد هذه الفئة لديهم استعداد لتعلم هذه المهارات ومن ثم فقد صممت البرامج التى تعمل على تعليم وتدريب المعاقين عقليا على مختلف المهارات وذلک فى حدود ما تسمح به قدراتهم ولإمکاناتهم. وهذا يؤکد ان حياة الفرد باعتباره عضوا فى جماعة أکبر بحاجة إلى التکيف لتطوير المجتمع ، وهذا لا يتوافر له إلا من خلال امتلاکه لمهارات الحياة التى تجعله يتواصل مع الآخرين ويتفاعل معهم، وهذا يحتاج إلى مجموعة من الطرق التى تساعده فى اکتساب هذه المهارات. The aim of this study is to design education curriculum and teaching methods of art education according to the model of the camp and see the impact this has on the development of systemic thinking skills and time management in accordance with the requirements and challenges. And the researcher to achieve this goal by using descriptive analytical. The results indicated a relation between the design of education in curriculum and teaching methods of art education in camp and systemic thinking and time management according to requirements of sample age experience in light of the most updated results researcher mechanism provided a set of recommendations. Keywords: The design education – a model camp – systems thinking - Time Management – requirements of the age

The effect of using differentiated teaching strategy in the development of creative thinking skills in second secondary students in the subject of mathematics and improve attitudes towards it

The effect of using differentiated teaching strategy in the development of creative thinking skills in second secondary students in the subject of mathematics and improve attitudes towards it. To achieve the objective of the study, the researcher prepared a teacher's guide for the use of differentiated teaching strategy in teaching mathematics of the second secondary grade, , as the researcher prepared a measure of attitudes towards interpretation, The researcher used quasi- experimental approach. The study sample consisted of (80) students divided into four groups (2) experimental (male and female) and (2) control (male and female), the experimental group has been taught using differentiated teaching strategy while the control group did not use this strategy, and in the end of the experiment the Torrance Verbal Test of Creative Thinking and the trends measurement were applied on the experimental and control groups. The results of the study showed a statistically significant difference between the average scores of the experimental and control groups students in applying Torrance creative thinking test in each skill of the three creative thinking skills and on the test as a whole. As well as the trends scale towards mathematics of these differences for the experimental group students who have studied using the differentiated teaching strategy. As the results of the study showed no statistically significant differences between the average scores of the experimental group and control group students due to the variable gender. In light of the results, the researcher made a number of suggestions and recommendations.

The effects of video game making within science content on student computational thinking skills and performance

PurposeThis study aims to explore the effects of an alternative learning environment, such as the video game making (VGM) within science content, on computational thinking (CT) skills development and student performance.Design/methodology/approachA didactic intervention was performed for five weeks. Two student groups were taught the same computational concepts in two ways. One group was taught by constructing a video game within science content to practice science and computing curriculum while the other group constructed appropriately designed projects to practice only the computing curriculum. Additionally, the students constructed a pretest project before the beginning of the intervention and a post-test project after its end. Results were based on quantitative and qualitative code analysis and interviews from the students.FindingsVGM within science content resulted in projects with more CT skills and also supported students to effectively apply their acquired coding skills, after the end of the intervention.Practical implicationsThe results of this study suggest an interdisciplinary environment, such as the VGM within science content, which can effectively support CT skills development and computing curriculum.Originality/valueAlthough VGM has been successfully applied to teach science content, this study explored the potential influence of this learning environment on CT skills development and coding fluency. Such interdisciplinary educational environments could be applied in the typical school settings to promote a plethora of skills and academic contents.

Exploring an integrated curriculum in pharmacy: Students' perspectives on the experienced curriculum and pedagogies supporting integrative learning

IntroductionPharmacy educators are designing integrated curricula to implement teaching that supports integrative learning. How students experience an integrated curriculum, and the extent a curriculum supports the development of integrative learners, has not been well explored. This study investigates students' experiences and meanings of an integrated Master of Pharmacy (MPharm) curriculum. MethodsFocus groups were conducted with students from the MPharm program at a single study site. The research explored the following questions: what pedagogic strategies do students recognize as examples of integration and how does an integrated curriculum shape learning? ResultsFifty-one participants took part over eight focus groups. Meta-themes identified mirrored the research questions. Findings suggest that integrative learning is experienced when teaching is purposively designed to be horizontally integrated between disciplines, when integration is made explicit, and when content is applied to pharmacy practice. Integrated assessments were considered to be cognitively difficult. ConclusionLearners perceive horizontal integration as useful for promoting context and understanding how to apply science to practice. However, findings suggest the need for assessments to be better aligned with teaching to support the development of higher-order thinking skills.

Socioscientific Issues to Promote Content Knowledge & Socioscientific Reasoning in Puerto Rican High School Students

Socioscientific issues have proved to be excellent tools for fostering the development of higher-order thinking skills that lead to superior socioscientific reasoning and decision making. This educational construct, with a focus on a local coastal environmental situation, was incorporated into a science class of high school biology students in Puerto Rico to assess relevant content knowledge and enable socioscientific reasoning. We describe how socioscientific reasoning was introduced, implemented, and assessed and the influence it had on students during a four-week in-depth exploration on the topic.

The impact of the RISK training program in the development of thinking thinking skills among middle school students

The research addresses the introduction to the effect of Risk training program on the development of reflective thinking skills, the sample of the study consists of(42) second intermediate female students in the center of Kirkuk province which were distributed into two groups, the experimental group which is (21) students and the control group also(21) students. The test consisted of (30) articles distributed into five skills (Meditation and Observation, Paralogism revealing , conclusions ,Provide convincing explanations, Proposed Solutions), The truth, stability and the recognition abilities of the test were elicited .Concerning the program, (9) lessons were prepared and the statistical means were used to process the data statistically (the T-test of two independent samples, and Chi Square and Pearson's correlation operator). The results show that experimental group was better than the control group in thinking in general and the five reflective thinking skills . In the light of the results, some recommendations and suggestion for further studies were represented.

Development of critical thinking of master’s degree students using STEM cases

Introduction. Today, a modern state needs people capable to regular intensive implementation of innovative activity in order to keep competitiveness in a dynamically changing world that is undergoing a significant increase in the amount of new information and its fast obsolescence. The need of modern economy for innovators inevitably leads to the shift of priorities in education from memorising and reproducing of a specified amount of knowledge to the development of students’ independent thinking, which, accordingly, requires teachers’ certain qualities and critical mentality. The aim of the research was to identify the components of critical thinking important for innovative activity and search for the ways of development of these components in young teachers, entering a master’s programme Modern Natural Science. Methodology and research methods. In the course of the research, the methods of the analysis and synthesis of scientific and scientific-methodological publications devoted to the development of higher order thinking skills and the concept of STEM education (Science, Technology, Engineering and Mathematics) were employed. The assessment of the level of students’ thinking and its changes was carried out through diagnostic tasks and empirical observation of educational and project-based activity of undergraduates and school students. Results and scientific novelty. The key components of critical thinking for the implementation and realisation of innovative activities were identified: creative, rational, logical, reflexive and metacognitive. To assess the development of components, a set of problem-situational tasks (STEM cases) was developed. Diagnostic tools were introduced to measure the level of critical thinking skills formation. The authors described the methodology for working with STEM cases through the example of the development and presentation of hybrid technology of lifting the sunken ship with a damaged hull, based on the students’ understanding of characteristics of the aggregate state of water. The results of approbation of the presented methodology used in small groups at various educational levels prove that its implementation contributes to the development of critical thinking in students, if the plots of cues are based on real problems of science and technology, and the solution requires contextual use of educational material, building a mathematical model, generating rational ideas of new or improved technologies. Practical significance. The research demonstrates the possibilities of acquisition by students of higher order thinking skills within the studied academic disciplines in the natural-science cycle without introduction of a special course in educational programmes.

Effect of Higher Order Thinking Virtual Laboratory (HOTVL) in Electric Circuit on Students’ Creative Thinking Skills

Creative thinking skill is one skill that is very needed in the21st century. Therefore, development of creative thinking skills through physics teaching and learning is important. This research applies higher order thinking virtual laboratory (HOTVL) on the topic of electric circuit to facilitate students’ creative thinking skills. The research addresses the comparation of the improvement of the creative thinkingskills between students had experiment using HOTVL and verification lab model.This research used a quasi-experiment method with control group pretest-posttest design. The subject of this research are senior high school students in grade XII which were taken using purporsive sampling. A sample of seventy (70) students participated in the research. An equivalent number of thirty five (35) students were assigned to the control and experimental group. The resuslt showed that the improvement of the students creative thinking skills who conducting HOTVL model is higher than those who conducting verification lab model. These results indicate that the HOTVL is effective to improve creative thinking skills of the student in the concept of electric circuit.

The impact of cognitive incompatibility schemes on the development of creative thinking skills in history subjects among first grade students

The aim of this research is to find out the impact of cognitive incompatibility schemes on the development of creative thinking skills among first grade students.To prove the objective of the research, the researcher put the following hypothesis:There is no statistically significant difference at the level of (0.05) between the average score of the experimental group who study the history of ancient civilizations according to the patterns of cognitive conflict and the average grades of the control group students who study the same subject in the usual way in the test of post-creative thinking skill

أثر استخدام إستراتيجية التعليم التخيلي فى تدريس التاريخ على تنمية مهارات التفکير المستقبلي لدى تلاميذ المرحلة الابتدائية بمدارس التعليم المجتمعي.

مشکلة البحث: تمثلت مشکلة البحث فى ضعف مهارات التفکير المستقبلى لدى تلاميذ الصف الرابع الإبتدائى بمدارس التعليم المجتمعى. مجموعة البحث: تکونت مجموعة البحث من (30 تلميذا) من تلاميذ الصف الرابع الإبتدائى. أهداف البحث: هدف البحث الحالي إلى التعرف على ما يلى : 1-بيان فاعلية استخدام التعليم التخيلى فى تدريس التاريخ لتنمية مهارات التفکير المستقبلى لدى تلاميذ الصف الرابع الإبتدائى فى التعليم المجتمعى . أدوات البحث: إعداد قائمة بمهارات التفکير المستقبلى . وحدة مصاغة وفقا لإستراتيجية التعليم التخيلى . انشطة عمل للتلاميذ. دليل المعلم. أختبار لمهارات التفکير المستقبلى. نتائج البحث: توصل البحث إلى أن استخدام إستراتيجية التعليم التخيلى لها تأثير فى تنمية مهارات التفکير المستقبلى لدى تلاميذ التعليم المجتمعى ،ووجود فروق ذات دلالة إحصائية عند مستوى(0.01) بين متوسطات درجات تلاميذ المجموعتين التجريبية والضابطة فى التطبيق البعدى لاختبارى التفکير المستقبلى ککل وفى المهارات المتضمنة فيها وذلک لصالح المجموعة التجريبية التى درست وحدة لمحات من تاريخ مصر باستخدام استراتيجية التعليم التخيلى. Supervision committee: Problem of the study: the problem of study is represented at the weakness of skills of future thinking for fourth grade students in community education schools. Study group: The study group consisted of (30) pupils of the fourth grade primary school. Objectives of the study: The present study aims to identify the following: 1- Effectiveness of the use of imaginative education in teaching history to develop future thinking skills among pupils in the fourth grade primary schools of community education. Study Tools:To achieve what the study aimed at · a list of future thinking skills that can be developed through strategy of imaginative education was prepared in the teaching of social studies · formed unit by using imaginative learning strategy · worksheets · teacher's guide · a test of future thinking. Study results: The study found that the use of the imaginative education strategy has an effect on the development of future thinking skills among the pupils of the community education. There were statistically significant differences at the level of (0.01) between the average scores of the experimental and control groups pupils in the post application of tests of future thinking as a whole and in the skills included in it for the favor of the experimental group that studied the module unit Glimpses from the history of Egypt using the imaginative education strategy

Do geology field courses improve penetrative thinking?

Geoscientists use spatial thinking skills in many common tasks, such as adding a third dimension to two-dimensional maps by drawing cross-sections or envisioning rock fabrics from a single hand sample or exposure. Field courses allow students to practice and develop those skills in authentic settings. This study examines the development of spatial perception and geoscience-specific penetrative thinking skills, as measured by paired pre- and posttests using the water-level test and the Geologic Block Cross-Sectioning Test, in a sophomore field mapping course. Students began the course with strong spatial perception skills, but developed their penetrative thinking skills significantly (p < 0.0001) between the beginning and end of the course. Furthermore, the gender gap in penetrative thinking skills that existed at the beginning of the course was eliminated by the time the course ended. This work can be used as a baseline for comparison with results of nonfield-based exercises that are designed to develop geologic penetrative thinking skills in other ways.

Developing critical and creative thinking skills through STEAM integration in chemistry learning

This paper describes a second year of two-year of longitudinal study of the integration of Science, Technology, Engineering, Art, and Mathematics (STEAM) in chemistry learning in secondary schools in which the importance of critical and creative thinking skills were explored. The study involved 76 students of Year 11 from two secondary schools in Indonesia. The STEAM integration was implemented in the teaching of acid and base through a project-based learning model. The research employed a qualitative approach to explore the integration of STEAM in chemistry, students’ critical and creative thinking skills development. Data were collected through observations, interviews, reflective journals, critical and creative thinking skills assessment. The students develop their STEAM projects by integrating chemistry concepts with STEAM principles. The study results were analyzed based on the pattern themes found in different data sources. It showed that students developed creativity and critical thinking skills. The study faced challenges of STEAM integration with chemistry concepts, empowering teachers, engaging students, and managing time and resources. The integration of STEAM provided the opportunities for students in chemistry learning engagement and several areas of thinking skills development in relation to the current curricula objectives.

فاعلیة توظیف بعض استراتیجیات التعلم البنائى لتدریس هندسة الفراکتال فى تنمیة الاستدلال التکیفى ومهارات التفکیر الجانبى لدى طلاب کلیة التربیة.

هدف البحث إلى التعرف على فاعلية توظيف بعض استراتيجيات التعلم البنائى لتدريس هندسة الفراکتال فى تنمية الاستدلال التکيفى ومهارات التفکير الجانبى لدى طلاب الفرقة الثالثة شعبة الرياضيات ، واتبع الباحث المنهج شبه التجريبي ، وتکونت عينة البحث من (50) طالب وطالبة (من الطلاب المعلمين بالفرقة الثالثة شعبة الرياضيات بکلية التربية طنطا) وتم تقسيمها إلى مجموعتين إحداهما مجموعة تجريبية (25) طالب وطالبة درست وحدة فى هندسة الفراکتال باستخدام استراتيجيات التعلم البنائى والأخرى ضابطة وعددها (25) طالب وطالبة، وأعد الباحث اختبار فى الاستدلال التکيفى فى هندسة الفراکتال واختبار فى مهارات التفکير الجانبى ، وتم التحقق من الصدق والثبات والتحليل الإحصائي لهم ، وکان من نتائج البحث فاعلية توظيف بعض استراتيجيات التعلم البنائى لتدريس هندسة الفراکتال فى تنمية الاستدلال التکيفى ومهارات التفکير الجانبى لدى طلاب الفرقة الثالثة شعبة الرياضيات. The effectiveness of employing some constructivist learning strategies to teach fractal geometry in the development of adaptive reasoning and lateral thinking skills among students for the Faculty of Education The study aimed to identifying the effectiveness of employing some constructivist learning strategies to teach fractal geometry in the development of adaptive reasoning and lateral thinking skills to third year mathematicsStudent teachers’department. The researcher followed the semi-experimental method. The sample consisted of (50) students, (25) students studied a unit in the geometry of fractal using constructivist learning strategies and the other 25 control group. The researcher prepared a adaptive reasoning test in fractal geometry and Lateral Thinking skills test, have been verified validity and reliability and statistical analysis for it, and the results of the study the effectiveness of the employment of some constructivist learning strategies to teach fractal Geometry on developing adaptive thinking Lateral Thinking skills

PhotoLingo—Development and Improvement of Higher-Order Thinking and Language Skills Through Photographs

This article presents the major findings of a longitudinal study on the use of photograph-based assignments to improve higher-order thinking and language skills among second- and fifth-grade students using an intervention framework and a convergent mixed method (quantitative and qualitative) approach. The method promoted oriented study skills for students with an accent in the combination of higher-order thinking strategies, reading skills, and photo-elicitation. Participants in the second grade attained a level close to participants in the fifth grade. Students with different levels of language skills in the intervention group progressed significantly compared with the control group.

Cultivating Critical Thinking Skills in Online Course Environments

The development and demonstration of students' critical thinking skills is one hallmark of effective teaching and learning. A promising scholarly literature has emerged in addition to webinars, conferences, and workshops to assist in this endeavor. Further, publishers offer cleverly marketed bundle packages with enhanced supplemental materials and instructors contribute instructional strategies and techniques. Nevertheless, gaps still exist in the scholarship related to effective student engagement. The development of higher order thinking skills in online educational settings is one such area requiring additional inquiry. This article transitions beyond mere theoretical constructs regarding best practices and standards for distance education. In doing so, it provides practical applications through the use of case studies in demonstrating a “how to” student engagement model and framework, which fosters the type of online course environment and useful strategies for developing critical thinking skills.

A Model Based on Multiple Intelligences in Teaching Mathematics and Its Effect on Statistical Thinking Skills and Attitude towards Mathematics of fifth graders Primary in Qunfudah Governorate: أنموذج قائم على الذكاءات المتعددة لتدريس الرياضيات وأثره على مهارات التفكير الإحصائي والاتجاه نحو المادة لدى طلاب الخامس الابتدائي بمحافظة القنفذة

The research aims to design a model based on multiple intelligences in teaching mathematics and Its effect on developing statistical skills and attitude towards mathematics of fifth grades students at the elementary stage. To achieve this goal, the descriptive and experimental method was used. The researcher prepared the a test in statistical thinking skills, The researcher applied The scale of the direction towards mathematics by Al-Maqoshi. The tools were applied randomly with pre- and post-measurement to a random sample consisted of 51 students of fifth intermediate grade students in Al Qunfutha city. The sample was divided into two equal groups. One was experimental. 25 students studied the Statistics and Probability unit using the proposed educational model based on the multiple intelligences . And the second consisted of (26) students as a control group studied the unit itself in the usual way. The results of the study showed statistically significant differences at (0.05) between the average scores of the students in the experimental and control groups and obtained a total average of (13.19). The control obtained a total average of (7.04) (100.23). The control obtained a total average of (55.64) and the difference in favor of the experimental group. The results also showed the great effect of the proposed model based on multiple intelligences on the development of statistical thinking skills and the trend towards Subjects in the experimental group reached the values ​​of Each of which has an ETA (h2) of 0.49 (0.61), meaning that the independent variable has a (large) effect. In the light of these results, the researcher made some recommendations and suggestions

Is it Possible to Enhance the Creative Thinking Skills of EFL Learners through Training?

In the light of continuous change of global perspectives, current educational contexts have been evolving to cover the necessary 21st century skills that the individuals must acquire. Two of the 4Cs (creativity, critical thinking, collaboration and communication) of the 21st century educational trends; creativity and creative thinking are the key characteristics of the learners. Considering as one of the requirements of the global communication, knowing and learning a foreign language should keep up with the current improvements in the field of education. Language learners should think critically and creatively in order to communicate with people to enhance the global collaboration. The purpose of this study is to enhance students’ creative thinking skills through appropriate training and to understand the effectiveness of the stimuli type –visual or audio. A pre-experimental research design was chosen for the implementation of the training program. Two different groups –visual and audio – were given either visual or audio stimuli at the beginning of creative thinking tasks. 12 participants were chosen via convenience sampling for each group and the ages of the learners are between 12-13. The training continued for 6 weeks and the participants took 3 hours of training were week. Each training session covered creative thinking tasks which were adapted or designed for the development of creative thinking skills –fluency, flexibility, originality and elaboration. A task-based pretest was implemented before the treatment and the students’ creative thinking skills were measured through figural, written and oral tests and the post-test was implemented to check the effectiveness of the training program. The results were scored by two different raters and the scores were analyzed through SPSS program. The results indicate that the creative thinking capacity of both groups has improved however the visual group students have higher creative thinking after the completion of the training program. This study suggests that although regarded as a higher level of reasoning, creative thinking can be enhanced to some extent among the secondary school learners of English and it should be a part of EFL curriculum as an essential learning skill.

Engineering design and the development of knowledge for teaching among preservice science teachers

AbstractThe goal of this article is to inform professional understanding regarding preservice science teachers’ knowledge of engineering and the engineering design process. Originating as a conceptual study of the appropriateness of “knowledge as design” as a framework for conducting science teacher education to support learning related to engineering design, the findings are informed by an ongoing research project. Perkins’s theory encapsulates knowledge as design within four complementary components of the nature of design. When using the structure of Perkins’s theory as a framework for analysis of data gathered from preservice teachers conducting engineering activities within an instructional methods course for secondary science, a concurrence between teacher knowledge development and the theory emerged. Initially, the individuals, who were participants in the research, were unfamiliar with engineering as a component of science teaching and expressed a lack of knowledge of engineering. The emergence of connections between Perkins’s theory of knowledge as design and knowledge development for teaching were found when examining preservice teachers’ development of creative and systematic thinking skills within the context of engineering design activities as well as examination of their knowledge of the application of science to problem‐solving situations.

Walking Several Inches Taller: Student Reflections on a University Conference on the Lived Experience of Refugee Children and Families.

The development of higher order thinking skills is an important pedagogic outcome of Foundation and BA degrees within the UK as it enables students to work positively with complex issues within early years practice. Our annual conference, held at a university within the West Midlands, is one strategy for this development. The conference under consideration was held in 2017 and was entitled ‘Lived Experience of Refugee Children and their Families.’ This offered students an experience of understanding at first hand the plight of refugee children and families and the implications for practice. At the end of the conference the students were asked to critically reflect on their experience and to present this as a 500 word piece of writing during the fortnight after the conference. Using a hermeneutic and interpretive approach to analyse the writing, three key themes emerged which included: the impact of learning through first-hand experience, changes in perspective previously informed by negative media coverage and developing politicisation and positioning of self as a result of the conference. Students identified a number of actions they would take as a result of their learning. The value of a critically reflective opportunity after conferences was highlighted as an essential part of developing higher order thinking and gaining maximum impact for the student learning from the experience.

Effectiveness of SWOM Model of Education and Roberts Cluster Model of Education in the development of divergent thinking and skills beyond knowledge

The current research is aimed to know the effectiveness of education is typical Som SWOM Model of Educational and educational cluster Roberts Roberts Cluster Model of Education in the development of divergent thinking skills beyond knowledge.The study population was selected from first-grade students in secondary Euphrates of the General Directorate for Educational Baghdad Karkh / 1, the first experimental group taught according to (model educational Som) and The second experimental group taught according to (Roberts cluster model of education).Verified equal groups by group of variables and the two samples appeared equal in these variables.The search tool has the researcher adopted a measure of divergent thinking (Ola Rafi Hamid 2011) and also has adopted a measure (Abu Riash, 2007) to measure skills beyond knowledge, the results showed the Superiority of the first experimental group taught in accordance with the (educational model Som) in both posttest in the development of divergent thinking and in the posttest in variable skills beyond the knowledge upon the second experimental group (Roberts cluster model of education) and according to the results it has beevn reached to conclusions.