Habits Of Mind Research Articles

Relationship Between Scientific Literacy and the Attitude Towards Reading Scientific Texts: A Study on Primary School Teacher Candidates

The current study sought to determine the association between primary school teacher candidates’ levels of scientific literacy and their attitudes about reading scientific texts. The study used a correlational survey technique. The sample population consisted of 287 primary school teacher candidates who were enrolled in a public university in South-Eastern Anatolia's education faculty for the 2020–2021 academic year. The "Personal Information Form," "Universal Science Literacy Scale," and "Attitude Scale towards Reading Scientific Texts" were used to gather the data. During the data analysis stage, frequency and percentage values for the variables were determined. Correlation, simple regression, and multiple regression analyses were then performed. The results revealed that although teacher candidates' reading and scientific text reading rates were insufficient, their attitudes toward scientific literacy and scientific text reading were "good." The attitude toward reading scientific materials and the sub-dimensions of scientific literacy were found to be positively and statistically correlated. Along with the "habits of mind" and "meta-cognition and self-direction" sub-dimensions, it was also noted that scientific literacy is a statistically significant predictor of attitude toward reading scientific materials. Based on their findings, the researcher came up with several recommendations.

Wargaming and The Cycle of Research and Learning

Some thirty years ago, I coined the concept of the <em>Cycle of Research</em>, which described how wargaming, exercises and analysis, coupled with real-world operations and history, have worked together in concert to help the national-security community to understand better political-military reality and its past and future evolutions. When first proposed, I had in mind the uses of Wargaming in the analytical context, or what the community of professional wargamers most often calls research wargaming. Over the years, however, I began to recognize how much the same integration of tools and techniques can—and should—influence education and training for national-security professionals, both uniform and civilian: In essence, a Cycle of Learning. In this paper I explore these ideas more fully. I hope these musings can be of some help and inspiration for future researchers to probe deeper into the application of all our tools in the critically important task of educating future leaders. That task can be made more successful by using wargaming to help structure a framework for PME that integrates the inspiration, instruction, and application of the key knowledge and habits of mind—the mental muscle memory—required to operate effectively in the real world and to demonstrate those characteristics in the game, whatever form that may take.

Discrimination and Harassment Experiences of Autistic College Students and Their Neurotypical Peers: Risk and Protective Factors.

This study examines autistic and non-autistic college students' experiences of discrimination and harassment and identifies protective and risk factors. A nationwide survey was used to match autistic students (N = 290) and non-autistic students (N = 290) on co-occurring diagnoses and demographic characteristics. Multiple regression and interaction analysis revealed that faculty support was protective against discrimination and harassment regardless of autism status. Habits of mind was particularly protective for autistic students against harassment. Any student who engaged in school-facilitated events was more likely to experience discrimination and harassment, but the risk was heightened for autistic students. Findings highlight the importance of faculty support in fostering positive interpersonal experiences on campus, and demonstrate the need to address deeper college campus issues with respect to neurodiversity.

Transformed teachers transform education: Insights shared by early childhood lecturers

The training of teachers in South Africa is fragmented and unstable with little systemic response from the government in the early years. This amplifies the need for initial professional qualifications to provide adequate opportunities to “transform” teachers’ thinking and action to meet contextual demands. The aim is to unpack the concept “transformation” by making sense of the learnings from lecturers’ perspectives to inform initial professional qualifications. The paper provides conceptual insight using Mezirow’s phases of meaning for transformative learning with a particular emphasis on habits of mind and Ellerman’s theory of autonomy. Using the conceptual hooks from theoretical underpinnings of Mezirow’s habits of mind and Ellerman’s autonomy allowed a philosophical stance in the analysis and interpretation of the literature and data. Site visits and observations at Early Childhood Care and Education centres across three South African provinces and several organised reflections from three lecturers (academic lecturers), informed this qualitative case study. The implications from the findings highlight areas for transformation in initial professional qualifications, at: (1) systemic level, intentional and active stakeholder engagement to ensure quality initial professional qualifications; (2) institutional level, capacity building and professionalisation; (3) classroom level, learning and teaching support material that is contextually responsive; and (4) individual level, access and opportunity for continuous professional development for all teachers.

Metacognition Profile on Habits of Mind in Biology Learning

The purpose of this study was to determine the level profile of the Thinking about Thinking (Metacognition) category in the habits of mind of high school students in Biology learning. The research method used is descriptive research. The sample selection technique used stratified random sampling technique. The population in this study were all students of class XI and XII at SMAN A, SMAN B, SMAN C, and SMAN D Bandung, as many as 294 students. Data collection used an instrument in the form of a Habits of Mind's Costa and Kallick questionnaire. The results showed that the metacognition profile of class XI students was 67% (299) and class XII students was 69% (307), which means that Thinking about Thinking (Metacognition) of high school students is included in the low category. This shows that high school students in class XI and XII have not fully demonstrated good metacognitive abilities. The results of this study indicate that the metacognition category in habits of mind still needs to be introduced and accustomed to school students, especially in learning biology.

Trusting the social value of diverse scientific enterprises: Matching a patchwork of challenges to a mosaic of responses

AbstractAcross decades, science educators have invested in curricula that presume scientific unity. The phrases “habits of mind, scientific method, processes of science, inquiry skills, nature of science, practices of science” reflect this obsession. However, historians look with skepticism at universal notions of science and endorse truth‐seeking circumscribed by context. Indeed, inadequate appreciation of diversity may lead to the mistrust of disciplines that appear to depart from simplistic notions of “the” scientific method and thus imperil the political will to search for solutions to the problems of climate change, extinction and environmental degradation, and global pandemic. Accordingly, science educators stand at a crossroads. They can choose to reinforce scientific naivete by following the long‐standing quest for unity among the sciences as guidance for what to teach, or they may accept the disunity of disciplines, teach the value of diverse sciences to solve societal problems and cultivate trust in appropriate responses to distinct challenges.

ANALISIS PEMAHAMAN KONSEP MATEMATIS: DAMPAK HABITS OF MIND DENGAN VISUAL THINGKING

Low understanding of mathematical concepts in mathematical learning is due to a lack of learning strategies. Therefore, this study aims to analyze the influence of Habits of Mind (HOM) on students' visual thinking in understanding mathematical concepts. Costa and Kallick's 16-category HOM questionnaires were used as research instruments. Data analysis techniques used data reduction, data presentation, and conclusion withdrawal. Based on the results of data analysis, it is known not to have the ability habits of mindfully. The results showed the profile of HOM in the understanding of the mathematics of students with visual thinking is still classified as sufficient criteria. And overall, the average Habits of Mind indicator obtained is 66.61% included in the requirements enough. Students who have Habits of Mind and good visual thinking will more easily understand mathematics. In contrast, Habits of Mind and visual thinking that is not good will be more difficult to understand mathematics.

Habits of Mind Affect on Mathematical Comprehension Ability

This research was conducted in Sekolah Alam Indonesia Elementary School. The purpose of this study was to determine the effect of Habits Of Mind on mathematical ability. The research method used was a survey method. The number of samples that the researchers took was 40 students from a total population of 150 students, which were taken using the proportional random sampling technique. The instrument used is a written test instrument with 10 items. The result of this research is that there is a significant influence between habits of mind on mathematical understanding ability. This is evident from the calculation of the normality test, the mathematical understanding ability of the value of Lo &lt; Ltable (0.1549 &lt; 0.173) then H0 accepted. It is concluded that the mathematical understanding ability data come from a normally distributed population, as well as in classes taught with the ability mathematical understanding Lo &lt; Ltable (0.1549 &lt; 0.173) then H0 accepted. It is concluded that the data on the mathematical comprehension ability of the population is normally distributed.

The Effect of Pondering over the Holy Quran on Science Habits of Mind of Grade Nine Students in Omani Schools

The Holy Quran encourages the functioning brain to reach the truth and understand this universe by using mental habits: “For the worst of beasts in the sight of Allah are the deaf and the dumb, - those who do not understand” (22:8). In contrast, science emphasizes the importance of mind habits in learning and applying it peacefully to humanity. However, recent studies have not investigated the distribution of Holy Quran verses in developing scientific habits of mind. This research aimed to assess the effect of pondering over the Holy Quran verses on the students’ scientific habits of mind. The study participants consist of 94 science students in grade 9 in from two schools in Oman. This study highlights the importance of subjects’ integration and enhances meaningful learning. This semi-experimental research adopted Solomon four groups and applied well-developed two tools, namely, habits of mind scale and semi-instructed interview. The results showed there is significant difference in the post-test mean scores of scientific habits of mind between non-pretested groups compared to the experimental group. The combination between science subject and Holy Quran verses related to science enhances students’ scientific habits of mind. Thus, activating verses in science classes should be encouraged in science curricula.

Retrieval Practices Enhance Computational and Scientific Thinking Skills.

The notion of teaching experts’ habits of mind (e.g., computational thinking and scientific thinking) to novices seems to have inspired many educators and researchers worldwide. In particular, a great deal of efforts has been invested in computational thinking (CT) and its manifestations in different fields. However, there remain some troubling spots in CT education as far as how to teach it at different levels of education. The same argument applies to teaching scientific thinking (ST) skills. A remedy has been suggested to narrow CT and ST skillsets down to core cognitive competencies so they can be introduced in early and middle grades and continue to be nurtured during secondary and post-secondary years. Neuroscientists suggest that the act of (computational) thinking is strongly linked to the acts of information storage/retrieval by our brain. Plus, years of research have shown that retrieval practices promote not only knowledge retention but also inductive reasoning and deductive reasoning. Not surprisingly, these reasoning skills are core elements of both CT and ST skillsets. This article will mesh the findings of a teacher professional development with the existing literature to lay a claim that retrieval practices enhance CT and ST skills. The study offered training to secondary school teachers (n = 275) who conducted classroom action research to measure the impact of retrieval practices on teaching and learning of STEM and CT concepts. We used a quasi-experimental research design with purposeful sampling and a sequential mixed-methods approach focusing on the impact of professional development on teacher outcomes and, in turn, on student outcomes. A survey of teacher participants showed that the majority (96%) of survey respondents (n = 232) reported a good understanding of retrieval strategies, and how relevant ideas can be implemented and tested in the classroom. A large number of action research (target-control) studies by teachers (n = 122) showed that students who learned STEM and CS concepts through retrieval practices consistently scored 5–30% higher than those using the usual blocked practice. In most cases, the difference was statistically significant (p < 0.05). While the study contributes to retrieval practices literature, those looking for best practices to teach core CT and ST skills should benefit from it the most. The study concludes with some recommendations for future research based on the limitations of its current findings.

A Broad Doorway to the Big Tent: A Four-Strand Model for Discipline-Based Faculty Development on Inquiry-Based Learning

Faculty professional development is an important lever for change in supporting instructors to adopt research-based instructional strategies that engage students intellectually, foster learning-supportive attitudes and habits of mind, and strengthen their persistence in mathematics. Yet the literature contains few well-rationalized models for faculty development in higher education. We describe the rationale and design for a model for discipline-based faculty development to support instructional change, and we detail our implementation of this model as applied to intensive workshops on inquiry-based learning (IBL) in college mathematics. These workshops seek to foster post-secondary mathematics instructors’ adoption of IBL, to help them adapt inquiry approaches for their classrooms, and ultimately to increase student learning and persistence in science and mathematics. Based on observed faculty needs, four strands of activity help instructors develop a mental model for an IBL classroom, adapt that model to their teaching context, develop facilitation and task-design skills, and plan an IBL mathematics course. Evaluation data from surveys and observations illustrate participant responses to the workshop and its components. The model has been robust across 15 years of workshops implemented by three generations of workshop leaders and its features make it adaptive, strategic, and practical for other faculty developers.

Employer Perspectives of Community College Career and Technical Programs: A Manufacturing and Engineering Focus Group Exploration

Community colleges are the leader in facilitating career and technical education (CTE) and workforce development (WD) programs. However, employers who hire recent graduates of these programs question the quality of the education provided. This qualitative study used a focus group comprised of manufacturing and engineering professionals in Florida to explore their perspectives on the skills they perceive recent graduates and employees need to succeed in their industry. Ten participants took part in an audio-recorded focus group discussing CTE and WD programs at community colleges. Findings include three themes, integration of knowledge, practical, and soft skills The study's implications are concerned with State and local policy regarding funding a structure that supports quality and value. Local implications focus on curriculum development, program format, habits of mind, and the relationship between education and industry.

The Sustainability Mindset Principles: A Guide to Developing a Mindset for a Better World

The Sustainability Mindset Principles: A Guide to Developing a Mindset for a Better World

Thinking inside the Panel

Abstract This article discusses how we have used undergraduate research (UR) to foster habits of mind associated with information literacy (IL). Our strategy is course based and involves students as potential contributors to the Graphic Narrative Database (GND), a digital work in progress. Presenting students with focused parameters for their research and with the prospect of an authentic audience for their writing, the assignment provides students with many opportunities to explore our complex information landscape as practitioners. Students deploy a wide array of strategies to gather and share information about a body of texts that are themselves richly multimodal.

Early Childhood Cooperative Behaviors through HighScope Approach in Thailand

Cooperative behaviors are very important for human lives, works and society in 21st century. It has been recognized by educators around the world that is a one of the most crucial factors for successful in complex problem solving and sustainable peaceful lives. This research was conducted in the context of Thai early childhood classroom. The objectives were to 1) compare the early childhood students’ scores of cooperative behaviors before and after the implementation of HighScope approach and to 2) analyze the early childhood students’ cooperative behaviors through the HighScope approach. Mixed research methodology was employed in this study. The pretest-posttest control group design was conducted mixing by the analytic description method. The experimental group consisted of 42 students from 84 students by cluster random sampling and the control group consisted of 42 students. They were studied in kindergarten during the first semester of the 2019 academic year at the Khon Kaen University Demonstration School. The research instruments consisted of lesson plans, cooperative behavior evaluation form, field notes, and a photo camera. Data were collected by 3 raters blind evaluating the students’ cooperative behavior, and 3 researchers taking field notes and photos. The data were analyzed by statistics (mean, S.D., t-test), and framework of Holz (2013). The results revealed that the experimental group students’ post- cooperative behavior score (mean = 3.71, S.D. = 0.06) higher than the pre-cooperative behavior score (mean = 3.45, S.D. = 0.06) with the statistical significance at the level of .01 and t-value of 5.46. Moreover, they demonstrated cooperative behaviors: social skills, expression of ideas, choice and decision making, feeling perception and conflict resolution, which are basis to form cooperative habit of mind. Teachers and educators could use HighScope approach to design instructional activities that promote students’ cooperative learning meaningfully

عادات العقل المنتج لدى طلبة الصف الثالث متوسط في مادة الفيزياء

The current research aims to find out: 1- Habits of the Productive Mind of the Third Grade Intermediate Students in Physics. 2- The differences in the habits of a productive mind among third grade students, according to the variables of gender (males and females).. The researcher relied on the correlative descriptive approach and identifies the current research with students from the third grade in the middle and secondary government day schools within the zone of AlShamiaGeneral Directorate of Educationfor the academic year 2020-2021, and the size of the research sample was (300) male and female students, and they were assigned to be chosen and random selected from the research community. The researcher prepared devices to achieve the objectives of the research. The tool is a measure of the habits of the productive mind in physics among third-grade students, based on the Marzano model, which consists of three dimensions represented in (self-reflection - critical thinking -Creative thinking), and the number of the items were (30) in its final form, which included habits of the ability to organize oneself and self discipline. This field included (10) behavioral attitudes, and habits of critical thinking ability, and this field included in its turn (12) attitudes, and habits of creative thinking ability, and included (8) Behavioral situations, and the apparent honesty, construction honesty, difficulty coefficient, and discriminatory powers of its items, and the effectiveness of the wrong alternatives, were verified, and its stability was calculated by the re-test method. internal consistency. The results reached the following: 1- It became clear that there is a use of the productive habits of the mind represented in thinking (self, critical, creative) and these habits werestatistically significant at the significance level (0.05) for third grade students average, as it turned out that critical thinking got the first rank, followed by self and then creative in terms of its common use among students. 2- There are statistically significant differences at the significance level (0.05) when critical thinking and they were in favor of males according to the gender variable - There are statistically significant differences at the significance level (0.05) when self-reflection and they were in favor of females according to the gender variable. -According to the creative thinking, there are no statistically significant differences between males and females. The researcher recommended: - Employing the habits of a productive mind in the academic curricula since it has a positive effect on the learners' acquisition of the various knowledge and skills in all the various subjects. third grade students of science Keywords: Habits of a productive mind,

The Cognitive Vernacular as Normative Mandate in Habits of Mind

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International consensus definition of critical thinking in midwifery practice: A Delphi study

ProblemCurrently there is no discipline-specific definition of critical thinking in midwifery practice. BackgroundCritical thinking in midwifery practice is the cornerstone for safe, evidence based, and woman centred clinical decision-making. Available definitions of critical thinking in other disciplines do not align with midwifery practice which is distinctive, multidimensional and complex. AimTo develop an international consensus definition of critical thinking in midwifery practice. MethodsA two round Delphi study was used. Thirty-two international midwifery experts contributed to the first round which was qualitative in nature. Twenty one of these experts then ranked the relevance and clarity of concepts from round one. FindingsA consensus definition of critical thinking in midwifery practice was achieved. The expert panel identified and defined 14 ‘Habits of Mind’ and 12 Skills that are the core of critical thinking in midwifery practice. Skills included; analysis, constructive application and contextualisation of best available evidence, problem solving, discriminating, predicting, evaluation of care, collect and interpret clinical cues, collaboration/ negotiation, reflexivity, facilitates shared decision-making, communication, and transforming knowledge. Habits of Mind included; intellectual curiosity, reflective, holistic view, intellectual integrity, flexibility, questioning/challenging, participatory, open mindedness, listening with understanding and empathy, cultural humility, woman centred, being brave, confidence, and creativity. Discussion/conclusionThis study is an international first and delineates characteristics of critical thinking in midwifery. Development of a consensus definition provides a common and shared understanding of the skills and attributes required for critical thinking in midwifery practice and can also be applied in education and research.

Home-World: Moral Memory and Disposition as Habits of Mind

Home-World: Moral Memory and Disposition as Habits of Mind

Analysis of Mathematical Critical Thinking Ability Viewed from Habits of Mind

This study aims to describe mathematical critical thinking ability viewed from habits of mind. Type of research was qualitative with case study method. Research subjects were 28 students of class XI SMAN 1 Tembilahan Hulu. Data collection technique used mathematical critical thinking ability test, habits of mind questionnaire and interview guidelines. Data analysis technique was carried out stages which included data reduction, data presentation, and drawing conclusions. Based on results of the study, it shows that students with high habits of mind have high critical thinking skills which are characterized by students being able to master three critical thinking indicators. Students with moderate habits of mind have abilities in moderately critical category, which is characterized by students being able to master two critical thinking indicators, while students with low habits of mind have abilities in moderately critical category where students being able to master one indicator of critical thinking skills. Keywords: critical thinking ability, habits of mind, mathematic, analysis Abstrak: Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis matematis ditinjau dari habits of mind. Jenis penelitian ini adalah kualitatif dengan metode studi kasus. Subjek penelitian merupakan siswa kelas XI SMAN 1 Tembilahan Hulu berjumlah 28 orang. Teknik pengumpulan data menggunakan instrumen tes kemampuan berpikir kritis matematis, angket habits of mind dan pedoman wawancara. Teknik analisis data dilakukan melalui tahapan yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Berdasarkan hasil penelitian menunjukkan bahwa siswa dengan habits of mind tinggi memiliki kemampuan berpikir kritis tinggi yang ditandai dengan siswa mampu menguasai tiga indikator berpikir kritis. Siswa dengan habits of mind sedang memiliki kemampuan pada kategori cukup kritis yang ditandai dengan siswa mampu menguasai dua indikator berpikir kritis sedangkan siswa dengan habits of mind rendah memiliki kemampuan pada kategori cukup kritis dimana siswa hanya mampu menguasai satu indikator kemampuan berpikir kritis. Kata kunci: kemampuan berpikir kritis, habits of mind, matematika, analisis DOI: http://dx.doi.org/10.23960/jpmipa/v23i3.pp904-917