Development Of Thinking Skills Research Articles

Enhancing Higher Order Thinking Skills through Clinical Simulation

Purpose – The study aimed to explore, describe and analyse the design and implementation of clinical simulation as a pedagogical tool in bridging the deficiency of higher order thinking skills among para-medical students, and to make recommendations on incorporating clinical simulation as a pedagogical tool to enhance thinking skills and align the curriculum. Methodology – A qualitative approach using interpretativedescriptive case study design was utilized in framing the researchstudy. Purposive sampling was used to select 20 final year paramedicalstudents and five teaching staff who participated in thisstudy. Data was collected through direct and participant observation,interviews and document analysis. Thematic analysis using Stake’sCountenance Model was utilized to analyse and present the findings. Findings – On the basis of these analyses, the study supports that (i) clinical simulation facilitates the infusion of higher order thinking skills; (ii) clinical simulation that uses thinking pedagogy nurtures the development of higher order thinking skills; and (iii) clinical simulation uses higher order thinking modality to promote, understand and transfer learning. While facilitators play a crucial role in engaging learners with higher order thinking modality and make students’ thinking visible by utilizing the use of metacognition and self-regulation abilities, learners become more autonomous, strategic and motivated to apply effort and strategies in a variety of meaningful contexts. Significance – The findings of this study can assist curriculum managers, college administrators and educators regarding the inclusion of clinical simulation as an instructional approach to enhance higher order thinking skills among para-medical students.

Improving Problem-Solving Skills with the Help of Plane-Space Analogies

We live our lives in three-dimensional space and encounter geometrical problems (equipment instructions, maps, etc.) every day. Yet there are not sufficient opportunities for high school students to learn geometry. New teaching methods can help remedy this. Specifically our experience indicates that there is great promise for use of geometry programs, GeoGebra and DGS, combined with plane space analogies for the development of spatial thinking and problem-solving skills in the three dimensions of solid geometry.

The impact of Similarities strategy in the achievement of Developmental Psychology and the development of creative thinking skills on students of the college of Education

The impact of Similarities strategy in the achievement of Developmental Psychology and the development of creative thinking skills on students of the college of Education

Assessment and instruction to promote higher order thinking in nursing students

The dearth of data on the role of assessment in higher education formed the two purposes of this study: first, to explore assessment strategies commonly used in nursing education by analyzing the curriculum documents of three baccalaureate nursing programs in Lebanon against Bloom's Taxonomy of learning, and second to unravel issues of instruction and assessment by categorizing data into teacher- and learner-centered strategies. Content analysis research technique applied to analyze the curriculum documents of three baccalaureate nursing programs in Beirut, Lebanon. After obtaining IRB approval and consent to access the curriculum documents of the programs, data were analyzed using the content analysis research technique. Data on assessments and instruction were categorized into student-centered and teacher-centered. Data revealed deficiency in employing learner-centered strategies in the assessment and instruction of the three programs. There was evidence that educators of the programs focus on teaching content and examining retention, thus supporting prior notions on teaching to the test and accusations in earnest on adherence to the traditional and behavioral curriculum perspectives. Such curricula leave little room for the development of higher order thinking in learners. Although assessments are believed to be indicators of program and teaching effectiveness, there is relatively alarming information on the incompatibility between current assessment practices and demands of the workplace. There is an urgent need for transforming educators' beliefs, knowledge, and skills on testing, since teaching to pass a test could impede knowledge transfer and deter the development of learners' higher order thinking skills.

ANALYTICAL, CRITICAL AND CREATIVE THINKING DEVELOPMENT OF THE GIFTED CHILDREN IN THE USA SCHOOLS

Teachers of the gifted students should not only make an enrichment and acceleration program for them but also pay attention to the development of analytical, critical and creative thinking skills. Despite great interest for this issue in the last years, the topic of analytical and creative thinking is poorly considered in the textbooks for the gifted. In this article some methods, materials and programs of analytical, critical and creative thinking skills development, which are used in the USA, are described. The author analyses and systematize the methods and also suggests some ways of their usage in the Russian educational system. Purpose: to analyze and systematize methods, materials and programs, that are used in the USA for teaching gifted children analytical, critical and creative thinking, for development of their capacities of problem-solving and decision-making. Methods and methodology of the research: analysis, comparison, principle of the historical and logical approaches unity. Results : positive results of employment of analytical, critical and creative thinking development methods were shown in the practical experience of teaching and educating gifted children in the USA educational system. Results employment field: the Russian Federation educational system: schools, special classes and courses for the gifted children. DOI: http://dx.doi.org/10.12731/2218-7405-2013-7-42

Assessing Business Student Thinking Skills

The development of student thinking skills is a major goal of business education. As with other such goals, student outcomes assessment must be undertaken to measure goal achievement. Thinking is difficult to teach; it is also difficult to assess. The purpose of this article is to improve management educators’ understanding of student thinking skills, how they can be developed, and how they can be assessed, thereby enabling business schools to graduate students who can think effectively. The article begins by reviewing major conceptual perspectives on higher order thinking and how related skills have been assessed in higher education. It then provides an account of business student thinking skills that highlights the role of thinking-relevant knowledge and the need to have students integrate and apply their thinking skills in practical situations. After explaining how the business school context and thinking skills content shape assessment efforts, the article identifies shortcomings in how business students are being taught to think, shortcomings that persist in part because of deficiencies in assessment practices. It proposes ways of improving the teaching and assessment of thinking in business schools.

Developing creative and innovative thinking and problem-solving skills in a financial services organisation

Orientation: An important evaluation function is to determine whether creative and innovative thinking and problem-solving skills can be developed through training and to assess whether these skills, on their own, are sufficient to ignite innovation in organisations. Research purpose: The evaluation question that the present study aimed to address is whether employees in a corporate context, such as a financial services organisation, can develop creative and innovative thinking and problem-solving skills through an intervention such as a workshop. Motivation for the study: A financial services organisation commissioned the primary author of this article to design a workshop with the intent to develop the creative and innovative thinking and problem-solving skills of their employees in order to ignite innovation and competitiveness. Research design, approach and method: This study employed mainly qualitative research. Utilisation-focused evaluation (UFE) was employed and findings from the literature review, questionnaires, pen-and-paper tests and interviews were used. The unit of analysis was a niche business unit in a South African financial services organisation.Main findings: From this study’s point of view, the most critical finding related to the confirmation that individuals can acquire creative and innovative thinking and problemsolving skills. The acquisition of these skills, however, is not sufficient on its own to establish a culture supportive of creativity and sustainable innovation. Practical/managerial implications: The development of creative and innovative thinking and problem-solving skills of employees is not sufficient on its own to support sustainable innovation. Managers should consciously establish determinants on an organisational as well as an individual level to create an environment supportive of sustainable innovation. Contribution/value-add: The present study indicated how a workshop can assist individuals to develop creative and innovative thinking and problem-solving skills. The acquisition of these skills is not sufficient on its own to ignite sustainable innovation.

The Development of the Metacognitive Thinking Skills Scale

It is observed that majority of recent studies on cognitive learning are dealing with metacognition. Metacognition is used to follow and regulate cognitive processes such as learning, problem solving, comprehension, reasoning and memory. Therefore, it is possible to gather all information about a problem encountered by the individuals, including its solution, comprehension of its outline or essence and reasoning for solving it. Individuals’ development of metacognitive thinking skills will allow them to act more efficiently in their professions. In this research, a scale was developed in order to measure these metacognitive thinking skills. The scale was proved valid and reliable through employment of exploratory and confirmatory factor analysis.

Developing Decision-Making Skills for Uncertain Conditions: The Challenge of Educating Effective Emergency Managers

Effective decision making under conditions of uncertainty involves the ability to recognize risk, formulate strategies for action, and coordinate with others in an effort to bring an incident under control quickly. Learning to make decisions effectively in urgent, uncertain conditions is not easily achieved in a classroom setting. Educators face a particular challenge in creating a learning environment in which students can develop this ability in preparation and/or support for careers in emergency management. The Scholarship of Teaching and Learning (SoTL) suggests that higher-level thinking skills facilitate the kind of problem-solving skills and subject mastery helpful to decision making under conditions of uncertainty. A content analysis of syllabi on emergency management demonstrates that instructors, in practice, focus disproportionately on lower-level thinking skills. We present a set of propositions informed by SoTL and the study of cognition to design curricula that facilitate the development of higher-order thinking skills that support decision making under conditions of uncertainty.

Learning to “do history” through gameplay

One of the most prevailing approaches in history education today is the use of historical sources as a tool to enhance historical thinking skills. At the same time, relevant research shows that history education is one of the areas of the curriculum that could benefit most from the use of computer games. In the present article, we examine the potential of a Greek educational computer game to enhance students’ historical skills such as reasoning and historical context evaluation in order to produce historical explanations, through a process of participatory negotiation of meanings. We specifically draw from the relevant research on historical sources as tools for the development of historical thinking skills, aiming at the creation of communities of practice among students who are encouraged to adopt practices such as those of professional historians, namely primary sources analysis and interpretation. Results of observation and questionnaire analysis indicate that primary school students (aged 11 years old) can use an educational computer game as a tool for conducting historical source analysis under specific conditions.

Learning social studies via objects in museums: investigation into Turkish elementary school students' lived experiences

Based on a descriptive phenomenological research design, this study investigated Turkish elementary school students' experiences in learning social studies via objects in museums. After students visited four different museums during the teaching of three thematic units at sixth grade level, their lived experiences were elicited. Purposeful sampling was used to select the research participants and interviews were employed to gather data. The research data were analyzed by means of Giorgi's descriptive phenomenological framework, which helped reveal the structure of the phenomenon of learning social studies in museums. It was found that the essence of learning social studies via objects in museums consisted of five components. These were (1) excitement and motivation to learn about the past, (2) active participation in the learning process, (3) reconstruction of historical knowledge with the development of historical thinking skills, (4) enjoying social studies learning, and (5) heightened interest in social studies and seeing it as a valuable school subject. It was also found that some students had difficulties or negative learning experiences in their museum visits, such as difficulty in asking object-based questions or making comments on objects and relating them to the lessons being studied in the class. Because only a few students mentioned these difficulties, they were not included in the essence of the lived experience of learning social studies via objects in museums.

POLARIZACION Y COHESION SOCIAL DEL SISTEMA ESCOLAR CHILENO

This research gives the magnitude, evolution and characteristics of academic and socioeconomic polarization in the Chilean school system. After examining the importance of the education system as a means of social cohesion, we analyze the implications of distribution processes of students in their education and the main background on the Chilean education system. Furthermore, the paper conceptualizes the notion of polarization, which is related to two aspects: the alienation or distance that students have with students different from them, and the identification or identity that individuals develop with others of similar characteristics. Using SIMCE databases from the last decade, we create and formalized three different indicators of polarization to assess the school system. The results show that the degree of academic and socio-economic polarization of the Chilean school system over the last decade has been constant, and in some cases increasing. Additionally, the measurement that determines the degree of polarization shows high levels socioeconomic and academic polarization, which is related to processes of fragmentation and clustering. These results show the necessity of analyzing the impact of educational policies on the processes of social cohesion and integration in the school system. This has to consider the importance of the school as a privileged place for these goals, as well as on the development of skills, values and cognitive thinking and noncognitive skills for all children. These results have been questioned from recent conflicts that have occurred in the education sector.

Examining How Middle School Science Teachers Implement a Multimedia-enriched Problem-based Learning Environment

This study examined how a group of ten middle school teachers implemented a technology enriched problem-based learning (PBL) environment. The goal was to understand their motivation, document their implementation techniques, and identify factors that teachers considered important in using technology-based PBL tools in their teaching. The analysis identified four factors that provided the impetus for teachers to consider the adoption of technology-based PBL instruction. These factors are (1) the PBL program addresses the teachers’ curricular needs and implementing it has campus administrative and technical support, (2) the method is aligned with teachers’ pedagogical beliefs, (3) the PBL program offers a new way of teaching and promotes the development of higher-order thinking skills, and (4) the PBL program challenges students in a captivating manner and supports the learning needs of all students. Teachers’ implementation techniques with over 1,000 sixth graders were documented in detail with regard to: 1) the teacher’s roles, 2) the student’s role, and 3) the classroom interactions during the implementation of the PBL program. In addition, a detailed description of contrasting narratives of two pairs of teachers is provided, illustrating the range of implementation techniques that can occur using the same PBL program to allow for individualized instruction to meet different students’ needs. The goal of providing detailed implementation practices is to address the lack of “how to” in PBL implementation in K-12 classrooms as indicated in the literature and offer insights and ideas to those interested in adopting and implementing PBL. Findings are discussed within the theoretical framework and implications are provided.

DO WE REALLY NEED COMPUTERS IN CLASSROOM INSTRUCTIONS

The Quality of education depends to a great extent on thequality of teachers. It is a known fact that quality teachers optfor an innovation in their teaching aspect through integratingtechnology in the classroom instruction to give the best tostudents. Since technology is a powerful tool for problem –solving, conceptual development and critical thinking help tomake the learning process much easier for the students. To beeffective in the classroom instruction, teachers should acquirethe knowledge and skills to use the new challenges inpromoting innovative teaching strategies that are studentcentered,collaborative, engaging, authentic, self-directed andbased on the development of higher order thinking skills withrespect to handling classes for students which aim to achievehigh academic standards.Today learning is approached as a constructive, self-regulated,and cooperative to meet the individual difference andtechnology-oriented process. In these approaches a strongemphasis is placed on the learner as an active agent in theknowledge acquisition process. This view on learning andinstruction is in contrast with the ‗Objectivistic‘ viewpoint inwhich information provided by, for example, a teacher ismore or less directly transferred to the learner. In theconstructive viewpoint, the teacher plays a more facilitativerole, supporting learners in a self-directed, constructivelearning process. Developments in the objectivistic traditionwere encouraged by the availability of computer-basedlearning environments that were in line with this approach,such as programmed instruction, tutorials, drill-and-practiceprograms. Also within the constructivist approach we findcomputer-learning environments that help to advancedevelopments

Teacher comments on the contributions of primary education curriculums to the reflective thinking abilities of students

Development of higher order thinking skills of students is of great importance to the the 2005 primary education curriculums set forth on the basis of constructivist approach. One of the higher order thinking styles is reflective thinking. This study is performed to investigate the contributions of primary education curriculums to the development of reflective thinking abilities of students from the perspective of teacher comments. The study is descriptive and utilized survey method. 644 classroom teachers, who currently serve in the Elazığ province particiated in the study. Data collected with a scale developed by the researchers and analyzed with statistical techniques such as frequencies, percentages, and means. Analysis of the data revealed that most of the teachers agreed with the thoughts that primary school curriculums contribute to the development of reflective thinking abilities of students. This finding shows that teacher perceptions on primary school curriculums from the angle of developing reflective thinking abilities of students are generally positive. According to the degree of teachers’ agreements with the statements in the inventory, it can be concluded that the teachers think that the primary school curriculums, learning environment in general and evaluation processes effect the reflective thinking abilities of the student in a positive way. Together with this, according to the teacher perceptions, curriculums help students on their personal developments as a result of development on their reflective thinking abilities.

The Effect of the Strategies of Multiple-Intelligences and Six Hats Strategies and Problem Solving in the Development of Eighth Grader's Scientific Thinking Skills in Jordan.

This study aimed to reveal the impact of the strategies of multiple intelligences, problem solving, and the six hats on the development of scientific thinking skills among students in eighth grade in Jordan. The study took place in the first semester 2010-2011. The sample consisted of (217) students who were divided into three groups for boys and three for girls. The sample was a stratified random sample. The first group was taught according to the strategy of multiple intelligence, and the second group according to the strategy of problem-solving, while the third was taught according to the strategy of the six hats. Researchers prepared a test to measure the level of scientific thinking among members of the study. The instrument included five areas. The results of the study were: There were statistically significant differences between the average score of students who studied according to the six hats and the average score of students who studied according to the multiple intelligence, and problem solving in favor of the former group. Females outscored males (p ≤ .05) There was no significant interaction effect between teaching strategy and gender at (p ≤ 0.05).

The Effect of the Strategies of Multiple-Intelligences and Six Hats Strategies and Problem Solving in the Development of Eighth Grader's Scientific Thinking Skills in Jordan.

This study aimed to reveal the impact of the strategies of multiple intelligences, problem solving, and the six hats on the development of scientific thinking skills among students in eighth grade in Jordan. The study took place in the first semester 2010-2011. The sample consisted of (217) students who were divided into three groups for boys and three for girls. The sample was a stratified random sample. The first group was taught according to the strategy of multiple intelligence, and the second group according to the strategy of problem-solving, while the third was taught according to the strategy of the six hats. Researchers prepared a test to measure the level of scientific thinking among members of the study. The instrument included five areas. The results of the study were: There were statistically significant differences between the average score of students who studied according to the six hats and the average score of students who studied according to the multiple intelligence, and problem solving in favor of the former group. Females outscored males (p ≤ .05) There was no significant interaction effect between teaching strategy and gender at (p ≤ 0.05).

A Serious Game for Developing Computational Thinking and Learning Introductory Computer Programming

Owing to their ease of engagement and motivational nature, especially for younger age groups, games have been omnipresent in education since earliest times. More recently, computer video games have become widely used, particularly in secondary and tertiary education, to impart core knowledge in some subject areas and as an aid to attracting and retaining students. Academics have proposed a number of approaches, using games-based learning (GBL), to impart theoretical and applied knowledge, especially in the computer science discipline. Our research is concerned with the design of an innovative educational game framework focused on the development of Computational Thinking (CT) skills, and herein we introduce a serious game, based on our framework, which encourages the development of CT skills to facilitate learning introductory computer programming. We describe how a limited number of key introductory computer programming concepts have been mapped onto the game-play, and how an equivalent set of skills characterising CT can be acquired through playing the game. A survey response group of 25 students, following computer science and related degree programmes but with very diverse backgrounds and experience, provided initial usability feedback on the game. Their feedback confirmed that they found the game enjoyable, and also universally believed that this approach would be beneficial in helping students learn problem-solving skills for introductory computer programming. Feedback from this group will be incorporated in a revised version of the game, which will now be subject to rigorous experimental evaluation and analysis, to provide structured empirical evidence in support of our approach.

Using Blogs as a Technology Tool to Promote Teaching Goals in Education

This qualitative study explored graduate students’ use of blogs to support the achievement of teaching and learning goals. Blog postings and comments were analyzed and coded with the aid of HyperRESEARCH qualitative data analysis software. Once the blogs were coded, themes emerged from the data. The blogs were found to function in an integrated manner as a forum for students to engage other learners in discipline-specific conversations, espouse theory, reflect on professional and academic experience, and cogitate. Study results demonstrate the potential for blog technology to enhance the development of higher order thinking skills.

The visual control of dynamic system vibration

The article is devoted to the visualization of measuring experiments, visual analysis and estimation of vibration processes to make decision in complicated operational conditions. The time series analysis of vibratory state nondestructive testing of power facilities of dynamic object of hydro power station is connected with the assessment, comparison and sensing of technological, normative and operational information. Significant and informative visualization of information helps to estimate the technological condition of controlled object faster and more accurately, to research the cause-and-effect relations of influence and two-way influence of power equipment working simultaneously. Recurrent diagrams for visualization and visual analysis of experimental time series help to imagine the graphic pattern of the researched process as a square matrix with topology and texture. The graphic patterns of experimental time series prove their information value, especially in case of detection of rare events. The dynamics control algorithms of complicated systems and reflexive choice, based on the application of visual advantages of recurrent diagrams were suggested and described. The application of recurrent diagrams in ergative systems of control, analysis and interpretation of vibratory processes requires the development of visual thinking skills of the one, who makes a decision.