Development Of Thinking Skills Research Articles

The Impact of Scamper Program in the Development of Creative Thinking Patterns for Students of Architecture

The creative thinking in architecture one of the important concepts, especially since the late twentieth century to increase calls for the investment skills in the growth patterns of various creative thinking affecting the architectural production, and through the normal growing according to the processes of education and training, towards a single programs that contribute to the development of the skills of creative thinking for architect that can be applied and clarified its effectiveness on the academic level in response to global and local trends , which calls for the need to address development at the level of creative thinking programs, so research aims to give a clear image about the impact of the use of scamper program in patterns of development creative thinking for students of architecture. The sample of the research [60] students of the third phase in the Department of Architecture [University of Technology] [2014-2015] for two groups [the control group and the experimental group] and has been a special test designed to measure the degree of development of creative thinking skills for architects, and the results showed the existence of differences with Statistically significant for members of the experimental group in the development of the skills and capabilities of creative thinking, and that was no have scope for all to the development of the patterns of thinking creative within steps of this program within one level, there are subjective obstacles and external allow dispersion in levels of development. This Search recommends the organization of training courses for designers to use scamper program in the design work .

مدى توفر المهارات التدریسیة التی تساعد على تنمیة التفکیر الإبداعی لدى معلمات الریاضیات بالمرحلة المتوسطة بمدینة مکة المکرمة – من وجهة نظر المشرفات والمعلمات –

نتيجة للأهمية القصوى والاهتمام المتزايد الذي يبديه المسئولون عن التعليم حول أهمية أداء المعلم وارتباطه بتعلم الطلاب ، فقد هدف البحث الحالي إلى تحديد المهارات التدريسية المتوفرة لدى معلمات الرياضيات بالمرحلة المتوسطة بمدينة مکة المکرمة التي تساعد في تنمية التفکير الإبداعي من وجهة نظر المشرفات والمعلمات ، وذلک من خلال بناء قائمة بمهارات تدريس الرياضيات بالمرحلة المتوسطة تشمل ( التخطيط ، التنفيذ ، التقويم ) في ضوء مهارات التفکير الابداعي، ومن ثم توزيع الاستبيان على عينة الدراسة (66) معلمة ومشرفة ثم قامت الباحثة بالتحليل الإحصائي للبيانات باستخدام الانحراف المعياري ، المتوسط الحسابي ، التکرار، النسب المئوية، تحليل التباين الأحادي وأوصت الباحثة بالآتي المحافظة على المهارات التدريسية المتوفرة بدرجة ممتاز وتشجيع المعلمات على الاستمرار في ممارسة هذه المهارات سواء التي تتعلق بتخطيط أو تنفيذ أو تقويم الدرس، الاهتمام بالمهارات التي تتوفر بدرجة جيدجدا، ومحاولة تنميتها لدى المعلمات للوصول بها إلى درجة ممتاز من خلال أعداد الدورات التدريبية في: صياغة أسئلة تقيس مهارات التفکير العليا. استراتيجيات العصف الذهني. بناء اختبارات تقيس مهارات التفکير الإبداعي. بناء الوسائط المتعددة. الاهتمام بالبيئة الصفية من خلال تنظيم القاعات الدراسية بطريقة تتناسب مع تنمية مهارات التفکير الإبداعي . واقترحت الباحثة إجراء بحوث مماثلة وتطبق على المعلمين ومقارنة النتائج مع البحث الحالي. إجراء بحوث مماثلة تطبق في مناطق أخرى من المملکة ومقارنة نتائجها مع البحث الحالي. إجراء بحوث مماثلة تطبق على المرحلة الثانوية ومقارنة نتائجها مع البحث الحالي . Availability saving teaching skills that help the development of creative thinking among math teachers As a result of the importance of the growing attention that responsible for education about the importance of teacher performance and its association with learning students were present study aimed to determine the teaching skills that must be provided to the math teachers in intermediate school in Makkah by light of creative thinking from the perspective of supervisors and teachers skills through the list building skills the teaching of mathematics in intermediate schools include (planning - implementation - Evaluation) in illumination of creative thinking skills. then the questionnaire distributed to the resarch sample (72) teachers and supervisors, then the researcher did the statistical analysis of the data using the standard deviation, the arithmetic average, repetition, percentages, analysis of variance unilateral and researcher recommended the following to saving teaching skills available Excellent degree and encouraging teachers to continue to practice these skills, whether relating to the planning, implementation or lesson evaluation , attention skills that are available to a degree very well, and try to develop the parameters to reach the excellent degree by repairing of training courses in the formulation of questions that measure higher-order thinking skills. brainstorming strategies to build tests that measure creative thinking skills based on media multiple. classroom concern for the environment through the organization of classrooms in a manner commensurate with the development of creative thinking skills. The researcher suggested a similar researches for applying to teachers and compared the results with the current research, conduct a similar study applied in other parts of the Kingdom and compared their results with the current research.

Learning outcomes of “The Oncology Patient” study among nursing students: A comparison of teaching strategies

IntroductionTeaching strategies are essential in order to facilitate meaningful learning and the development of high-level thinking skills in students. ObjectiveTo compare three teaching methodologies (problem-based learning, case-based teaching and traditional methods) in terms of the learning outcomes achieved by nursing students. MethodThis quasi-experimental research was carried out in the Nursing Degree programme in a group of 74 students who explored the subject of The Oncology Patient through the aforementioned strategies. A performance test was applied based on Bloom's Revised Taxonomy. ResultsA significant correlation was found between the intragroup theoretical and theoretical-practical dimensions. Likewise, intergroup differences were related to each teaching methodology. Hence, significant differences were estimated between the traditional methodology (x−=9.13), case-based teaching (x−=12.96) and problem-based learning (x−=14.84). ConclusionsProblem-based learning was shown to be the most successful learning method, followed by case-based teaching and the traditional methodology.

Are we asking the right questions? An analysis of research on the effect of teachers’ questioning on children’s language during shared book reading with young children

A review of 20 experimental, shared book reading (SBR) interventions using questioning strategies with preschool children was conducted. The studies were analyzed in terms of their quality, focus, and the questioning strategies employed. Although there were few methodological concerns about the studies conducted, treatment fidelity and replicability of the reported interventions are raised as issues needing attention in future research. The impact of questioning strategies on language and pre- literacy skills tended to be a focus of the reported studies, with little investigation of the development of children's thinking skills through questioning, and there were few attempts to analyze children's responses to different types of questioning techniques. Across the reported studies, there was also a lack of consistency around the terminology associated with different kinds of questioning. The article concludes with discussion of implications for the use of questioning techniques in early childhood education practice and argues for research into the impact of different questioning techniques on children's cognitive development.

Mathematical Abstraction in the Solving of Ill-Structured Problems by Elementary School Students in Korea

Background:Ill-structured problems are contextualized, require learners to define the problems as well as determine the information and skills needed to solve them. The PISA and TIMSS show that Korean students have difficulty solving problems that connect mathematical concepts with everyday life. Ill-structured problems can also be considered as a way to improve students’ mathematical thinking capacity. Accordingly, they are able to abstract, generalize, and format problems of their daily lives. They learn to reorganize information, the better to focus thinking that leads to new understanding, and they evaluate alternatives in order to find the most appropriate solution.Materials and methods:The flowchart for the problem-solving learning process is: [understanding problem] → [seeking solution] → [applying].Results:These study results showed that the mathematical abstraction levels and forms of the students can be improved by exposure to mathematical abstraction through a problem solving learning approach using ill-structured problems.Conclusions:The analysis results of the mathematical abstraction levels and forms that the students showed during this study are also meaningful in regard to mathematics teaching and learning, and for the development of advanced mathematical thinking ability in schools. Ill-structured problems with these characteristics can be used for the development of high-level mathematical thinking skills.

Teaching and Learning Methodology – An Ayurvedic Perspective

Teaching and learning are the two sides of a coin. Today’s education in Ayurveda is mostly becoming an exam oriented "teaching and learning". The prevalent 'direct teaching' method also known as the "factory approach" discourages student curiosity, questioning, innovation and feedback. Innovation in teaching and learning methods aimed at development of creativity and original thinking skills are rarely adopted in Ayurveda. There is very little focus on application of knowledge and development of practical skills. Basically teaching should include two major components transferring and receiving information. So, any communication methods that serve this purpose without destroying the objective could be considered as novel methods of teaching. Various teaching, learning as well as debating methods have been narrated by our Ancient Acharyas to gain and update one’s own knowledge. So this present review article pays a tribute to all the Ancient Acharyas who planned to explore the methodology of teaching as well as other learning methods that can be attempted in imparting knowledge to the students as well as the teachers in the present era.

Planning and implementing coding in the junior classroom for competency and thinking-skill development

Planning and implementing coding in the junior classroom for competency and thinking-skill development

Análisis curricular de la enseñanza química en México en los niveles preuniversitarios. Parte II: La educación media superior

Today, there is an ongoing discussion about the need to change the science curriculum in pre-university levels, with the idea that they are not only addressed the disciplinary contents but also that the curriculum, contribute to the development of different thinking skills, management tools derived from technology and allows the student to better understand and apply knowledge within their own context. In the case of Mexico, due to our poor level of education expressed in various assessments, curriculum change is necessary and for this, the first step is to study the current situation in order to characterize the curriculum and find the strengths and areas opportunity. Therefore, this study is a curriculum analysis, specifically for teaching chemistry at the high school level, considering five specific programs of general chemistry from high school. To carry out this analysis considered five large axes: Nature of science, context, practical work, evaluation and substantive structure (including the paradigmatic structure).

Enseñar y aprender Historia a partir del análisis de fuentes históricas. Una experiencia formativa en educación superior

Following the methodological framework of educational action-research, this article presents the results of a formative experience supported by the development of historical thinking skills in undergraduate Social Science students at Universidad La Gran Colombia, which was conducted in a Colombian history seminar as part of the curriculum of this academic program. This document, thus, analyzes the pedagogical and disciplinary potentialities derived from the treatment of strategic historical or second-order contents in the history teaching and learning process, which takes place in the initial Social Science teacher training program. It explores the educational advantages resulting from the pedagogical actions related to the development of historical skills, particularly those associated with the search, selection and analysis of historical sources. As a result, it is recommended that the teaching and learning of history in the context of undergraduate studies should not be focused on uncritical reproduction of information, but on the production of historical knowledge, a process in which the work on first and second-order sources is key.

فاعلیة تدریس وحدة مقترحة باستخدام السبورة التفاعلیة فی تنمیة مهارات التفکیر الریاضی والتحصیل لدى طالبات المرحلة المتوسطة بمدینة جدة

هدف هذا البحث إلي قياس فاعلية تدريس وحدة مقترحة باستخدام السبورة التفاعلية في تنمية مهارات التفکير الرياضي والتحصيل لدى طالبات المرحلة المتوسطة بمدينة جدة نحوهاوتکونت عينة الدراسة من(60) طالبة من الصف الثاني متوسط بإحدى مدارس مدينة جدة، وذلک من خلال برنامج السبورة التفاعلية ثم تطبيق الأدوات التالية: اختبار مهارات التفکير الرياضي، واختبار تحصيلي، وقد أسفرت نتائج البحث عما يلي: - يوجد فرق دال إحصائيا عند مستوى (0. 05) بين متوسطات درجات المجموعة التجريبية التي تدرس باستخدام السبورة التفاعلية، ودرجات المجموعة الضابطة التي تدرس بالطريقة المعتادة على مهارات التفکير الرياضي لصالح المجموعة التجريبية. يوجد فرق دال إحصائيا عند مستوى (0. 05) بين متوسطات درجات المجموعة التجريبية التي تدرس باستخدام السبورة التفاعلية، ودرجات المجموعة الضابطة التي تدرس بالطريقة المعتادة على التحصيل الدراسي لصالح المجموعة التجريبية. The goal of this research is to measure the effectiveness of teaching and suggested unit using the interactive whiteboard in the development of mathematical thinking skill and achievement among middle schoolers in Jeddah toothbrushes The study sample consisted of 60 female students from the second grade average at a school in Jeddah، through interactive whiteboard software، and application tools Next: testing the mathematical thinking skills، achievement test، it has resulted in the search for what the results of the following: -eugd A statistically significant difference at the level (0. 05) between the mean scores of the experimental group taught using the interactive whiteboard، and degrees of control group taught the usual way on mathematical thinking for the experimental group skills. - There is a statistically significant difference at the level (0. 05) between the mean scores of the experimental group taught using the interactive whiteboard، and degrees of control group taught the usual way on academic achievement for the experimental group.

Educating for Ecological Literacy

Based on the life experiences of six prominent environmental voices – Fritjof Capra, David Quammen, Brian McLaren, Douglas Wood, Sylvia Earle, and Louise Chawla – I recommend changes in curriculum content for general science courses, specifically biology courses, to increase the ecological identity of our next generation. Experiences that allowed these individuals to develop an emotional connection to the natural world were an important component of their ecological identity. Coupling outdoor experiences with the development of systemic and ecological thinking skills was also crucial. Changing the science curriculum to reflect more holistic and systemic thinking by integrating with humanities and reflective practices is a necessary step to create a population with a highly developed ecological identity.

Reflective Journaling for Critical Thinking Development in Advanced Practice Registered Nurse Students.

Critical thinking, clinical decision making, and critical reflection have been identified as skills required of nurses in every clinical situation. The Educating Nurses: A Call for Radical Transformation report suggested that critical reflection is a key to improving the educational process. Reflective journaling is a tool that helps develop such skills. This article presents the tool of reflective journaling and the use of this process by educators working with students. It describes the use of reflective journaling in graduate nursing education, as well as a scoring process to evaluate the reflection and provide feedback. Students and faculty found the journaling to be helpful for reflection of a clinical situation focused on critical thinking skill development. The rubric scoring tool provided faculty with a method for feedback. Reflective journaling is a tool that faculty and students can use to develop critical thinking skills for the role of the advanced practice RN. A rubric scoring system offers a consistent format for feedback.

INKUIRI-REFLEKTIF: PARADIGMA PENDIDIKAN IPS YANG TERABAIKAN

This paper describes the result of philosophical inquiry about the existence and development of inquiry-reflective paradigm of the Social Studies in the scholar community thoughts, and the curriculum development within the schools' level. Analysis focused on the social studies competences to be achieved ( objectives ); approaches need to be done ( methods ); learning contents need to be given ( content ). The analysis shows that the development paradigm-reflective inquiry at the social studies community is still the academic discourse, and not been yet a shared commitment. In fact, there are strong indications of the paradigm in Indonesia have ' stagnant ’. The Social Studies curriculum also not consistently provides space for the development of inquiry-reflective thinking skills in a whole.

A Practical Coaching Model for Critical Thinking Skill and Leadership Development (C/CTSLD)

Critical thinking skills are a core competency needed by today’s leaders. However, a deficiency in critical thinkingskills in the workplace has been well documented, and research has shown dire consequences for the individual andthe organization. This paper espouses a practical coaching model for improving critical thinking skills andfacilitating leadership development. Using a solution-focused approach with the six critical thinking skills asidentified by the APA Delphi Research Report, its iterative nature fosters the formation of “habits of mind”. Usingcoaching (questioning) techniques on the first four skills, qualitative (interview) data was gathered from new entrantsinto the workforce. Improvements in their critical thinking skills were measured using quantitative data (pre, mid andpost) gathered from the California Critical Thinking Skills Test. Results showed improvements in critical thinkingskills for almost all participants (future leaders). These findings support the value and use of coaching and criticalthinking skill development in management/leadership development programs, or any program focused on personaland/or professional development. Future research warrants the use of an extended coaching schedule (for individualand group participation) and the inclusion of the last two skills. In addition, the use of a larger research sample andfollow-up testing/evaluation for a year to validate the formation of “habits of mind” is needed.

The Effect Of Blended Learning Approach On Fifth Grade Students’ Academic Achievement In My Beautiful Language Textbook And The Development Of Their Verbal Creative Thinking In Saudi Arabia

This study aims at investigating the effect of Blended Learning approach compared to the traditional learning approach on fifth grade students’ achievement in My Beautiful Language Textbook and the development of their verbal creative thinking. The study consisted of 49 students among which 25 are males in the Experimental Group and 24 females in the Control Group. The study found a statistical significant difference (α ≤ 0.05) between the mean scores of the two study groups in achievement posttest and verbal creative thinking post application test. The experiment group which was taught using the blended approach of learning outperformed the Control Group in both tests. Thus, learning My Beautiful Language Textbook using the blended approach is more effective than the traditional method in terms of achievement and the development of verbal creative thinking skills. In light of this, the study recommends the adoption of blended approach in learning My Beautiful Language Textbook, the curriculum computerization, holding series of training courses, and workshops for teachers in school districts on how to effectively implement the blended approach.

Culture and Creativity

Creativity and divergent thinking are components of learning in childhood that often go unmeasured in favor of standardized subject assessments. To better understand the ways in which creativity develops and is related to environmental and cross-cultural factors, this study reports on the scores obtained by 8-year-old students living in differently sized communities in Norway and Canada measured using the Torrance Test of Creative Thinking (TTCT). Results of multivariate analyses indicate statistically significant differences between Norwegian and Canadian children on several Torrance Test subscales as well as surprising relationships between the size of the community in which the children lived and the scores they obtained. Results and discussion are framed in reference to the ways in which culture and communities potentially shape the development of divergent thinking skills and open up questions about the ways in which social environments can influence the development of creativity in childhood.

An experience of a three-year study on the development of critical thinking skills in flipped secondary classrooms with pedagogical and technological support

The aim of this study was attempting to investigate the outcome of critical thinking achievement of learners when its development is infused into subject teaching with pedagogical and technological support. A total of 124 junior secondary students participated in the three-year trial teaching in Integrated Humanities subject. Flipped classroom strategy was implemented to engage learners in online pre-lesson learning preparation, in-class group discussion inside digital classroom and after-class extended learning using social learning platform. The critical thinking tests found that the students had good performance in the tasks on hypothesis identification, induction and deduction; and some achievements in the tasks on explanation and evaluation. It was found that students needed more time to develop capacities of deduction, explanation and evaluation. The semi-structured interviews found that the teachers and students valued the pedagogical way of providing guidance for students' group sharing for fostering critical thinking skills development. Three implications are discussed to shed light on the infusion of critical thinking skills development into the process of domain knowledge learning, the deployment of appropriate pedagogy to mobilize learners to engage in learning process, and the use of appropriate technology to facilitate learning process inside and outside of classroom.

Sophisticated Thinking: Higher Order Thinking Skills

The information-based society determines that the key factor to achieve success is the development of sophisticated thinking. That said, the thinking process cannot be just a mere imitation of cognitive work, since the digital age requires the authentic skills of working with a flow of information that is being constantly updated. This paper deals with the last stage of the study devoted to the development of sophisticated thinking. It focuses on the enhancement of higher order thinking skills. We claim that the cognitive processes should be based on three phases: development of disposition towards both thinking process and processed information; development of lower order thinking skills which serves as an indispensable basis for developing higher order thinking skills; and development of higher order thinking skills. The omission or reordering of any of these phases may result in significant deterioration of the obtained results. The special emphasis is put on the idea that higher order thinking skills are more effectively developed when lower order thinking skills have already been interiorized. Furthermore, the development of disposition is regarded as the cornerstone of the development of sophisticated thinking in general. Also, due to its defining feature of polysemy, a literary text is considered to be the most appropriate basis for enhancing students’ thinking skills. For the purpose of verifying the theoretical ideas, a qualitative study has been conducted. The two groups of students, who participated in the first and second stages (three-month cycle each) of our project, continue to be involved in this one. They are second-year bachelor students of the Higher School of Economics who are studying English as a second language. On the basis of the ideas expressed by B. Bloom about the division between lower and higher order thinking skills and by J. Mezirow about transformative learning we designed tasks to enhance higher order thinking skills. These tasks were related to the short stories written by D. Barthelme and printed as a collection, Sixty Stories. To teach the students of both groups (control and experimental), the text-based approach with special techniques to measure the students’ level of understanding and the ability to apply the given information was used. The results of the experiment indicated that the students of both groups made headway in their application of thinking skills. However, the students of the experimental group demonstrated a more significant shift due to the fact that the development of their disposition towards cognitive processes and processed information had been specifically targeted over the course of the first and second stages of the project. Another important outcome of the study was that the participants’ frame of reference was extended which allows us to speculate that the development of sophisticated thinking may result in the change of a person’s interpretation of socio-cultural situation. Hence, a further in-depth study of the issue should be conducted.

Challenges experienced by nurse educators on the delivery of content laden curriculum at a nursing college in Gauteng

Objective : Nursing education is characterised by content laden curriculum which results in superficial coverage of content by most nurse educators in order to get the curriculum finished. The aim of this study was to explore and describe the challenges experienced by nurse educators on the delivery of content laden curriculum at a nursing college in Gauteng. Methods : A purposive sampling was used to select 20 nurse educators who teach a four-year comprehensive nursing diploma at a nursing college in Gauteng. The data were collected through audio-taped, in-depth, semi-structured individual interviews until data saturation was reached. The study was enriched with field notes that were taken to increase the credibility of data collected. Data were analysed by the researcher and an independent coder using Tesch’s protocol of qualitative data analysis. Trustworthiness was ensured through the use of Lincoln and Guba’s four principles. Results : The findings revealed that the challenges experienced by nurse educators during delivery of content laden curriculum were large classes, academically underprepared learner nurses, lack of learner nurses’ prior knowledge and learner nurses’ negative attitude towards nursing. Following these findings, the implications of the results were discussed and recommendations were made that can be used to facilitate effective delivery of the content laden curriculum. Conclusions : The findings from this study suggest that the need to cover the learning content should not supersede effective teaching and meaningful learning for the development of higher-order thinking skills in learner nurses.

Applying the Reader-Response Theory to Literary Texts in EFL-Pre-Service Teachers’ Initial Education

This article presents the pedagogical implementation of the reader-response theory in a class of English as a foreign language with language pre-service teachers as they experience the reading of two short stories. The research took place over a 16 week period in which students kept a portfolio of their written responses to the stories. Participants also discussed their interpretations in class. The core constructs of this study are the reader-response theory, the use of literature in English as a foreign language classes and its relation to critical thinking. Results showed that the application of tasks based on the reader-response theory encourages a meaning seeking process as well as the development of higher order thinking skills in future language teachers.