Thinking Strategies Research Articles

От эстетики к сомаэстетике: о формировании философской позиции Р. Шустермана

The subject of the article is neopragmatic aesthetics; its formation, methodological foundations and specificity of the object of research. To reveal the stated goal, the author turns to the works of the American philosopher Richard Shusterman, who most consistently and clearly substantiates his philosophical position. The American philosopher, despite the strong influence of the analytical school, restores the connection with pragmatism, with the aesthetics of John Dewey, points out the dead ends and problematic points of the analytical approach. The article presents the evolution of American philosophical aesthetics with an emphasis on the transitional stage from the analytic tradition to a neopragmatic one. It is shown that Shusterman’s attempt to get rid of the “Platonic stigma” in the philosophy of art is carried out at the expense of criticizing analytic aesthetics. Thus, Shusterman makes critical arguments about the established habit of identifying art in its multivariate manifestation with the notion of “high” fi ne art associated with the sublime and true art. Shusterman shifts the focus of attention from the problem of defining art to the analytics of aesthetic experience, which allows him to transform aesthetics into somaesthetics – a body-oriented, practical philosophical discipline. The author concludes that Shusterman’s concept of somaesthetics emerges in a polemic with fundamentalist foundations in aesthetics, namely, the tradition of distinguishing objects, works of art from what is not, i.e. defining art. The author notes that a key figure for the formation of the theoretical basis of somaesthetics was Shusterman’s acquaintance with the position of Noel Carroll, who moves from the search for the essence of art to the investigation of the internal standards and motives of art. Schusterman, picking up on this strategy, affirms his anti-essentialist position. In polemics with his colleagues, he shifts and rethinks the problem field of aesthetics, declaring war on “Platonism,” criticizing the Greek philosophical tradition, to which we owe the fact that practical activity has become valued much less than theoretical activity. Along with this, the author concludes about Shusterman’s sophistic strategy and logic of thinking, citing arguments from the work of postmodernist researcher Barbara Cassin.

Examining and Supporting Mechanistic Explanations Across Chemistry and Biology Courses.

Causal mechanistic reasoning is a thinking strategy that can help students explain complex phenomena using core ideas commonly emphasized in separate undergraduate courses, as it requires students to identify underlying entities, unpack their relevant properties and interactions, and link them to construct mechanistic explanations. As a crossdisciplinary group of biologists, chemists, and teacher educators, we designed a scaffolded set of tasks that require content knowledge from biology and chemistry to construct nested hierarchical mechanistic explanations that span three scales (molecular, macromolecular, and cellular). We examined student explanations across seven introductory and upper-level biology and chemistry courses to determine how the construction of mechanistic explanations varied across courses and the relationship between the construction of mechanistic explanations at different scales. We found non-, partial, and complete mechanistic explanations in all courses and at each scale. Complete mechanistic explanation construction was lowest in introductory chemistry, about the same across biology and organic chemistry, and highest in biochemistry. Across tasks, the construction of a mechanistic explanation at a smaller scale was associated with constructing a mechanistic explanation for larger scales; however, the use of molecular scale disciplinary resources was only associated with complete mechanistic explanations at the macromolecular, not cellular scale.

An alternative theoretical approach to develop a new conception about pain in people with dementia

The theoretical approach presented in this paper describes a novel experimental-theoretical methodology to conceptualise pain in people with dementia. Existing procedures for assessment of pain rely on subjective self-report using...

Pulseira de determinação de pressão arterial para grávidas hipertensas: Uma inovação em saúde

Objective: to report the experience of nurse researchers in the planning of a bracelet to determine the blood pressure of hypertensive pregnant women by means of photoplethysmography, with real-time monitoring of the pregnant woman. Method: this is an experience report that seeks to describe the conception of an innovative technological product in the health area developed by nurses. For the development of the product, design thinking strategies were used, in four main phases: immersion, ideation, prototyping and development. Results: the project is currently incubated at the Tecnosinos technology park, in São Leopoldo/RS, with a patent registration entry at the National Institute of Intellectual Property and with the first minimum viable product completed. Final considerations: the development of new technologies involves the following of strategic methods for innovation. This is an innovative practice, with the potential to contribute to the prevention of complications resulting from pregnancy.

Addressing violence and victimization in a school setting in Greece

The phenomenon of school violence has increasingly become the focus of research in Greece, especially during the last two decades, and includes online involvement in violence, mainly for students in middle and high school grades. In addition to the violent events that occur in school settings, adolescents are more active online than any other group and are therefore increasingly exposed to cybervictimization. The research data indicate that although cyberbullying increasingly occurs in Greece, young people, parents and educators are not aware of the extent of the problem of cybervictimization, of its main characteristics and, most importantly, of the ways to prevent it. In this article, recent data are presented on violence expressed and its implications, with an emphasis on the Greek school setting, concerning the involvement of adolescent students in incidents of bullying, cyberbullying, cybergrooming and cyber-hate speech as perpetrators, victims and bystanders. We outline the factors that lead to violence within the school setting, such as those that lead to the expression of violence and the strategies that adolescents adopt to cope with incidents of violence. Finally, the implications of this paper highlight that significant changes should be made in the field of education within school settings by recognizing the hidden structures that may sustain the phenomenon of violence to ensure that all students are reflected in the educational curriculum and supported by the institution of the school. The school setting should include initiatives to empower students to be protected and to develop critical thinking and active coping strategies against episodes of violence and bullying.

Podcasts as Teacher Talk in Historical Thinking

One of the challenges associated with preparing teacher-candidates to teach historical thinking involves moving away from narrative practices that inhibit explicit use of historical thinking concepts. One belief is that if teachers are able to demonstrate out loud how historians work with primary sources—and thus model historical reasoning through the use of historical thinking strategies—they can better assist their students to arrive at more complex understandings about the constructed nature of history. Indeed, as van Boxtel and van Drie (2018) have argued, how teacher-candidates make sense of the past is key to how their future students will learn to make sense of the past. In this practice-oriented journal article, I explore the benefits and challenges of using podcasts as a pedagogy for preparing pre-service teachers to model historical thinking—and thus engage in dynamic conversations as teacher talk. Through a semester-long project that culminated in the development of “Unwritten Histories” podcasts, teacher-candidates were encouraged to work in groups to adopt a National History Day framework for historical inquiry. This involved the use of annotated bibliographies, inquiry questions, and storylines. Participants were also required to adopt a vocabulary for historical thinking, thus practising the strategy of modelling historical thinking out loud—as teacher talk. This pedagogy was found to be beneficial in supporting a criterialist stance in historical reasoning. What makes this inquiry unique is that while a great deal of research has been undertaken with regards to explicitly teaching historical reasoning through document-based writing (De La Paz et al., 2010; Monte-Sano, 2011; Nokes et al., 2007; Sendur et al., 2021), very little research has been undertaken with regards to creating dialogic podcasts for this purpose.

Insights gained from a cultural adaptation of preschool promoting alternative thinking strategies©: the importance of teachers' cultures as an implementation driver.

Cultural adaptation of interventions is complex and yet vital to achieving the intended benefits of interventions with new populations. However, little is known regarding deliverers' perceptions of cultural adaptation and when a cultural adaptation process can be considered complete. The purpose of this study was to explore aspects of cultural adaptation that need further attention in an intervention that had undergone an initial cultural adaptation. Four focus groups (FGs) were conducted with preschool teachers who had worked with a culturally adapted version of preschool Promoting Alternative Thinking Strategies (PATHS©) in Sweden for approximately 6 months. In total, 16 teachers from eight preschools were included, with 3-5 teachers in each group. All FGs were audio-recorded and transcribed verbatim. Thematic analysis with an inductive approach was applied to the transcribed data. Three themes were identified where teachers described the need for further cultural adaptation for the intervention to align with personal and societal fundamental cultural values and be useful for their work as teachers in the Swedish preschool setting. The themes pertained to culturally adapting a manual-based intervention to a foundational, value-based approach, such as the practical application of core values and the steering documents of the Swedish preschool. Furthermore, the practical function of the culturally adapted intervention in the new cultural context revealed a further need to adjust materials and activities in interaction with the children. Finally, the prerequisites within the Swedish cultural setting, including resources and collaboration with parents as part of the work structure for preschool teachers in Sweden, needed further attention in relation to the intervention. The findings of this study highlight the importance of the deliverer in the cultural adaptation process in addition to adaptations that focus on end users (children in the case of preschool PATHS). Furthermore, the study indicates a need for a more open-ended view of the cultural adaptation process for interventions than perhaps previously described in models of cultural adaptation of interventions.

The Art of Medicine: Applying the Visual Thinking Strategy to Radiology.

The purpose of this project was to develop a formal visual arts training curriculum and evaluate if there was improvement in the observational and descriptive skills of first- and second-year medical students for radiologic images. Materials and methods: A demographic survey and an initial pre-test of 12 radiologic images were administered asking an open-ended question to describe the image and to identify the abnormality in their own words.Three virtual one-hour sessions of visual thinking strategy (VTS) training occurred, and an immediate post-test and a six-month post-test were administered, each with images different from the pre-test, as well as a final questionnaire. All tests were independently graded by two graders with a previously established grading rubric.Differences in scores were analyzed using paired T-tests. Thirty-nine medical students participated.The mean pre-test score was 62.2 +/- 18.6, and the mean post-test score improved by 41.7 +/- 17.9 points (p<0.01) to an average score of 103.9 +/- 20.4.Nine participants were lost to follow-up at six months, and the average six-month post-test score was 110.2 +/- 29.1 for a mean improvement of 9.3 +/- 13.1 points (p=0.320) from the initial post-test. Conclusion: There was a significant improvement in observational and descriptive skills in first- and second-year medical students when describing radiologic images, which was retained after six months.A formal VTS curriculum could play a beneficial role in medical student and radiology training programs not only to improve observational skills but also to address perceptual errors in diagnostic imaging.

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 &lt; 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.

Do Psoriasis and Atopic Dermatitis Affect Memory, Attention, Stress and Emotions?

Psoriasis and atopic dermatitis are chronic skin diseases found all over the world that cause a lot of suffering to patients. The aim of this study was to answer the following questions: whether people suffering from psoriasis and AD have greater problems with recognizing emotions, the effectiveness of attention and memory processes, and whether they use different strategies of coping with stress than healthy people. This study involved 90 patients, including 30 patients with psoriasis, 30 patients with AD and 30 healthy patients, aged 21 to 63 years, including 54 women and 36 men. This study used a battery of the CANTAB Cognitive Tests, Mini-COPE Questionnaire Inventory, Toronto Alexithymia Scale TAS Questionnaire, Psoriasis Area and Severity Index, and Eczema Area and Severity Index. People with psoriasis and AD had higher total scores on the alexithymia scale and had greater difficulty in identifying and verbalizing emotions. People with psoriasis and AD are less likely to choose the correct stimulus and achieve a shorter length of the sequence that should be remembered. Psoriasis patients with more severe symptoms are less likely to use the strategy of a sense of humor in stressful situations. AD patients with more severe symptoms are less likely to use strategies of operative thinking, denial and self-blame, and the strategy of seeking instrumental support is used more often. Patients with psoriasis and AD require a holistic approach; in addition to dermatological treatment, psychological support, psychotherapeutic support and possible psychiatric treatment are recommended.

Visual Thinking Strategies as Humanistic Education: A Qualitative Study of Teachers Using VTS

Previous research has suggested that Visual Thinking Strategies (VTS) practices positively impact student performance and if so, they may also, affect teacher performance. The purpose of this study was to explore Visual Thinking Strategies (VTS) on teachers’ perceptions of their general teaching practice. A qualitative, multiple case study was conducted to investigate the experience of teachers using VTS. Eligible teacher participants were identified through the Visual Thinking Strategies Organization and the Watershed Collaborative. The two cases – teachers practicing VTS in Kindergarten-Grade 12 (K-12) setting and teachers practicing in VTS outside of the K-12 setting – were investigated separately and then compared in a cross-case analysis. An analysis of the data indicated that using VTS in teaching relates to a humanistic teaching style. These findings have implications for educators and educational institutions wishing to implement humanistic teaching practices and raise further questions pertaining to VTS and humanistic education practices that might be explored through future research.

Educating Preschoolers to Pro-Environmental Actions: A Metacognition-Based Approach

Metacognition is the process of thinking about one's own thinking, learning, and problem-solving strategies. It involves being aware of one's own cognitive processes and knowing how to regulate and monitor them. Sustainability, instead, refers to the ability to maintain or preserve resources and ecosystems for future generations. Here, we draw from the classical metacognitive approach and propose that metacognition plays an important role in sustainability. The PRISMA (Preferred Reporting Items for Systematic Reviews and MetaAnalyses) Statement was used to perform and recode this review. Given that metacognitive abilities develop early during childhood, metacognition can be viewed as a useful approach to teach pro-environmental behavior from early childhood. Although the interaction between metacognition and sustainability in preschoolers appears to be insufficiently explored, the final aim of this review is to offer a new education-based perspective about metacognition that can be implemented in early childhood to foster pro-environmental actions in the long-term.

Framework Brain-Based Learning: The Impact of Critical Thinking-Based Learning on Memory and Recall

&lt;p&gt;The research analyzes the potential of brain-based learning based on critical thinking on memory and memory. The purpose of this study is to produce a framework of brain-based learning methods, which integrate critical thinking in the learning process to students' memory and memory abilities. This study uses a qualitative descriptive method to collect and analyze data. Through literature review, relevant studies are obtained to produce a framework that can be implemented in learning. The findings suggest that brain-based learning, which centers on critical thinking activities, positively affects both memory retention and students' recall abilities. This research emphasizes the importance of incorporating critical thinking strategies into educational practices to improve learning outcomes. In conclusion, this study highlights the significant impact of brain-based learning on memory and recall.&lt;/p&gt;

Teachers’ Self-efficacy Beliefs for Teaching Critical Thinking Skills and Practices of Its Strategies

The study aimed at exploring the teachers’ self-efficacy belief for teaching critical thinking skills and practices of strategies in reading classroom. It also pursued if there is any significant relationship between the two variables. A descriptive survey study used sequential explanatory mixed-methods approach to collect data. The study involved 40 EFL teachers. The survey contained 19 items using five-point Likert scale. Qualitative data were collected via classroom observations. The results of quantitative data showed(m=3.3) that the participants implemented the strategies moderately. The findings of qualitative data revealed that most of critical thinking strategies were practiced rarely while participants were instructing reading lessons. However, the responsive strategy of teachers to their students’ responses was implemented better than others. Statistical analysis also disclosed a positive high significant correlation between the teachers’ self-efficacy belief for teaching CT and its implementation strategies during teaching reading lessons (r=0.99, p&lt;0.05). In conclusion, as there was a positive strong correlation between teachers’ self-efficacy beliefs and actual classroom practice of strategies, teachers with strong self-confidence may have better experience in implementing strategies that improve students’ reading comprehension. This suggests that instructors’ strong beliefs to use critical thinking skills may not necessarily ensure its effective implementation of strategies.

Ecological design of a production plant

The concepts and solutions of sustainability, resource efficiency, and waste-free production are increasingly influencing our thinking, policy guidelines, and corporate strategies. However, some strategies extend beyond conventional sustainable approaches by embracing the fundamental operating principles of ecosystems. In this context, resilience—a natural risk management strategy—is incorporated into the design of a manufacturing company, considering all types of material flows, including solid, liquid, gaseous, and thermal. This ecological approach to resilience is applied to both the operational and financial aspects of the company, via concurrent analysis.Results indicate that merely achieving zero waste emissions does not ensure sufficient resilience, a core requirement of ecosystems and a fundamental principle of the blue economy. Furthermore, it is found that a production system with a flexible product portfolio can adapt into a more ecologically resilient system, despite technological constraints. The resilience level of the production system in ecological and financial terms is similar. Several types of sensitivity analyses are conducted to deepen the insights into the processes.

The impact of design thinking on the learning of basketball and badminton

This study investigated the impact of the design thinking strategy on students' acquisition, learning, and maintenance of basketball and badminton skills. Using an experimental method, researchers compared two groups: an experimental group (Group A) that utilized the design thinking strategy and a control group (Group C) that used traditional teaching. The sample consisted of 58 third-year students from the Faculty of Physical Education and Sports Sciences at Al-Mustaqbal University, representing both groups. The acquisition test, prepared by the researchers, covered comprehension, interpretation, and application of concepts. It followed the same lesson sequence as the control group. Pre-existing basketball and badminton skills tests from the Hilla College curriculum were used. Statistically significant differences were found between the experimental and control groups, with the experimental group outperforming the control group in both the acquisition (p &lt; 0.05) and maintenance tests (p &lt; 0.05). The design thinking strategy effectively enhances the acquisition and maintenance of basketball and badminton skills compared to traditional methods. It also increases student engagement by fostering active participation, discussions, and creative problem-solving.

Eğitim Sistematiğinde Analitik Düşünme Öğretim Model ve Stratejilerinin İncelenmesi

21. in the developing world of the century, increasing global competition, access to technology, digital information and tools also affect the qualities that individuals should have. The adaptation of individuals to the advances in technology and the rapid developments in the production and transfer of information as a result requires them to use their thinking skills effectively. Therefore, 21. in the light of the century requirements, it is considered important to design educational policies and practices in order for students to achieve these skills. In addition, the curriculum, school, learning environments and teacher factors should also be included in this draft process. Undoubtedly, one of the most important issues that we face in this context is the development of analytical thinking teaching models and strategies in educational systematics. Analytical thinking The reasoning model is a teaching strategy that aims to involve students in the reasoning process or the solution of complex problems through peer or teacher-led group discussion in order to encourage them to think. The main point of the model is the criticisms against the traditional classroom discussion. It is criticized because the traditional classroom discussion is mostly dominated by the teacher and takes place in the form of a monologue with the teacher's questions to initiate the discussion-answer-evaluation. Educational thinkers suggest that students' conversations about their thinking processes and engaging in mutual dialogue develop analytical and independent thinking. Based on this view, they stated that this model, which includes collaborative reasoning discussion, is effective in analytical thinking education. At the first stage of the implementation of the model, students are taught the language, principles and skills of analytical thinking clearly and directly. Afterwards, students are supported to use these principles and skills in their learning. Students are being engaged in a series of thinking tasks that involve teacher- or peer-led collaborative reasoning discussions. Key Words: Educational Systematics, Analytical Thinking, Reasoning, Teaching Models and Strategies

Militarism in medievalism: the Prince of Thieves video game and the Gulf War

ABSTRACT Medievalist video games are often embedded with complex modern militarism. Though the military-industrial-media-entertainment-network is a well-discussed issue in relation to video games, much of this work focuses on first-person shooters and representations of modern military combat. This same militarisation operates through more covert mechanics in medievalist video games – games set deliberately in a distanced, often fantastical, world – but the same logistical, schematic thinking and messaging is still hidden amongst the longbows and castles. This article analyses this phenomena using the 1991 Robin Hood: Prince of Thieves Nintendo video game as a case study text within which two distinct military temporalities operate simultaneously: the 1991 Gulf War and the medieval crusades. It examines the legacies of crusading medievalism but with particular concern for militarism and hypermediacy, exploring the way the American military context of the early 1990s resonates through this game text, particularly through its conceptions of violence and the body of the soldier. The rhetorical power of normalising militarised logistical thinking is significantly increased when it also coalesces with medievalism, and even seemingly simplistic games like Prince of Thieves form a crucial part of the legacy that today manifests in hyper-realistic shooter games that perpetuate racialized violence.

INSTRUCTIONAL DESIGN IN FOSTERING TOURISM SPECIALISTS' COMMUNICATIVE AND COGNITIVE ABILITIES

Currently, since the tourism industry's rapid growth, there is a need to make some changes in the education programs. In particular, the focus is on the effective use of various tools and approaches that contribute to the education system in the tourism industry to increase students’communicative and cognitive skills. The authors researched 2nd-year students in the speciality "6B11101 - Tourism" for this work. This research work lasted 3 months and covered 70 students. Two groups of students were formed: a control group (receiving standard teaching methods) and an experimental group (receiving a particular teaching program to improve communicative and cognitive skills). The research’s primary goal was to improve tourism students’ communicative and cognitive skills and enhance their English language knowledge. For this reason, a unique teaching manual was created, and critical thinking strategies were used. The pre-test and post-test results were obtained during the research work, in order to realize and compare the results of the students. The methods used were recognized as effective in improving the communicative and cognitive abilities of tourism students. The teaching manual which was created during the research enables English teachers to apply it in the education programs of tourism specialists and can be used as practical work for tourism students.

THE ROLE OF CRITICAL THINKING IN FORMING STUDENTS’ RESEARCH COMPETENCE

This article will define the role of the critical thinking strategy in the development of students' research competencies. The study reports that research-oriented learning refers to the type of learning that improves students' critical thinking and enhances student engagement. Conclusions are presented based on the outcomes of both shortened and complete practical lessons.It is noted that students with critical thinking develop the ability to correctly select and analyze information from various sources and give them a critical assessment. The definition of information literacy as a form of critical thinking is given. The purpose and objectives of the study are explained. The ideas of various scientists who have studied the skills of critical thinking and conducting research are compared, on the basis of which conclusions are drawn. For the formation of research competence, some forms of training and pedagogical methods are proposed. For the development of critical thinking and research skills, an analysis is carried out based on samples of shortened and full lessons on the discipline “Constructive teaching methodology”. At 2 different stages, the lesson plan is discussed, the criteria for success, success / failure of the lesson are identified, and a reflective analysis is carried out. The results obtained mean that the ability of students to think critically is important for understanding, analyzing and evaluating information by students.