Thinking Learning Research Articles

EXPLORING THE IMPACT OF DIGITAL STORYTELLING ON READING AND CRITICAL THINKING: A PRELIMINARY STUDY

The Reading and Writing classroom introduces a digital storytelling project to engage students in meaningful learning experiences. Digital storytelling integrates multimedia elements such as images, audio, and video with narrative structures, offering an engaging and interactive approach to language learning. By immersing English as a Second Language (ESL) learners in rich, contextually relevant stories, digital storytelling can cater to diverse learning styles and promote a deeper understanding of textual content. This study investigated students' perceptions of digital storytelling projects and their potential impact on reading and critical thinking skills in Reading and Writing classrooms. This preliminary study involved 64 first-year ESL students from Universiti Malaysia Sabah Labuan International Campus. The data gathered from the study were taken through a mixed-method approach, combining questionnaires and qualitative feedback from the participants. The data analysis revealed that students generally had positive perceptions of the project, with most participants agreeing that the digital storytelling project enhanced their reading comprehension, critical thinking, and creativity. The study suggests that digital storytelling can be a valuable tool for developing reading skills and higher-order thinking in ESL learners. Future research is needed to explore digital storytelling projects' long-term effects on reading and critical skills.

Unveiling Experiential Skills' Impact on Life Sciences: Leveraging Bloom's Taxonomy for Proficiency

This article delves into the impact of experiential skills development on the proficiency of Life Sciences (Biology) learners, specifically focusing on integrating Bloom's Taxonomy in formulating assessment questions. Within the framework of South Africa's educational system guided by the Curriculum Assessment Policy Statement (CAPS), this mixed-method approach underscores the importance of aligning assessment questions with Bloom's Taxonomy to enhance experiential skills development and improve learner proficiency. The research, using a dual study methodology (PhD and MEd), emphasises the significance of question complexity and difficulty in driving experiential skills development despite varying perspectives among teachers on question sequencing. It argues that while standardised assessments may dictate question formats, teachers' inherent questioning styles are crucial in facilitating authentic learning experiences. Moreover, the article unveils a notable enhancement in learner proficiency resulting from effective planning and execution of experiential skills lessons, corroborating existing literature. In conclusion, valuable light is shed on the pivotal role of experiential skills development in enhancing learner proficiency in Life Sciences education, particularly within the South African context. By leveraging Bloom's Taxonomy in questioning and lesson planning, teachers can effectively cultivate critical thinking and problem-solving skills in learners. The findings advocate for tailored approaches to address proficiency gaps and stimulate learner achievement, thereby fostering engaged learning and real-life skill application in Life Sciences classrooms.

Enhancing language proficiency through mobile extensive listening and podcasting: A multifaceted approach to metacognition and critical thinking

Mobile-assisted language learning (MALL) has gained considerable attention in foreign and second-language education. As part of a two-year project, this study employed a mixed-methods research design with 60 B2-level learners of English as a foreign language. The primary purpose of this study is to investigate the impact of repetitive listening and listening duration on participants' listening comprehension, speaking, critical thinking, listening strategies, and self-regulated learning strategies. The participants were divided into two groups, with the experimental group (n = 30) participating in the innovative Mobile Extensive Listening and Podcasting (MELAP) intervention. MELAP is a novel approach within the MALL framework that involves extensive listening to podcasts in the target language, content creation, and podcasting. The ten-week treatment revealed that unlike in previous studies, our experimental group improved not only in listening comprehension but also demonstrated significant gains in speaking skills and critical thinking. Notably, enhanced critical thinking skills were observed, correlated with an increased total listening duration and repeated extensive listening. Qualitative data analysis sheds light on how participants viewed the MELAP intervention, revealing what motivated them, what distractions they faced, and their opinions on developing and sharing podcasts. These findings emphasize the potential of the MELAP to enhance language skills and foster critical thinking in language learners, contributing to the ongoing discourse on the effectiveness of MALL.

Analysis of the Role of Professional Teachers in Building Student Competencies in 21st Century Learning

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>In the 21</span><span>st </span><span>century, the main focus is on the development of the industrial revolution 4.0 era which emphasizes the importance of knowledge. Learning in this era aims to create more job opportunities and expand employment for Indonesians with superior quality human resources. The role of professional teachers is crucial in creating effective learning to develop creative, communicative, critical thinking and collaboration skills for learners in this era. The purpose of this study is to evaluate the role of professional teachers in developing students' competencies in the 21</span><span>st </span><span>century lear ning era. This research is a literature study, which involves collecting materials from books and scientific journals. The results showed that young teachers have a significant role in improving students' ability to master 21</span><span>st </span><span>century skills. They need to have an understanding of 21</span><span>st </span><span>century skills and the ability to apply them in learning. In addition, they must also be able to provide guidance and prepare students to master these skills. From the results of this study, it can be concluded that training and implementation of 21</span><span>st </span><span>century learning for young teachers is very effective in improving students' ability to master 21</span><span>st </span><span>century skills. </span></p><p><span>Keywords </span><span>: Professional, Competence, 21</span><span>st </span><span>Century Learning </span></p></div></div></div>

Mathematical Critical Thinking Skills through STEM/STEAM Approach: A Systematic Literature Review

The STEM/STEAM approach provides opportunities for students to develop critical thinking skills through the integration of different disciplines. This study aims to provide a comprehensive picture of the extent to which the STEM/STEAM approach develops critical thinking skills in mathematics teaching and learning. A systematic literature review (SLR) was conducted using guidelines from the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). We searched Springer Link, Eric, and Google Scholar for 21 articles on critical thinking published between 2018 and 2022. The results show that most of the lead authors studying critical thinking through STEM/STEAM are from Indonesia, with fewer contributions coming from the United States, Taiwan, Saudi Arabia, Turkey, Japan, and Malaysia. The most common research methods used are quantitative research and R & D. These methods correspond to the types of data collection tools used by researchers and critical thinking tests to identify critical thinking skills for the cognitive aspect and questionnaires for the affective aspect. The best practice for improving learner’s mathematical critical thinking skills in STEM/STEAM is Project-Based Learning (PBL). However, this practice is not used by many development researchers. The authors find distinctive features in the interventions used by researchers to improve the critical thinking of learners from each country. The most common intervention was an analysis of the implementation of the STEM/STEAM approach in Indonesia. Many Indonesian researchers also developed learning models and media. Other countries focused more on computer-based activities, developing community programs, and identifying participants' perceptions of critical thinking. These differences give each country its own characteristics in improving and identifying the critical thinking skills of its people. These differences in practices and interventions can also provide alternatives for researchers in their research on critical thinking through the STEM/STEAM approach.

Enhancing Early Childhood Problem-Solving Abilities through Game-Based Learning and Computational Thinking: The Impact of Cognitive Styles

Children's understanding of solving problems related to early cognitive abilities with several levels of complexity makes children feel difficult, and students are less able to solve problems correctly according to the sequential order of how to do them. The main factor that causes low problem-solving abilities is the use of inappropriate learning strategies. So that children in the process of solving problems in a lesson also become less than optimal. This study explores the effects of computational thinking strategies with game-based learning compared to conventional approaches on early childhood problem-solving abilities, considering the cognitive styles of field-independent (FI) and field-dependent (FD) children. A quasi-experimental pretest-posttest nonequivalent control group design involved 60 children from Blitar Kindergarten. The experimental group received computational thinking instruction through game-based learning, while the control group followed conventional methods. Posttests followed a pretest established baseline abilities and an eight-week intervention. Data were analyzed using a two-way ANOVA, revealing significant improvements in problem-solving skills for the experimental group (p < 0.05). FI children outperformed FD peers, indicating cognitive style's impact on learning outcomes. An interaction effect between learning strategies and cognitive styles was identified, emphasizing the importance of tailored educational approaches. The study's findings suggest that computational thinking through game-based learning enhances critical thinking, creativity, and engagement in young learners. However, limitations such as a small sample size and short intervention duration highlight the need for further research. Future studies should involve diverse populations and longer interventions to understand the long-term effects better and optimize educational strategies for individual cognitive styles. These results underscore the potential of innovative educational methods in developing foundational skills essential for academic and life success.

The role of mindfulness on the relation between critical thinking and well-being of Chinese EFL learners

Critical thinking has been defined as one of the abilities that the Chinese EFL learners require to become skillful in the 21st century. Furthermore, recent investigations have indicated that Positive Psychology (PP) and strengths have a pivotal impact on students, and among the related issues of PP, well-being plays a great role in this process. Additionally, mindfulness as one of the language learner's mental characteristics is a strategy that has been revealed to have a positive influence when applied as a management strategy against stress. So the present study aimed to explore whether mindfulness could play a mediating role in the relationship between critical thinking and well-being. For this purpose, 360 Chinese EFL students were recruited to take part in this study to fill out questionnaires on mindfulness, well-being, and critical thinking. At that point, the structural equation modeling utilizing the pwrSEM program statistical package was used to reveal their possible connections. Results indicated that critical thinking has a positive influence on well-being through mindfulness. Overall, mindfulness's main role in this field has been identified and based on the present findings, some suggestions have been made.

A Human Factors and Systems-Thinking approach to Veterinary Patient Safety Education: Why, What, and How?

Preparing graduates to practice safely in today's increasingly complex veterinary workplaces is a key aim for veterinary educators. This requires embedding veterinary patient safety concepts into already full curricula. This teaching tip explores the benefits of incorporating human factors and systems-thinking principles into the design and delivery of veterinary patient safety education, showing how these can inform both what is taught and how.We explore what taking a human factors approach to veterinary patient safety education means, inviting educators to rethink not just curricular content but the whole approach to delivery. Advocating for the adoption of a systems-thinking-informed approach to curriculum design, we present a two-stage curriculum mapping process to support educators to embed core human factors principles as a way of thinking and doing for learners and faculty alike. Learning theories and educational design that align with human factors principles promote participatory methods and encourage collaborative experiential learning, critical thinking, and authentic application of knowledge and skills. Educators should explore opportunities presented by interprofessional education and workplace-based learning for practical application of these principles.Barriers to an integrated human factors-based patient safety curriculum include inconsistent terminology and understanding, significant faculty development requirements, and assessment challenges associated with existing regulatory and licensing requirements. Practical approaches to addressing these barriers are discussed.The recommendations outlined for the design and delivery of veterinary patient safety curricula will help ensure that institutions develop graduates that are effectively prepared for the complexity they will meet in the veterinary workplace, leading to improved patient safety and overall workplace well-being.

Organizing Integrated Сlasses in a Foreign Language

The article discusses the implementation of exercises adopted from acting, screenwriting, poetry, music, and drawing teaching to develop various foreign language skills. Taking into consideration the beneficial impact of poly-artistic approach to organizing the education process, the author attempts to apply tasks and techniques for professional creators training to ensure better learning outcomes, especially in terms of improvised speaking and writing. The integration of the arts in liason with the whole language approach creates an adequate basis for reaching the highest stage of a foreign language study – independent speaking improvisation for successful communication in any situation. The polyphony of images is a conducive atmosphere for forming the secondary linguistic identity of any learner. The hierarchy of the polyartistic experience by B.P. Jusov served the foundation for organizing a set of foreign language classes. The results have shown that shifting from the authoritative instruction in the EFL classroom to the polyphonic co-creation facilitates linguistic abilities of beginners and associative thinking of advanced learners regardless of their majors.

Effects of Digital Story-telling on Motivation, Critical Thinking, and Academic Achievement in Secondary School English Learners

While examining the findings, this study concentrated on academic success, critical thinking, and motivation. for demonstration. Secondary school students studying English are involved in digital story-telling research. A quasi-experimental approach was employed in the research with 48 11th grade students who took pretests and posttests. Teaching as DST in the experimental group and teaching as teaching in the control group were the two degrees of CT-integrated instruction that were used. Gather both quantitative and qualitative information, such as responses to academic questions and the outcomes of tests of English language and cognitive skills. Through the addition of unique cultural narratives with a Palestine focus, the work advances the DST tradition. This program sheds information on how learning outcomes for students are impacted by daylight saving time. Because ANCOVA yields effective and objective results, it was utilized in the data analysis process.

Assessing the effects of online simulation-based learning on skills in managing change for corporate sustainability

This study assessed the effects of simulation-based learning on students' application of change management skills. A module organized around the Leading Change for Sustainability – Business simulation challenged learners to change the sustainability practices of stakeholders in a company. The study employed a quasi-experimental, time-series design. Friedman and Wilcoxon Signed-Ranked tests were used to assess the module's effects on the learning of 87 Master's degree students. The results affirmed significant, meaningful improvement in student execution of theory-informed change strategies. Improvements in student performance on the simulation aligned with practice and multi-faceted reflection activities that took place during the three-week intervention. The module developed a deeper understanding of the complexities of integrating new values and practices into a company. Three novel features of the study stand out. First, the study adds new evidence on the effects of simulation-based learning on the higher-order thinking of learners. Second, the research design extracted student engagement and learning performance data directly from the simulation rather than from a knowledge test. Third, the execution of the simulation-based learning intervention in a fully online learning mode heightened the timeliness of the study.

Case-based activities for risk management education

PurposeThis study aims to describe the fundamentals of teaching risk management in a classroom setting, with an emphasis on the learning interface between higher education and the workplace environment for business management students.Design/methodology/approachThe study reviews literature that uses spreadsheets to visualize and model risk and uncertainty. Using six distinct case-based activities (CBAs), the study illustrates the practical applications of software like Palisade @RISK in risk management education. It helps to close the gap between theory and practice. The software assists in estimating the likelihood of a risk event and the impact or repercussions it will have if it occurs. This technique of risk analysis makes it possible to identify the risks that need the most active control.Findings@RISK can be used to create models that produce results to demonstrate every potential scenario outcome. When faced with a choice or analysis that involves uncertainty, @RISK can be utilized to enhance the perspective of what the future might contain.Originality/valueThe insights from this study can be used to develop critical thinking, independent thinking, problem-solving and other important skills in learners. Further, educators can apply Bloom’s taxonomy and the problem-solving taxonomy to help students make informed decisions in risky situations.

Some Measures of Teaching Mathematical Culture to Students Appropriate with the General Education Program in Mathematics 2018 through the Topic: Natural Logarithm – 6th Grade in Vietnam

Mathematical culture is an abstract concept in relation to fundamental characteristics in the quality and thinking of math learners. Not only does teaching math help learners obtain rules, methods, and strategies for solving the math problems in the process of math study but it also shows the learners with the reality value of learning math in tight relation to nature and society. In the context of innovations in the General Education Program in Mathematics 2018 and the educational objectives in the new era of Vietnam, teaching mathematical culture to students calls for special interest and determined action. On the basis of fundamental characteristics in the concept of Mathematics and objectives in the General Education Program in Mathematics 2018, we proposed some solutions of teaching Mathematical culture effectively by demonstrating examples in the topic: “Natural logarithm” – 6th grade Math. Teaching Mathematical culture at schools still draws little attention and emphasis. Proposing some measures of supporting teachers to overcome this difficulty shall make a positive impact on students' and teachers' awareness of the meaning and role of Mathematical culture in the process of learners’ comprehensive development.

전문대학 교양 글쓰기 교육과정 운영 사례 분석

Objectives The purposes of this study were to improve writing education in colleges through analysiss of the case operation liberal arts writing cducation in T-College. Methods For this purpose, I conducted a literature review on the general characteristics of liberal arts education in colleges and analyzed cases of writing education at T-College from 2016 to 2023. In particular, cases of curricu-lum reform in communication-related subjects were analyzed and presented, and the main characteristics that appeared in three periods of reform were analyzed. And I organized and analyzed how the writing contents has been changed. In addition to, the researcher's experience was additionally described T-college’s educational con-ditions and support systems in liberal arts curriculum. Results As a result of analysis of writing educaion, the college has been providing communicational writing educa-tion as like a vocational skills. In addition to, addressing the problems lack of general support system, as like in-dependent liberal education support organization and overal consensus on the importance of liberal arts writing education were presented. It was suggested that minimal efforts are being made to meet national financial sup-port project evaluation standards. Conclusions It was emphasized that writing education in colleges should be improved so that it develops the crit-ical thinking and problem-solving skills of learners who will live in the future. To this end, it is necessary to establish a writing education support system at colleges and consider writing education methods tailored to individual learners, such as an online writing feedback system. Through this, it was proposed to increase the efficiency and effectiveness of writing education in colleges.

Exploring the Relationship between Critical Thinking and Shona Culture during Teaching and Learning of Young Learners 3-8 Year Olds.

This paper seeks to explore the relationship between critical thinking in young learners and culture. The paper reports on some of the findings of a larger study. The participants were (25) teachers of the (3-8) year olds in five Zimbabwean primary schools and the learners they were teaching approximately (1000) learners. This qualitative interpretive research study was framed within the ambits of social constructivism. Data for this paper was done through video recording teachers teaching Mathematics, interviewing the teachers and observation of learners in the (3-8) year age range engaged in mathematical activities. Interpretation of data from interviews and observations was done through linking related issues or identifying similarities in the responses given by the twenty-five teachers or observed from their teaching or learner activities. Excerpts drawn from responses or observations made are presented verbatim under the different themes that emerged from the issues raised. Findings of this research study indicated that the development of critical thinking in young learners during teaching and learning is greatly influenced by their cultural backgrounds.

Роль кейс-методу як інноваційного інструменту едьютейнменту в підвищенні активності та зацікавленості учнів у процесі навчання хімії

The article examines the potential of the case method for developing key competencies in students, in line with the strategy of the development of the new Ukrainian school (NUS). The importance of integrating this method into the educational process is justified, particularly through its role in modernizing educational materials for secondary education. It is emphasized that the case method contributes to creating a conducive learning environment and effective learning activities by combining theory with practice. Attention is drawn to the development of students’ learning abilities and personal qualities necessary for overcoming contemporary challenges, especially in times of war or post-war periods. The article discusses the use of the case method to actively engage students in learning Chemistry. The author proposes various forms of the case method that can be used during the lessons, such as case studies, case analysis, laboratory cases, interactive cases, and video cases. The importance of selecting appropriate cases, lesson preparation, and active interaction with students is underscored. It is noted that the use of the Internet helps teachers find relevant materials for cases, but it is crucial to consider the quality and reliability of sources. The author emphasizes the need to use facilitation methods for effective lesson delivery and encourages adherence to key criteria to ensure the effectiveness of case-based lessons. The positive impact of applying the case method on student motivation, the development of critical thinking, and the ability to independently solve problems is explored. The prospects for further use of the case method as an innovative tool in edutainment to stimulate active learning and skill development in modern education are highlighted. The application of the case method in teaching chemistry at school stimulates the development of creative, investigative, and critical thinking skills in students, helping them to effectively assimilate educational material. Combining the case method with other pedagogical approaches creates favorable conditions for the development of independence and analytical thinking in learners, contributing to their professional growth and acquisition of necessary knowledge and skills for further study of chemistry. Keywords: case method, edutainment, motivation enhancement, creative thinking, chemistry education, professional development.

Language is not taught, it is caught: Embracing the communicative approach in the primary classroom

This paper explores the adoption of the Communicative Language Teaching (CLT) approach in primary classrooms, emphasizing that language acquisition is best achieved through meaningful communication rather than rote memorization. Drawing on Krashen's Input Hypothesis and Vygotsky's socio-cultural theory, the study highlights the importance of interaction, real-life application, and sociolinguistic competence in developing communicative skills. This paper further analyzes key strategies such as task-based learning, multilingual integration, and cultural awareness, demonstrating their effectiveness in enhancing linguistic competence and critical thinking in young learners. Finally, it addresses the challenges of implementing CLT in under-resourced classrooms and proposes solutions through teacher training and curriculum reform.

Fostering Creative Thinking in Early Learners through STEAM-Based Ecoprint Projects

This research investigates the impact of integrating STEAM (Science, Technology, Engineering, Arts, and Mathematics) project-based learning (PjBL) with Ecoprint activities on developing creative thinking skills in early childhood. A mixed-methods concurrent embedded design was adopted, focusing on preschool children aged 4-6 years from two educational institutions in Karangsari Village, Cirebon District. The study engaged 30 participants in Ecoprint activities, utilizing natural materials to create prints on paper and fabric. These activities were framed within the STEAM PjBL methodology, encompassing stages of Reflection, Research, Discovery, Application, and Communication to facilitate a comprehensive earning experience. Qualitative data, collected through interviews with educators and observations of the Ecoprint projects, were complemented by quantitative assessments of the children's development of creative thinking skills. This dual approach allowed for a rich, multifaceted analysis of the learning processes and outcomes. The creative thinking abilities of the participants were evaluated using a standardized rating scale aligned with criteria set forth by the Ministry of Education and Culture, tracking progress from initial baselines to post-intervention stages. The findings indicate a notable enhancement in creative thinking among the children, with a significant majority advancing from lower levels of creative dev. Children can select and sort the base color materials from the collected leaves. At this stage, the potential of STEAM PjBL, combined with hands-on, environmentally focused artistic activities like Ecoprint, is to enrich early childhood education by fostering creative, innovative thinking. The study's implications extend to curriculum development, advocating for including interdisciplinary, experiential learning strategies that blend scientific inquiry with artistic creativity. However, the research is limited by its scope and its participants' demographic and geographic characteristics. Future studies are recommended to explore the scalability of this approach and its long-term impacts across diverse educational settings, potentially offering valuable insights into the role of integrated STEAM education in nurturing holistic cognitive development in young learners.

كتاب اللغة العربية للصف العاشر مدرسة عالية: التحليل بنظرية إعداد الكتاب التعليمي لناصر عبد الله الغالي

The aim of this research is to describe the quality of the textbook for the tenth grade, Al-Alia School, print 2020, by using the theory of the foundations of preparing the textbook for Nasser Abdullah Al-Ghali. The approach to this research is qualitative and its type is a desk study. The research focused on reading materials, images and exercises. The entrance to this qualitative research and note from the desk study. Data collection by documentation from a number of library sources and analyzed by content analysis. The results of the research are that this book in terms of the socio-cultural bases, the materials contain Islamic and local value, local material and non-material culture, and general topics. In terms of the psychological foundations, arranging the materials according to the level of the learner's thinking, choosing the materials according to the learner's readiness, taking into account the age level of the learner, and its connection with the learner's life. From a linguistic-pedagogical perspective, this book uses simple language and good material arrangement. So this book in terms of the three foundations of reading materials is of good quality and can support the process of learning the Arabic language. However, other supporting teaching materials and the good teaching skill of the teacher are needed.

Task-supported language instruction in an EFL context: impacts on academic buoyancy, self-esteem, creativity, and language achievement

Over the past few years, there has been an increasing focus on innovative approaches to language instruction in English as a Foreign Language (EFL) contexts. Task-supported language Instruction (TSLI) has emerged as one such approach. While previous research has demonstrated the effectiveness of TSLI in improving language proficiency, its broader impact on learners' psychological and academic development remains relatively unexplored. This mixed-methods study aimed to investigate the effects of TSLI on academic buoyancy, self-esteem, creativity, and language achievement among 20 Iranian EFL participants. Semi-structured interviews were employed to measure academic buoyancy, self-esteem, and creativity qualitatively, while language achievement was assessed using the TOEFL iBT test. The study revealed that TSLI positively influenced academic buoyancy, fostering resilience and adaptive coping strategies among participants. Moreover, it significantly enhanced learners' self-esteem, promoting a positive and confident self-perception in their language abilities. Additionally, TSLI was found to facilitate creativity in the language learning process, encouraging imaginative thinking and creative expression in learners’ language use. Furthermore, the participants demonstrated improved language achievement after engaging in TSLI. The study's findings highlight the multifaceted impact of TSLI on various dimensions of language learning and learners’ overall experiences, underscoring the significance of learner-centered language instructional approaches in EFL contexts. The implications of this research contribute to the development of more effective and inclusive language instruction methods that enhance learners' academic buoyancy, self-esteem, creativity, and language achievement.