Thinking Of Students Research Articles

THE IMPACT OF AI ON TEACHERS: SUPPORT OR REPLACEMENT?

The article explores the growing role of AI in education, analyzing whether it serves as a supportive tool for teachers or poses a threat to their jobs. AI can automate routine tasks such as grading and administrative work, freeing up teachers’ time for more meaningful activities like personalized student interaction and lesson planning. Additionally, AI-powered tools enhance data-driven teaching, providing teachers with valuable insights to improve student performance and offer individualized support. While AI offers significant advantages, the article emphasizes that it cannot replace the human qualities essential to teaching, such as emotional intelligence, empathy, and creativity. These are areas where AI falls short, making it unlikely to fully replace teachers. Instead, AI allows teachers to evolve their roles from traditional instruction to mentorship and guidance, focusing on fostering critical thinking and creativity in students. However, there are concerns that AI could reduce teaching jobs or fundamentally change the role of educators. Teachers may also resist AI due to fears of job displacement or lack of sufficient training to use these technologies effectively. The article concludes that AI, when used responsibly, acts as a valuable partner rather than a replacement. By taking over repetitive tasks, AI enables teachers to concentrate on more impactful educational activities, ensuring that the human element remains at the heart of learning.

Implementation of the course “good chemistry: methodological, ethical and social implications” – a case study

Abstract The article describes the practical implementation of the course titled “Good Chemistry: Methodological, Ethical, and Social Implications” available on the EuChemS e-learning platform. This MOOC course has been used in various ways at several European universities and through blended learning at Jagiellonian University in Krakow (Poland), which is discussed in this article. Since the groups of students participating in the course were not large and it is worth taking a closer look/insight at this issue, the case study method was used. Sample materials and activities for this course are presented. The survey responses of lecturers and students, as well as the activities and posts of Jagiellonian University in Krakow students on the remote learning platform, were analyzed. The strengths and weaknesses of the course were identified, and the need for continuous efforts by lecturers to develop ethical attitudes, critical thinking, and communication skills in students, especially in the field of socioscientific issues, was emphasized.

Some Measures to Develop Abstract and Generalizing Thinking for 4th-Grade Students in Teaching the Topic of Calculations with Fractions

Developing abstract and generalizing thinking is an important skill that helps people approach problems more comprehensively, creatively, and effectively in study, work, and life. In the modern world, we often face large and complex amounts of information. The ability to abstract helps us filter out unnecessary details, focusing only on important factors. Generalization helps us simplify information, making them easier to understand and manage. Grade 4 Math has a lot of potential to develop abstract and generalizing thinking for students.This article proposes some measures to train students' abstract and generalizing thinking in teaching the topic of fraction operations in grade 4. These are also some suggestions for managers and teachers of primary schools in Vietnam to improve the quality of teaching Mathematics in general.

Teaching Decimal Operations to Develop Mathematical Thinking and Reasoning Competency for Primary School Students in Vietnam

Vietnam is in the process of comprehensively reforming education. In 2018, the Vietnamese Ministry of Education and Training issued the General Education Program. In addition to general competencies, the 2018 General Education Program also aims to develop specific competencies for students, including mathematical competency. Mathematical competency includes 5 component competencies: mathematical thinking and reasoning; mathematical modeling competency; mathematical problem solving competency; mathematical communication competency; competency in using mathematical tools and means. This article presents some measures to develop mathematical thinking and reasoning competency for 5th grade students through teaching the content of calculations with decimals in primary school. These are also some suggestions for managers and teachers of primary schools in Vietnam to improve the quality of teaching Mathematics in general.

Enhancing Critical Thinking in Middle School Students: Comparing Problem-Based Learning and Search, Solve, Create, and Share Models

Critical thinking skills (CTS) can be enhanced through instructional models. The chosen model should be problem-based and student-centered. The problem based learning (PBL) and search, solve, create, and share (SSCS) models meet these criteria. This study aims to compare the potential of the PBL and SSCS models to enhance students' CTS on the topics of soil and life sustainability. Data collection techniques included interviews, questionnaires, observations, and tests. Data analysis techniques involved descriptive quantitative techniques, percentage analysis, validity and reliability tests, normality tests, homogeneity tests, Wilcoxon tests, and N-gain tests. The validation of the devices received very valid criteria. The N-gain test in the PBL class received moderate criteria, and the SSCS class received high criteria. The results showed that both models could improve students' CTS, but the two classes had different levels of CTS improvement. The treatment using the SSCS model resulted in higher CTS compared to the treatment using the PBL model. The PBL model can enhance higher CTS in the inference aspect, while the SSCS model can enhance higher CTS in the interpretation, explanation, and self-regulation aspects

Application and Research of AIGC in Contemporary Art Design Curriculum

The influence of AIGC on art and design education is reflected in many aspects, which promotes the change of creative methods, teaching methods and students thinking. With the development of AIGC technology, students in the design discipline are able to quickly generate a variety of creative works, which not only improves their design ability, but also inspires greater creative inspiration. Teachers gradually realize that the AIGC tool must be integrated into the curriculum to help students understand the application of AIGC in design and its potential. On the whole, AIGC has brought new opportunities and challenges to art and design education, requiring the educational community to constantly adapt and innovate in order to cultivate future design talents.

Digital Student Worksheet on Ecology and Biodiversity to Enhance Critical Thinking and Digital Literacy for Middle School Students

Critical thinking skills and digital literacy can be influenced by several factors, one of which is the use of LKPD learning media. LKPD can be used on Ecology and Biodiversity material. This research aims to develop digital LKPD learning media products to improve student’s critical thinking and digital literacy skills at SMP Kartika X-1 Jatinegara, East Jakarta. This type of research is development research using the Hannafin and Peck model, through stages of analysis, design and implementation with evaluation and revision at each stage. The targets of this research were 106 seventh grade students at SMP Kartika X-1, Jatinegara, East Jakarta. Data analysis techniques in this research was n-gain test. The validation results for the development of digital LKPD from media experts and material experts received a score in the very good category. Based on the research results, it can be concluded that digital LKPD media can be developed and is suitable as a learning media for Ecology and Biodiversity material, and is effective enough in improving student’s critical thinking skills and digital literacy

The Impact of Flipped Learning on Students` Critical Thinking; A Systematic Literature Review

Flipped learning is a revolutionary teaching method that disrupts traditional learning environments by providing instruction outside of the classroom. This strategy enables students to engage with the subject at their convenience and encourages active learning in the classroom. The current study is a comprehensive literature analysis that looks into the impact of flipped learning on student critical thinking skills. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) criteria were utilized to ensure that the article selection was valid and reliable. The articles were selected from some credible databases, such as Eric, Scopus, and ProQuest. After the selection procedure, the systematic review yielded 23 relevant articles to be further reported. Our analysis highlights that flipped learning practices are most commonly observed in natural science disciplines, including physics, mathematics, and chemistry. The majority of the studies employed quantitative methodologies, primarily utilizing quasi-experimental designs, and predominantly focused on university-level students in Asian countries. Notably, the findings indicate a substantial positive effect of online-based flipped learning on the enhancement of students' critical thinking skills, suggesting that this pedagogical approach can significantly benefit student learning outcomes.

From cognitive coach to social architect: shifts in learning assistants’ valued practices

BackgroundLearning assistants (LAs) are undergraduate students who serve as instructional assistants in STEM classrooms. In addition to engaging in active practice, they take a pedagogy seminar and regularly meet with a content instructor. While aspects of LAs’ pedagogical beliefs and actions have been investigated, there remains a gap in understanding how LAs make sense of their new instructional roles and how they negotiate between their experiences as students and their responsibilities as instructors. This study uses a sequential, exploratory mixed-methods approach, which includes constant comparative open-coding, thematic analysis, and epistemic network analysis, to analyze 178 reflections written by 89 LAs across five terms at two institutions. Here, we identify each LA’s expressed goals and intended actions at the start and the end of their first term as an LA. Using a community of practice framework, we seek to explicate the shifts in these LAs’ values as they become more central members of the LA community.ResultsLAs’ expressed roles shift from being cognitive coaches, where they focus on student thinking, sense-making, and understanding of disciplinary concepts, to being social architects, where their focus shifts to attending to the aspects of the environment that can support productive interactions for learning. A social architect prioritizes goals related to mutual trust, respect, & approachability, understanding and learning about students, and creating a sense of belonging. Similarly, their intended actions emphasize compassion, understanding, and facilitating group discussion. While all LAs studied exhibited this shift, it manifested in different ways and to different extents, as illustrated in detail by four selected cases. These cases illustrate how the shifts coupled to a change in language around teaching, becoming more specific and contextual.ConclusionsLAs express a shift in their valued practices over their first term as LAs related to their instructional role. The goal of student-centered instructional practice is often framed as becoming a better cognitive coach; however, this orientation does not foreground ideas around teaching practice that aim to foster engagement, belonging, and student agency. Implications for both the LA model and, more generally, for postsecondary STEM instructors are discussed.

Arduino-Based Mobile Robotics for Fostering Computational Thinking Development: An Empirical Study with Elementary School Students Using Problem-Based Learning Across Europe

The present article explores the impact of educational robotics on fostering computational thinking and problem-solving skills in elementary school students through a problem-based learning approach. This study involved the creation of a framework which includes a robot and two eBooks designed for students and teachers. The eBooks serve as a guide to the construction and programming of a small Arduino-based robot. Through integration with gamification elements, the model features a narrative with three characters to boost a student’s engagement and motivation. Through iteration of heuristic evaluations and practical tests, we refined the initial theoretical framework. An empirical study was conducted in two phases involving 350 students. The first empirical test involved a small group of 21 students, similar to end users, from five European schools. With a 100% completion rate for the tasks, 73.47% of these tasks were solved optimally. Later, we conducted a larger validation study which involved 329 students in a Portuguese school. This second phase of the study was conducted during the 2022–2023 and 2023–2024 school years with three study groups. The results led to a 91.13% success rate in problem-solving activities, and 56.99% of those students achieved optimal solutions. Advanced statistical techniques, including ANOVA, were applied to account for group differences and ensure the robustness of the findings. This study demonstrates that the proposed model which integrates educational robotics with problem-based learning effectively promotes computational thinking and problem-solving skills, which are essential for the 21st century. These findings support the inclusion of robotics into primary school curricula and provide a validated framework for educators.

Problem-Based Learning: An Effective Teaching Method for Science Competence Development

Modern society places exceptionally high premiums on science education. To make science classes more productive, researchers and educators have experimented with a plurality of non-traditional instructional approaches that are expected to be effective in fueling students’ interest in science subjects and fostering their scientific reasoning ability and creativity. Among them, problem-based learning has been well received by teachers. Its adoption in science classrooms was first recommended by certain researchers in the 20th century (Gallagher et al., 1995). Problem-based learning enables the student to develop knowledge through analyzing and solving problems, rather than through memorizing a wealth of existing information and theories. It can help the student transition from a passive receptacle of knowledge to an active learner and a problem solver (Akınoğlu & Tandoğan, 2007). Despite there being no conclusive definition of this teaching method, the three features summarized by Akcay (2009) are deemed basic elements of problem-based learning: (i) engaging students as stakeholders in a problem situation; (ii) organizing the curriculum around this holistic problem, enabling student learning in relevant and connected ways; (iii) creating a learning environment in which teachers coach student thinking and guide student inquiry, facilitating deeper levels of understanding.

Student reasoning about quantum mechanics while working with physical experiments

Instruction in quantum mechanics is becoming increasingly important as the field is not only a key part of modern physics research but is also important for emerging technologies. However, many students regard quantum mechanics as a particularly challenging subject, in part because it is considered very mathematical and abstract. One potential way to help students understand and contextualize unintuitive quantum ideas is to provide them opportunities to work with physical apparatus demonstrating these phenomena. In order to understand how working with quantum experiments affects students’ reasoning, we performed think-aloud lab sessions with two pairs of students as they worked through a sequence of quantum optics experiments that demonstrated particle-wave duality of photons. Analyzing the in-the-moment student thinking allowed us to identify the resources students activated while reasoning through the experimental evidence of single-photon interference, as well as student ideas about what parts of the experiments were quantum versus classical. This work will aid instructors in helping their students construct an understanding of these topics from their own ideas and motivate future investigations into the use of hands-on opportunities to facilitate student learning about quantum mechanics. Published by the American Physical Society 2024

METHODOLOGICAL CYCLE IN THE IMPLEMENTATION OF THE EDUCATIONAL APPROACH

The «New Ukrainian School» concept implementation necessitates the continuous enhancement of pedagogical approaches and the exploration of effective teaching methods that address contemporary educational challenges. The purpose of the article is to define the concept and analyze the functioning of the cycle of the teacher's methodical system in the implementation of educational approaches. System-structural (analysis of scientific literature, synthesis, comparison, systematization, generalization) was chosen as the main research method. The article researches the teacher`s methodological system as a cyclical process that facilitates a systematic and effective organization of learning activities. Special emphasis is placed on the key stages of this cycle: establishing learning objectives, assessing students' readiness to engage with the material, selecting educational content, and choosing optimal methods and forms for lesson design. The critical component of the methodological cycle is the selection of an educational approach that aligns with both learning outcomes and the developmental characteristics of students, thus enabling a flexible and personalized educational process. The article highlights the importance of the cyclical model in ensuring high effectiveness in the learning process, fostering the development of essential competencies among students, and achieving educational goals. Beyond theoretical justification, practical recommendations are provided for adapting the methodological system to various educational approaches, particularly in the contexts of distance and blended learning. The recommendations offered aim to support teachers in refining their practices and implementing innovative strategies focused on maximizing learning outcomes. This approach promotes the development of critical thinking and other competencies necessary for students' successful socialization in today’s world.

Causal Inference Thinking of Elementary School Teacher Professional Education Program Students in Determining Digital Strategies to Solve Mathematical Problems

This research aims to examine the causal inference thinking of PPG PGSD students in solving mathematical problems. This research uses a qualitative approach with a case study type. The subjects of this research were four pre-service PPG students from PGSD UM. The instruments for this research include researchers, indicator rubrics, validation sheets, researcher notes, mathematical problems, internet networks, laptops, and handphones. Research subjects as data sources produce data that is analyzed in the form of written answers and recorded interviews. The qualitative data analysis technique used in this research is the interactive model. The results of this research show that fast causal inference thinking is characterized by expressing familiarity with mathematical problem solving, expressing familiarity with accessing digital platforms to solve mathematical problems, accessing digital platforms with keywords, correlating the characteristics of information with specific digital platforms, and Accessing specific digital platforms spontaneously. Slow Causal Inference Thinking is characterized by accessing more than one digital platform to understand a piece of information and read the math problem text repeatedly. The digital platforms that the subjects considered to be a solution were the Google and YouTube platforms.

A Teaching Design with Ideological-Political Element on Reactions of Alkanes in College Chemistry II

College chemistry II is a basic course for normal college students majoring in science education in our university, and it is of practical significance to integrate ideological and political education into the teaching of the course to achieve the teaching purpose effectively. Taking the part “reactions of alkanes” as a case of teaching design, this paper discussed the teaching design ideas and methods of integrating ideological-political elements into the specialized course specifically in the setting of the three learning objectives, the introduction of the new lesson, the teaching of the three knowledge points, etc., and carried on the teaching reflection. By fully excavating the ideological-political elements in this course, and integrating the ideological and political education with cases related to reactions of alkanes in daily life and production practice into, it can arouse the students' attention and thinking, stimulate the students' interest in learning, and enhance the effectiveness of students' learning.

The Application of Total Physical Response (TPR) Method Through Songs to Improve Students' Vocabulary Mastery and Creativity: A Classroom Action Research at The First Grade

This study investigates the efficacy of using songs in conjunction with the Total Physical Response (TPR) method to enhance vocabulary mastering and creative thinking in EFL students. 36 first-grade students participated in two cycles of Classroom Action Research (CAR) at SMAN 03 Pamekasan. Students' low average score of 58 on the pre-test and initial observations indicated serious difficulties with vocabulary retention, spelling, pronunciation and accurate usage. TPR, which combines movement with language learning, was combined with songwriting exercises. In order to improve memory through dance and music, students worked in groups to compose and perform songs utilizing vocabulary words in the first cycle. Despite a 12.1% improvement in post-test scores, the results fell short of the minimal passing requirements set by English Teacher of SMAN 03 Pamekasan. Within the moment cycle, extra hone and anxiety-reducing measures, such as singing and acting out melodies some time recently testing, driven to a eminent advancement, with the normal score rising to 80. The think about found that the TPR strategy, when combined with tunes, altogether improved students' lexicon run, spelling, articulation, and exactness of utilization. Additionally, it cultivated more prominent understudy engagement, motivation, and inventiveness within the classroom. By and large, the investigate illustrates that TPR and tunes offer an compelling, intuitively approach to lexicon learning, making a difference understudies overcome challenges in dialect securing and making a more energetic and agreeable learning environment.

Confirmatory factor analysis of a rubric for assessing algorithmic thinking on undergraduate students

Algorithmic thinking is a key element for individuals to be aligned with the computer era. Its study is important not only in the context of computer science but also in mathematics education and all STEAM contexts. However, despite its importance, a lack of research treating it as an independent construct and validating its operational definitions or rubrics to assess its development in university students through confirmatory factor analysis has been discovered. The aim of this paper is to conduct a construct validation through confirmatory factor analysis of a rubric for the algorithmic thinking construct, specifically to measure its level of development in university students. Confirmatory factor analysis is performed on a series of models based on an operational definition and a rubric previously presented in the literature. The psychometric properties of these models are evaluated, with most of them being discarded. Further research is still needed to expand and consolidate a useful operational definition and the corresponding rubric to assess algorithmic thinking in university students. However, the confirmatory factor analysis confirms the construct validity of the rubric, as it exhibits very good psychometric properties and leads to an operational definition of algorithmic thinking composed of four components: Problem analysis, algorithm construction, input case identification, and algorithm representation.

To what extent can oracy education and student dialogue support historical thinking skills in Year 7?

Abstract During the course of my teacher training, I have encountered two distinct classroom contexts for oracy: a term that refers to the ability to express oneself in speech. At my first placement school, very few students were willing to answer questions or present arguments in front of their peers. Conversely, the majority of students at my second placement school are keen to demonstrate their knowledge, yet often speak over one another during discussion tasks. In both schools, dialogue is mainly directed towards the teacher; students rarely offer extended answers during lessons, and oral reasoning and argumentation generally take place as a precursor to written work. I therefore wanted to implement a sequence of lessons where the learning was intentionally carried out and measured through student talk and cooperation. In particular, I wanted to examine how far teaching specific oracy skills and providing informal scaffolded opportunities for presentational and exploratory talk can support the development of historical thinking skills in Year 7 (age 11): in other words, students' ability to consider multiple historical perspectives; to appreciate the difference between modern and ancient values; to critically engage with historical terminology, and to present and justify an argument. Students' responses were generally positive and engagement raised. I conclude with further thoughts about future practice.

Metacognitive Involvement and Critical Thinking in Technical Students in Information Environment

Metacognitive involvement in activities and critical thinking are the soft skills students require as a basic adaptation resource in information environment at university, in life, and at work. This research explored the correlation between metacognitive involvement and critical thinking which university students of technical specialties used to navigate information environment. The study involved 58 male and 12 female fourth-year students (21.26 ± 0.47 y.o.) of the Penza State University, Penza, Russia. The list of methods employed included scientific review, survey, testing, and Spearman’s correlation analysis. The survey involved the following questionnaires: Metacognitive Involvement in Activity (G. Schraw, R. Dennison, 1994; eight-factor version by E. I. Perikova, V. M. Byzova, 2022); Critical Thinking Test (J. Kincher, 1990); author’s own questionnaire of Students and Information Environment (N. N. Krylova, 2024). The correlation analysis revealed strong relationships between nine indicators of metacognitive involvement in activities and critical thinking (p ≤ 0.001 and p ≤ 0.01). The Structure of Error Correction factor of metacognitive involvement depended on such a parameter of information environment as the input intensity. The metacognitive involvement in activities correlated with the students’ assessment of mental and information load in the curriculum, e.g., the Metacognitive Knowledge factor correlated with the mental and information load in Physics and Mathematics while the Error Correction Structure factor was associated with the load assessment in technical disciplines. In addition, some individual parameters of information environment correlated with the students’ assessment of mental and information load. In this study, metacognitive involvement in activities correlated with critical thinking in university students as they interacted with information environment because these phenomena are not isolated psychologically from each other.

The concepts of sustainability value and the application of big data in enhancing the ability of sustainability marketing

PurposeWe seek to contribute to the literature by comparing and analyzing the relationship between Australian and Taiwanese students regarding environmental value attitude, action intention and green marketing intention. Specifically, by comparing the green marketing intention of hospitality and tourism (H&T) students in the East with that in the West.Design/methodology/approachA well-designed curriculum examines student thinking and behavior (learn). This study compares and analyzes the value and attitude and the application of big data to green marketing among Taiwanese and Australian university students using the stimulus-organism-response (S-O-R) model. Structural equation modeling (SEM) was used to test the hypotheses in a sample of 633 H&T students in Taiwan (389) and Australia (244).FindingsThis study also shows how the national differences between Australia and Taiwan have interference effects on the relationship between value attitudes and action intentions and between action intentions and the green marketing intention. We also combined the application of big data and related variables and estimated the mediating effect of related variables to evaluate the impact on action intentions and green marketing of big data applications.Practical implicationsThere are significant differences in the sustainable behavior and intentions of H&T higher education students that reflect the educational differences between the East and the West. These different results may be due to a lack of natural resources and the relatively smaller size of Taiwan. With the strengthening of environmental action intention (AI) and green marketing intention (GMI), Taiwanese hospitality and management (H&M) students' sense of crisis increases, and their performance in GMI is slightly higher than that in Australia.Originality/valueThese findings indicate that it is necessary to consider students' ecological concepts, environmental knowledge, environmental value attitude and environmental action intention to improve their intentions to engage in green marketing under the stimulus-organism-response (S-O-R) framework. We also found that environmental knowledge has a mediating effect on the relationship between ecological concepts and environmental value attitude.