Decision-making Skills Of Students Research Articles

Enhancing decision-making skills through geoscience education for sustainable development

<span lang="EN-US">Sustainable development (SD) can be achieved through education. The goal of incorporating SD principles into education is to enhance both the present and future quality of human life. This study analyzes learning effectiveness by developing education for sustainable development (ESD) based inquiry to improve students’ decision-making skills. Specifically, this study aimed to explore ESD-based inquiry learning tools, analyze student decision-making skills, and analyze student responses to ESD-based inquiry learning tools. The development research used is a 4D model (define, design, develop, and disseminate) and a one-group pre-test-posttest design. Validation sheets, tests, and questionnaires are employed as data-gathering tools. Data analysis using percentage, mean, n-gain, and paired sample t-test techniques. The results showed the following: i) ESD-based inquiry learning tools developed according to the assessment of experts and practitioners are in the valid and reliable category in terms of both construction and substance; ii) the ESD-based inquiry learning is effective in improving students’ decision-making skills with an average gain (gain score) in the high category; and iii) the student's response to each learning process using ESD-based inquiry learning is very good and is considered more exciting and motivating. This finding contributes to educators developing various ESD-based learning materials, especially geoscience materials, to achieve quality learning.</span>

Cognitive apprenticeship in vocational students mathematical decision making skills

Exploring the decision-making abilities of undergraduate students, including students from vocational education backgrounds, is the main priority in the achievement of mathematics learning in general and in Calculus courses particularly. Decision-making processes require cognitive guidance through activities describing in detail the systematic steps of each process. It is implicitly said as part of a cognitive apprenticeship procedure. There are claims that students with a vocational education background can develop their academic and practical potential more through a cognitive apprenticeship model. In addition, using video as visual media learning allows students to sharpen their skills. Therefore, the study aims to explore the distinction in achievement and improvement of mathematical decision-making skills between undergraduate students who learn with a Video-assisted Cognitive Apprenticeship approach (CAV), and they are who receive Cognitive Apprenticeship learning (CA) with conventional learning. A quantitative study with the Static-Group Pretest-Posttest Design was employed as a methodology in the research. Based on the research stage, there are differences in achievement and improvement of student decision-making skills with a review of the type of vocational school between undergraduate students.

The effect of self-confidence levels of the students of the faculty of sports sciences and faculty of education on their decision-making skills

This study aimed to determine whether the self-confidence levels and decision-making skills of the students at Kocaeli University's Faculty of Sport Sciences and Faculty of Education differed in terms of demographic characteristics and to make recommendations in line with the results. The population consisted of a total of 2,626 students studying at Kocaeli University's Faculties of Sport Sciences and Education, and the sample consisted of 316 students who participated in the study voluntarily in the 2020-2021 academic year. The “Self-Confidence Scale” developed by Akın (2007) and the “Decision-Making Skills” scale were used to collect data. While examining the distribution normality, the normal distribution curves and skewness-kurtosis values were examined through histograms, the Kolmogorov-Smirnov test values used in cases where the number of participants was greater than 50 were examined, and it was determined that the data did not show a normal distribution and non-parametric tests were applied. The data do not show a normal distribution. For data analysis, frequency analysis was used to examine the demographic characteristics of the participants, skewness-kurtosis values to determine whether the data showed a normal distribution, and correlation analysis to determine the correlations. The analysis results revealed that the self-confidence levels and decision-making skills of students at Kocaeli University's Faculty of Sport Sciences and Faculty of Education were significantly high in all dimensions (p < 0.05). According to the study results, the decision-making skills of the students of the Faculty of Sport Sciences and the Faculty of Education have a direct and positive effect on their self-confidence levels.

Promoting Socioscientific Issue-based Science Education – Finding Opportunities in Assessment

There have been attempts to integrate assessment with teaching to enhance learning. In this study, we have attempted to use assessment as a strategy to foster socioscientific issue (SSI)-based learning. The available research suggests that teachers have a positive attitude towards the incorporation of SSI-based discussions in their classrooms simultaneously stating challenges like limited time, rigid syllabus, exam pressure, unavailability of related resource material, and intellectual demand on the part of the teacher as well as students, etc. We argue that ‘guided assessment’ as a pro-learning assessment approach could be used to promote SSI-based learning in the face of challenges. This paper describes and explores the efficacy of the ‘guided assessment’ task included in an SSI-based learning module developed on issues related to groundwater. This module was trialled with thirty secondary science students belonging to the lower socioeconomic background. The data related to the ‘guided assessment’ task was analyzed qualitatively using socioscientific sustainability reasoning framework developed by Morin et al. (2014) and we found that the ‘guided assessment’ strategy facilitated students through questioning and provided opportunities to reflect on themes crucial to decision-making. The findings also revealed the impact of peer interactions on decision-making skills of students. Based on this intervention, we propose that teachers can use such an assessment strategy to make their SSI-based instruction more efficient and effective.

"Vegan Teachers Make Students Feel Really Bad": Is Teaching Sustainable Nutrition Indoctrinating?

The transformation toward more sustainable food choices may be supported by an education for sustainable nutrition. In schools, biology teachers play a key role in educating students as sustainability change makers, as biology lessons provide various opportunities to deal with ESD-topics such as sustainable nutrition. Teachers’ classroom practices may be influenced by their personal choices regarding sustainable nutrition. Additionally, students may see their teachers as role models for sustainable behavior. This presents the risk of students adopting teachers’ beliefs and behaviors without reflection. Teaching sustainable nutrition is therefore in potential conflict with indoctrinating young people toward sustainable diets. To date, no studies have addressed the perceived risk of indoctrination in the context of teaching sustainable nutrition in relation to teachers’ personal beliefs, behaviors, and teaching practices. Therefore, this study explored whether biology teachers themselves perceive a risk of indoctrination when teaching sustainable nutrition, and what methods they use for teaching it in a non-indoctrinating way. For this purpose, we conducted semi-structured interviews with seven in-service biology teachers from high schools in Germany. Data for this explorative qualitative study were collected from July to October 2021 using convenience sampling. These were analyzed by qualitative coding and content analysis. The preliminary results of this study show that participants recognize a high risk of indoctrination when teaching sustainable nutrition, primarily due to their own teaching actions, such as deciding whether to reveal their own dietary choices to students. While some participants believed teachers must be restrained, others thought that open communication about personal choices could benefit student decision-making skills. In terms of avoiding indoctrination when teaching sustainable nutrition, participants advocated for student-centered and multi-perspective teaching approaches. Based on the findings, initial implications for further research and teacher training are discussed.

Effects of Drama Method on the Decision-Making Skills of Primary School Students

The purpose of this study is to determine the effects of courses that integrate drama method in primary schools on the decision-making skills of students. In line with this purpose in present study pretest-posttest control grouped experimental research pattern has been employed. The study was conducted in Cahit Sıtkı Tarancı Primary School located within Ergani district in the city of Diyarbakır. Population of the research consisted of classes 4/C (control group) and 4/D (experimental group) in the particular school. Experimental group received drama activities for a period of 8 weeks whilst control group received no drama activities. To the end of measuring students’ decision-making skills, “Decision-making Skills Assessment Scale (DMSAS)” developed by Karakaş (1999) was employed. For the aim of analyzing the difference between pretest scores of the groups, dependent groups t-test and lastly in order to detect the difference between posttest scores of groups “Covariance Analysis” was implemented. At the end of conducted study, no significant difference could be identified between scores of experimental and control groups. It has thus been concluded that implemented drama activities triggered no statistically significant difference in the decision-making skills of the participants.

A meaning-centred, whole-school approach for responsible decision-making: The Logotherapeutic Framework

This article briefly examines Guidance Counselling in the Irish context. An analysis of the current decision-making climate and context suggests that there is a need to develop responsible decision-making skills in students, as reflected in the new Junior Cycle Key Skills. A meaning-centred, whole-school approach to develop responsible decision-making is then proposed. The paper identifies the characteristics of self-control, self-insight, modelling, and goal setting as necessary attributes in responsible decision-making. Examined from a whole-school perspective, the significance of meaning, expectation, and perceived vision of failure is considered in terms of student and staff motivation. Building on the counselling framework of Viktor Frankl’s Logotherapy and in light of changes to the provision of school guidance, The Logotherapeutic Framework for responsible decision-making (TLF) is offered as a whole-school approach to achieve educational and guidance counselling objectives. The article discusses how the features of the TLF contribute to our mental and physical health. The philosophical and empirical bases for the approach, potential classroom strategies, along with future research recommendations are examined.

Identification of Decision-Making Skills of the High School Students Participating in School Sports Activities

The aim of this study is to identify the decision-making skills of the high school students participating in school sports activities. The sample of the study consisted of 221 (n=96 girls and n=125 boys) volunteer students studying in 4 different high schools affiliated to Kırıkkale Provincial Directorate of National Education in 2017-2018 academic year. The students participating in the study were divided into 3 different age groups. 49.3% (n=109) of the students are in the 14-15 age group, 35.7% (n=79) are in the 16-17 age group and 14.9% (n= 33) are in the 18-19 age group. "Melbourne Decision-Making Questionnaire" which was developed by Mann, Burnett, Radford and Ford (16) and whose validity and reliability in Turkish were carried out by Deniz (9) was used in the identification of decision-making skills of the students. The data obtained from the questionnaire were evaluated in SPSS 22.0 package program at 95% confidence interval and 0.05 significance level. In this study, the effect of two or more independent variables on more than one dependent variable was determined by two-way MANOVA analysis. In the statistical analyses, it was found that there was no interaction between the dependent variables ( F (15, 577,36) =.86, p>0.05) and there was a statistically significant difference between the self-confidence, which is one of the sub-dimensions of the decision-making, and grade variable ( F (3,213) =2.85, p<.05). In addition, it was determined that there was a statistically significant difference between the self confidence and team or individual sport variable ( F (1,213) =7.18, p<.05). According to the findings obtained from the study, it was concluded that the highest mean value obtained from the decision-making styles of the students who participated in the school sports activities belonged to Part I “self-confidence", and also the self-confidence of the 12th grade students was higher than the 9th grade students. Another result obtained from the study is that the students who are interested in team sports have higher self-confidence than the students who are interested in individual sports. As a result of the evaluation, the fact that the students participating in the study adopted the style "Self-Esteem (Self-Confidence) in Decision-Making" at the most supports the hypothesis of this study.

Transition to Residency: The Successful Development and Implementation of a Nonclinical Elective in Perioperative Management

Few medical school programs in Canada address challenges related to the significant increase in responsibility for patient care between medical school and residency. This is particularly important in surgery and anesthesia due to the high-acuity care required during the perioperative period. The purpose of this study was to develop and assess a program that would help students transition to surgical and anesthesia residencies, in terms of knowledge acquisition, clinical decision-making skills, and subjective preparedness. The authors developed a 1-week nonclinical Perioperative Management Elective for students matching to surgical or anesthesia residencies. Clinical decision-making training was incorporated using a simulated pager called the MedsOnCall Pager app. A study was conducted to evaluate knowledge acquisition and development of clinical decision-making skills in students completing the elective. A mixed-effects model analysis of the proportion of pages answered correctly during the elective was used as a marker of their progression. Students were asked to complete entry and exit questionnaires to provide subjective information regarding their elective experience. The study ran for 2 iterations of the elective in 2016 and 2017 at the University of Ottawa. A total of 20 University of Ottawa fourth-year medical students completed the elective. There was a significant increase in the proportion of correctly answered pages over the course of the elective week (p = 0.04). Results from entry and exit questionnaires revealed that students felt more knowledgeable, comfortable, and prepared for residency after completing the elective (p < 0.001). The Perioperative Management Elective has completed 2 successful iterations with confirmed knowledge acquisition and improved clinical decision-making skills among elective students. Participating students perceived that the experience was beneficial and fulfilled a gap in their medical school training. We believe that this elective framework could be employed by other schools to help graduating students' transition smoothly into residency.

PENGARUH MODEL TEAMS GAMES TOURNAMENT TERHADAP KETERAMPILAN PENGAMBILAN KEPUTUSAN DALAM PEMBELAJARAN IPS DI SEKOLAH DASAR

This research is about the influence of application of Teams Games Tournament (TGT) type cooperative model in elementary school to decision-making skill. The research method is quasi experiment with non randomized pretest-posttes control group design. The population of all grade III elementary school in Maja subdistrict and its sampling sampling in this research is student of class III SDN Cieurih I and SDN Kertabasuki II. The purpose of this study is to determine the effect of TGT model on student decision-making skills in class III elementary school. The result of this research can be concluded that there is a difference of decision-making skills improvement between experimental and control group, besides cooperative learning of TGT is better than conventional learning in improving student decision-making skills in elementary school social study learning and there is difference of improvement of decision making skill among student group higher, middle and lower achiever using TGT model and conventional learning. Keywords : TGT type cooperative model, decision-making skill.

The Pransky interview: Dr Rob Buckingham, Director at UK Atomic Energy Authority and Robotics Pioneer

Purpose The following article is a “Q&amp;A interview” conducted by Joanne Pransky of Industrial Robot journal as a method to impart the combined technological, business and personal experience of a prominent, robotic industry engineer-turned successful business leader, regarding the commercialization and challenges of bringing technological inventions to market while overseeing a company. The paper aims to discuss these issues. Design/methodology/approach The interviewee is Dr Rob Buckingham, Director at UK Atomic Energy Authority (UKAEA) and Robotics Pioneer. Dr Buckingham is an innovator of snake-arm robotics for confined and hazardous environments. In this interview, Dr Buckingham shares some of his 30+ year personal and business experiences of working in industry, academia, co-founding and directing a robotics company and heading up a new UK government-funded organization for remote handling. Findings Dr Buckingham received his BSc and his MEng in the Special Engineering Programme at Brunel University in London. The program’s objective was to train engineers for the industry by developing problem-solving abilities and decision-making skills of students, which Buckingham accomplished while being sponsored by the UKAEA and as a National Engineering Scholar. After obtaining his PhD in robotics at the University of Bristol, Buckingham, he remained at Bristol for two years as a lecturer in mechanical engineering. In 1997, he co-founded OC Robotics, a private company that designs snake-arm robots specifically to operate in confined spaces. Buckingham directed OC until 2014, when he returned to where he began his early career, UKAEA Culham, this time as a Director and Head of the new Remote Applications in Challenging Environments (RACE) Centre. Under Buckingham’s leadership, RACE is involved in exploring many areas of remote operations, including inspection, maintenance and decommissioning and will be instrumental in developing new remote tools and techniques for academia and industry. Originality/value With the unique experience of studying at a university’s distinctive engineering program while working as a young engineer for the UKAEA who sponsored him, Dr Buckingham found his lifelong passion and career in robotics for remote handling. He was one of the creators of the emerging field of snake-arm robotics. He is now applying his innovative, commercial technologies and strategies from working in the nuclear, aerospace, construction and petrochemicals sectors to the industry of nuclear fusion. Dr Buckingham was awarded The Royal Academy of Engineering Silver Medal in 2009. In the same year, his company OC Robotics won the Queen’s Award for Enterprise in the category of Innovation. Buckingham is also a Fellow of the UK Institute of Engineering Technology, a Fellow of the Royal Academy of Engineering and a visiting professor at the Bristol Robotics Laboratory. He was co-chair of the Robotics and Autonomous Systems (RAS) Special Interest Group Steering Group during the preparation of the influential UK RAS strategy, which has since been adopted by UK Government.

Bahasa Malaysia

Meta behavioral skill is described as the processes of thought involved in producing a behavioral trait. It is expected that these skills and decision-making skills play an important role in the control of individual’s behavior. This study aimed to identify whether there are differences in the meta-behavior and decision-making skills in students without dicipline behavior and students with dicipline behavior. This study used a cross-sectional survey design. The data collection was conducted in two phases: the first phase using questionnaires while the second phase using an in-depth interviews. A total of 803 secondary school students was selected as the sample for the first phase of the study, while in the second phase, a total of eight study participants were interviewed. Data from questionnaires were analyzed using Multivariate Analysis of Variance (MANOVA) while the interview feedback were analyzed thematically. The findings show that there are a significant differences in the meta-behavior skills and decision-making skills among students from both categories. Qualitative data analysis shows meta-behavior skills and decision-making skills of students without dicipline behavior are better as compared to students with dicipline behavior. Thus it is suggested that efforts should be made to improve the skills of meta-behavior and decision making skills as one way to prevent behavior problems dicipline among students DOI: http://dx.doi.org/10.17576/JPEN-2015-4002-10

Comparison of Decision-making Skills of Students and Managers

The aim of this paper is to analyze the level of decision-making skills of managers compared to the level of decision-making skills of students. Decision making is seen as a process that is based on our knowledge, skill, experience and partly influenced by our personality. The process ends by the right solution of the required quality, time and reasonable acceptability. Data was obtained through a questionnaire survey of 221 managers and 376 students from universities. Using the statistical method we accomplished to demonstrate that managers achieve higher levels of decision-making skills than students. The decision-making were based on analises the three subareas, where they found that students achieve better results in the field of information retrieval, the administration of tasks and justify the decision where executives received an average of 29% more points.

Does Academic Mentoring Improve Career Decision-Making?

Academic mentoring literature needs further research through longitudinal studies. Moreover, no single study has considered mentoring as a tool to improve career decision-making skills in students....

Educational Simulation in Construction: Virtual Construction Simulator

Students in the architecture, engineering, and construction disciplines are often challenged with visualizing and understanding the complex spatial and temporal relationships involved in designing and constructing three-dimensional (3D) structures. An evolving body of research traces the use of educational computer simulations to enhance student learning experiences through testing real-world scenarios and the development of student decision-making skills. Ongoing research at Pennsylvania State University aims to improve engineering education in construction through interactive construction project learning applications in an immersive virtual reality environment. This paper describes the first- and second-generation development of the Virtual Construction Simulator (VCS), a tool that enables students to simultaneously create and review construction schedules through 3D model interaction. The educational value and utility of VCS was assessed through surveys, focus group interviews, and a student exercise ...

The Case for Academic Integrity in Physical Therapist Education

Background and Purpose. Cheating has become more prevalent in the last several years at all levels of the education system in the United States. Cheating in professional programs and on professional licensure examinations also has increased. Advancements in technology have created unique opportunities for cheating, as well as for cheating prevention. Although there are a number of reasons why students choose to cheat, peer approval and peer behavior have a strong influence on cheating behavior. The purpose of this article is to review student cheating, identify reasons why students cheat, describe the relationship between student cheating and workplace behavior, review clinical practice violations by physical therapists, and recommend educational strategies to ameliorate cheating behaviors in physical therapist students. Position and Rationale. Recent studies of physicians and engineers suggest that student cheating and unprofessional behavior while in school was a predictor for subsequent disciplinary action by licensing boards and unethical behavior in the workplace. Because a large number of physical therapist licensure violations relate to unprofessional conduct, emphasis on academic integrity and proper professional conduct while in the educational program is essential for physical therapist students. Our position is that physical therapy academic programs must address academic integrity. Recommendations. Physical therapist educators should recognize that cheating is a life behavior that begins early and tends to perpetuate into professional education and subsequent practice and employment. Professional behavior expectations should be introduced early in the professional program along with appropriate assessment strategies and courses that develop ethical decision-making skills in students. Education programs should review and update policies relating to academic integrity and consider adopting an honor code system. Students should be made aware of professional practice violations and their consequences. Academic and clinical faculty must serve as mentors and role models demonstrating appropriate behaviors in the classroom and clinic.

Developing meaningful learning experiences in palliative care nursing education

To help nurses develop effective clinical decision-making skills, it is essential that palliative care education includes opportunities for undergraduate and practicing nurses to develop cognitive skills in addressing real-life clinical problems. This article describes the learning experiences within an elective nursing course designed to strengthen the clinical decision-making skills of students in the context of palliative care and interprofessional practice. A description of the course context, major learning assignment and evaluation rubic, and reflections on the learning process in terms of clinical decision-making and interprofessional practice provides an example of how meaningful learning opportunities can be used to prepare nurses for the challenges they will face as collaborative team members in their palliative clinical practice.

2008 APSA Teaching and Learning Track Summaries—Track Five: Simulations and Role Play I

The Simulations and Role Play I track examined a broad range of approaches to classroom simulations and role-playing exercises. The presentations covered designs that operate online and face-to-face, model decision making at local and international levels, and run from only a few minutes to an entire semester. Participants and discussants identified several elements that are common to successful simulations. These elements included establishing clear objectives for a simulation prior to its use in a course, designing simulations to actively engage students in the learning process, and using simulations to develop professional skills, empathy, and intercultural understanding among students. The track members agreed that simulations need not be time intensive in preparation or presentation, but can be flexible and made to fit unique situations. Finally, while simulations may not increase student perceptions of the quality of instruction, the simulations do seem to increase student empathy and student decision-making skills, which are worthwhile achievements.

148 Incorporating Technology Across the Curriculum: GPS/GIS for Agricultural Sciences Education

Global positioning system (GPS) and geographic information system (GIS) technologies are at the cutting edge of an emerging agricultural revolution called site-specific management. Anticipated benefits are both economic and environmental because in this system, herbicides, fertilizers and other inputs are placed only where needed in the precise amounts required. The opportunities for site-specific management of crops, soils, and pests are innumerable. However, most students of agriculture and land resource sciences have little, if any, experience with the GPS and GIS technologies that provide these new opportunities. Beginning in 1995, efforts were undertaken to integrate GPS/GIS technology into the College of Agriculture curriculum. The process began with GPS/GIS training workshops for local and regional faculty. Key faculty modified curriculum within several departmental options and produced instructional modules for 12 different agriculture science courses. Experiential learning opportunities were developed and in some classes, farmer practitioners of site-specific management participated with students in identifying management problems and solutions. Instructional modules and active learning exercises were formally evaluated as to their effects on enhanced student decisionmaking skills and competency in GPS/GIS applications. Recently the new course LRES 357 “GPS/GIS Applications” was added to the curriculum and work is underway to place this course on-line.

The case of hallucinogenic plants and the Internet.

The advent of the Internet both created opportunities and provoked problems for students, teachers, and parents. This article uses the example of Internet access to explicit information about locally available hallucinogenic plants to focus on important new issues in education: determining validity of Internet information and cultivating critical Internet consumer skills in students. Basic "textbook" information on three common psychotropic plants is contrasted with pro-drug information from selected World Wide Web sites. Guidelines are offered for evaluating Internet information, and suggestions are offered for developing effective decision-making skills in students.