Teacher Thinking Research Articles

THE TRAINING OF LECTURERS IN THE ECOSYSTEMIC THINKING PERSPECTIVE

Current reality perception can be characterized by different trends, such as the existential void and social conformism, which in turn impact upon the educational process. The objective of this study is to suggest a training process for lecturers in the exercise of the teaching profession in terms of more cross-sectional and inclusive projects, underpinned by ecosystemic thinking, informed by complexity and transdisciplinarity. The references for this study were the theoretical precepts of Pensamento Ecossistêmico na Educação (Ecosystemic Thinking on Education) of Moraes (2004), the binomial Estímulo Intelectual e Relacionamento Interpessoal (Intellectual Stimulation and Interpersonal Relationship) of Lowman (2004), the concepts on the transdisciplinary attitude and the transdisciplinarity of Nicolescu (1996) and Moraes et al. (2014), and the metaphors on the lecturer as a craftsman and an artist by Axelrod (1973) and of the Universidade-Semente (seed-university) and Universidade-Fruto (fruit-university) by Ribeiro (1997). The research was based on a higher education institution case study, performed in the middle of 2019 through a questionnaire and interviews with eight lecturers, whose contributions were hermeneutically analyzed. The results highlighted the possibility that good lecturers are those whose starting point is the presumption of ecosystemic thinking, integrating individual, knowledge, and agency in teaching.

Assessing science capabilities in New Zealand secondary schools: Thinking required for planning to enacting

Science capabilities were introduced within the New Zealand context following the revised New Zealand Curriculum (NZC). These capabilities are a small set of things that NZC intends students to be able to do in science, which weave the nature of science with content strands. Using pedagogical content knowledge (PCK) to understand teacher knowledge, this article explores how a New Zealand secondary school embraced science capabilities and how it is assessing them. A concerted and targeted effort over the last decade saw significant shifts in teacher thinking, and the school now utilises science capabilities for significant portions of the curriculum design and assessment in Years 9–11. Moving away from traditional approaches, the school now reports on student progression with respect to what they can do. It is intended that the thinking and approaches reported here will support other secondary schools if they are making changes to their science curriculum.

A screen-based or physical computing unit? Examining secondary students’ attitudes toward coding

In recent years there has been a growing emphasis placed on access to computational thinking (CT) instruction for every K-12 student in the United States (U.S.). Concurrently, calls for integrating CT concepts within authentic science, technology, engineering, and mathematics (STEM) contexts have also increased. This is reflected by the inclusion of CT in the Next Generation Science Standards and the Standards for Technological and Engineering Literacy. However, methods for teaching CT concepts within secondary level STEM courses vary drastically. Physical computing, the design and programming of physical systems or devices using computational thinking skills, has become increasingly popular in the U.S. in attempts to integrate CT within authentic STEM problem-solving contexts. Despite this rise in popularity, there remains a limited but growing body of research investigating physical computing pedagogy and student learning. A mixed methods design was used in this study to examine 170 middle school students’ attitudes toward coding and after participating in either a screen-based or physical computing unit. The results indicated that students who completed the screen-based unit reported statistically greater attitudes toward the classroom applications and career/future use of computing concepts. Students in the treatment group believed that physical computing made learning computing concepts more difficult, but they preferred the hands-on learning opportunities provided by physical computing. Furthermore, male students reported higher attitudinal ratings than females regarding the influence computing would have on their future academic and career choices. This study provides implications for improving physical computing instruction and integration within STEM education contexts.

Critical thinking instruction for the post-truth era

Several recent political outcomes in the West have turned on factually incorrect claims, which some authors take to signal a “post-truth” era. From a perspective that defines argument as linguistic attempts at rational persuasion using dialectical processes, we ask how argumentation pedagogy should respond to the post-truth world. We contend that the standard approach in popular textbooks is often incomplete and this incompleteness helps to explain its apparent ineffectiveness in building resistance to propaganda, populism, and other efforts at manipulation. While current approaches emphasize inferential failures, we argue that a focus on what we call informational and pragmatic failures might better prepare students for the realities of “post-truth” style argumentative discourse.

예비 유아교사를 위한 소프트웨어 교육 효과성 검증

Objectives The purpose of this study was to specify pre-service early childhood teachers could improve their computational thinking and cooperative problem-solving skills through the subject which provides software education to be used in the field of early childhood education. Methods For this purpose, the ‘AI Multimedia’ subject class was applied to 63 first-year students in the department of early childhood education and pre-post surveys were conducted in the first and last weeks of class to measure computational thinking and collaborative problem-solving competency. The collected data was subjected to paired t-test to compare and analyze the results of pre-post surveys on the computational thinking and cooperative problem-solving competency of pre-service early childhood teachers. Results After participation in the software education, the average score of the pre-service early childhood teachers' computational thinking was 4.189 and the standard deviation was .604. The average score of the cooperative problem-solving competency was 4.315 and the standard deviation was .664, confirming the overall improvement. Conclusions The results of this study showed that the computational thinking program tailored for pre-service early childhood teachers had a significant effect on the competency improvement of them. Plus, instructors should consider the instructional design that can enhance the collaboration between the students who have difference in collaborative problem solving competency.

Improving Design Project Management in Remote Learning

Design Thinking has the potential to train the soft skills of preservice teachers who will need to continuously design their future towards sustainable education. However, Design Thinking is intrinsically complex, and managing its learning and projects with large groups is not straightforward, especially in remote situations such as COVID-19. From collaborative work among disciplines, this study introduces a Design Thinking-based board to improve the implementation and management of remote design projects. This board was applied with university-level preservice teachers who worked in teams to design instructional materials for preschool. We assessed the perception of the usefulness of the board by the preservice teachers and the teachers responsible for their training, using mixed methods in two consecutive courses. The board was perceived as helpful in developing design projects and improving collaborative learning. It was beneficial for the management, monitoring, and communication, enriching the project process and outcomes. From the achieved learning, we provide guidelines for designing and using these boards to aid educators and researchers in integrating Design Thinking and developing practical and sustainable solutions. This study contributes to the natural integration of Design Thinking and technology in preservice teachers’ education with a replicable and flexible process, improving the quality of education for future generations.

The innovative application of Polya's problem-solving thought in the teaching of mathematical problem-solving--Take a conic section of the college entrance examination as an example

In view of the current situation of mathematics teaching thinking and the problems, which are easily overlooked in high school classrooms using Polya's problem-solving ideas. This paper innovates the "'how to solve it' list" in combination with the characteristics of the current era, which extends the "four steps to solve problems" into five steps. To take a conic section of the college entrance examination as the carrier, the five steps are applied in teaching mathematical problem-solving. It is expounded in detail to provide a method reference for optimizing the teaching thinking of high school mathematics teachers.

The Influence of Real-Context Scientific Activities on Preservice Elementary Teachers' Thinking and Practice of Nature of Science and Scientific Inquiry.

Understanding how and why science works is a major goal of science education. The aim of this article is to analyze the influence of a research experience in real science contexts, in the thinking and practice of preservice elementary teachers regarding inquiry and nature of science teaching. An in-depth case study which highlights the affordances and shortcomings of the participants’ immersion in real science contexts and in seminars and its impact on participants’ thoughts and practices of nature of science and inquiry will be presented. Interviews, observations, diaries, and videotaped seminars were used for data collection. Our findings suggest that the research experience, as well as moments of reflection, contributed to enhance the relevance of an inquiry-based teaching and teaching about NOS in the participants’ discourse. However, the implementation of these classroom practices was limited and seemingly prevented due to various constraints, namely the initial teacher training, participants’ lack of teaching experience, and those associated with elementary students and the curriculum.

How the co-design, use, and refinement of an instructional model emphasizing argumentation relates to changes in teachers’ beliefs and practices

ABSTRACT We examine how a unique professional learning experience for teachers, which consists of an opportunity to (a) co-design a new instructional model intended to give students opportunities to participate in scientific argumentation, (b) develop instructional materials based on the new model, and then (c) use the materials inside their classrooms, is related to changes in teacher beliefs and teaching practices over time. These cases suggest participation in this type of professional learning experience altered these teachers’ beliefs and these changes were guided by their experiences inside the classroom when teaching lessons with these new instruction materials. Our findings indicate that teacher reflection on their instructional decisions and the nature of student activity during lessons using the materials had a great influence on the beliefs and practices of these teachers. The implications of this finding suggest that an opportunity to develop instructional materials during a professional learning experience can foster a context for teachers to think about teaching and learning in new ways but any real change in teacher thinking and practices requires teachers to (a) use the materials they develop and then (b) problematise their current instructional practices.

Methods of forming the creative thinking and learning technology competencies of future biology teachers

The purpose of this research is to determine the creative thinking and learning technology competencies of biology teacher candidates and to get their opinions on the methods of creating these competencies. The mixed method, in which quantitative and qualitative methods are used together, was preferred as a research model. The study group of the quantitative part of the research consists of 482 biology teacher candidates studying at various universities in Kazakhstan in the 2021–2022 academic year, and the study group of the qualitative part consists of 25 biology teacher candidates. Two different measurement tools were used in the study. In collecting the quantitative data of the research, the scale of creative thinking and learning technology competencies, and a semi-structured interview form in collecting the qualitative data were prepared by the researchers. As a result of the research, the creative thinking and learning technology competencies of the biology teacher candidates participating in the research were found to be moderate. The creative thinking and learning technology competencies of the biology teacher candidates participating in the research did not show a significant difference according to the gender and the class they are studying in. Considering the qualitative findings of the research, the majority of biology teacher candidates mentioned the importance of giving importance to personal development and participating in creative thinking activities such as courses, seminars and conferences in order to develop creative thinking. Biology teacher candidates stated that in order to use learning technologies effectively in education, it is necessary to be interested in technology and to use technology in education. The vast majority of biology teacher candidates, on the methods of constructing creative thinking and learning technology competencies, suggested creating course content and organising creative thinking and technology seminars in universities.
 
 Keywords: Creative thinking, learning technologies, biology teacher candidates;

COUNTERING BULLYING IN SCHOOL ENVIRONMENT


 In this study, an analysis of the problem of bullying in secondary schools has been carried out. To do so, comparison, generalization, observation, systemic analysis, theoretical cognition, and analogy methods are utilized. The necessity of pedagogical reacting to the stated problem has been proved. The authors present guidelines for countering the problem of bullying. The importance of humanization of relationships at school, beginning with leadership styles, goal-oriented formation of optimistic positions, and positive thinking of schoolchildren and teachers are emphasized. Particular attention is paid while working with the problem of bullying to the method of reliance on the strengths of an individual and the formation of its leadership qualities. The main components of socially significant knowledge: socio-psychological, socio-legal, and social-integrative, have been outlined. The formation of this knowledge will allow a person to avoid bullying or respond to it at the right moment. The need for a timely diagnosis of bullying has been accentuated.

How to Change Epistemological Beliefs? Effects of Scientific Controversies, Epistemological Sensitization, and Critical Thinking Instructions on Epistemological Change

The present study investigates the combination of an epistemological sensitization and two different critical thinking instructions, i.e., the general and infusion approach, in the context of epistemological change induced by the presentation of resolvable scientific controversies. In a randomized study, we tested the hypothesis that the presentation of resolvable controversies generally reduces absolutism and multiplicism and increases evaluativism. We assume that these effects are strongest when the controversies are presented with an epistemological sensitization and the infusion approach. The results indicate an increase in absolutism when the general approach is employed without an epistemological sensitization. Combined with an epistemological sensitization, the increase in absolutism is only detected when the infusion approach is used. Concerning multiplicism, there is a reduction in all conditions, but the reduction is more effective without an epistemological sensitization. The general approach yields a larger increase in evaluativism without an epistemological sensitization, while the infusion approach fosters evaluativism only in combination with the sensitization. However, an argumentation task revealed that the desired level of an evaluativist argumentation only seems to emerge without an epistemological sensitization in combination with the infusion approach. In sum, the results show that there is no general way to reduce absolutism and multiplicism and increase evaluativism.

Mapping the Relationships between Self-Directed Learning and Design Thinking in Pre-Service Science and Technology Teachers

Self-directed learning and design thinking were found to be promising pedagogies for supporting education and thus supporting sustainable development goals. While some researchers have posited that self-directed learning may support design thinking, empirical research examining the relationship between these two essential skills is lacking because their shared conceptual structure has not been articulated in detail, and because they have remained siloed in design practice. This study examines pre-service teachers’ self-regulation in relation to design thinking skills to advance a theoretical understanding of design science and to overcome challenges teachers face in adopting and implementing design thinking. For this study, 158 pre-service teachers were recruited. On the first level, the empirical data collected were subjected to structural equation modelling to find and confirm significant metacognitive perspectives in design thinking, while on the second level, an in-depth analysis was conducted to find moderating effects of pre-service teachers’ metacognitive experiences and teacher education in design thinking. We argue that awareness and interpersonal skills are crucial in creative design activity, and that embracing risk, tolerance to uncertainty, and underdeveloped supervising skills might be critical elements for advancing design thinking behaviour. The findings of this study have implications for effective science and technology teaching and the learning of design thinking in teacher education, and for educators and commercial course designers to adjust the implementation of design thinking.

CRITICAL THINKING IN TEACHING AND LEARNING SESSION AMONG SECONDARY SCHOOL TAMIL TEACHERS

This study examined about the Critical Thinking in Teaching and Learning session among secondary school Tamil teachers. This research consists of two objectives. First objective is to identify the use of critical thinking in teaching and learning session among Tamil teachers. Second objective is to identify the techniques to implement critical thinking in teaching and learning among Tamil teachers. Researcher have been chosen an urban secondary school at Kuala Langat, Selangor as my research area for this research. Researcher includes five Tamil teachers consists of a senior assistant dan Two form two teachers and Two form four teachers as research's sample. The types of methods used to collect data were mix method such as Quantitative and Qualitative methods. Besides that, Interview, Questionnaire and also Observation analysis methods were used to analysis the data obtained in this research. Researcher have used Bloom’s Theory for better results in this research. By using Interview and Questionnaire instruments, researcher had collected data for the first objective while do observation for the second objective. Most of the teachers used I-Think maps and do Question & Answer (Q&A) session in Tamil teaching and learning session methods to improve critical thinking among the students. As a result, all 5 teachers implement the Critical Thinking in teaching and learning lesson of Tamil. Moreover, their knowledge toward Critical Thinking is very strong and the use various kind of ways to improve Critical Thinking such as Audio, Video, and most important I-Think Map and Q & A Session to voice out.

Review and Thinking of Situation-based Physics Teaching and Evaluation

Review and Thinking of Situation-based Physics Teaching and Evaluation

유아교육의 논리적 사고교육 관련 연구논문의 동향 분석

In this study, 52 research papers related to logical thinking education in early childhood education published in domestic academic journals from 1988 to December 2021 were studied on a 10-year basis, general research trends (by age, research area), research methods, and research results. Trends (by research type, by research subject, by data collection method, by data analysis method, by research result) were analyzed. Following the second round of data collection, preliminary research, this study, and data analysis were carried out in the order. Research Results First, research related to logical thinking education in early childhood education increased rapidly in the 3rd period (2000-2009), and critical thinking was relatively the most studied in the field. Second, experimental studies of quantitative research and studies targeting infants were also relatively frequent, and test methods and difference verification methods were used a lot for data collection and data analysis. And the research result was found to be focused on improving the logical thinking of early childhood teachers and preschool teachers. The significance of this study is that it comprehensively analyzed the current status and actual conditions of research related to logical thinking education in early childhood education and suggested a direction to diversify the research area.

Level of Creative Thinking Among Prospective Chemistry Teachers

Creative thinking is one of the skills considered in facing the 21st-century era. Similar to other science domains, creative thinking is also crucial in chemistry learning. The variety of problems in chemistry makes students must be creative thinkers to solve chemistry problems faced. In the classroom, a chemistry teacher has a role in encouraging students’ creative thinking. Other than that, this role also applies to prospective chemistry teachers who will have the same responsibility in the future. Therefore, this study aims to identify the level of creative thinking among prospective chemistry teachers, and identify the aspect of creative thinking that needs to improve. The research design used in this study was a quantitative approach with descriptive research. There were 92 prospective chemistry teachers in Pekanbaru, Riau-Indonesia selected using simple random sampling. Data were collected using open-ended questions and analyzed using the rubric of scoring. Once scoring was done, the score obtained was presented in form of a percentage of score to determine the level of creative thinking. The finding reveals that the level of creative thinking of prospective chemistry teachers was moderate (percentage score of 35.43). The prospective chemistry teachers were at a low level of flexibility and fluency with a percentage score of 27.29 and 27.42 respectively. This finding could be a consideration for any stakeholder to improve the quality of education by taking steps to improve creative thinking among prospective chemistry teachers. With the hope, that none of the students in the future found is at a low level of creative thinking because the students have been taught by competent teachers.

Transformative Leadership to Enhance the Quality of Madrasa in the Covid-19 Outbreak: Learning Organization Perspective

This study aims to identify the implementation of transformative leadership in a madrasa in East Java. It was based on Peter Senge's learning organization theory. Moreover, this study employed quantitative descriptive research using the online survey method. It involved the leaders and the teachers of madrasa in East Java. The data was taken from February to April 2021. The respondents were 90 leaders and the teachers of all levels of madrasa – MI, MTs, and MA. It used random sampling. The researcher gathered the data from the questionnaires through Google Forms. Then, the data were analyzed descriptively. Based on Peter Senge's five-learning organization, transformative leadership implementation was found in madrasa during the Covid-19 outbreak. First, the systems thinking of teachers and education staff in madrasa during the outbreak had two indicators. The transformation of the madrasa service system based on some considerations is 75%. The curriculum adjustment also is 79%. Second, the implementation of personal mastery was through two indicators – learning new things and facing the challenges is 78%, and relevant learning method innovation is 81%. Third, the mental model is based on two indicators. They are the thinking skills quality improvement for better competence is 78% and improving the school system focused on the service quality is 83%. Fourth is the implementation of a shared vision which is based on two indicators. 79% of schools' communities comprehend the school vision. It also shows that the task completion based on the school vision is 86%. Fifth, team learning is based on two indicators. The peer group sharing habit is 90%, and fostering a dialogue culture with the leaders to improve school quality is 87%. In conclusion, this study shows that the implementation of transformative leadership enhances the madrasas’ quality amidst the covid-19 based on a learning organization perspective.

Developing and Validating the English Teachers’ Cognitions About Grammar Teaching Questionnaire (TCAGTQ) to Uncover Teacher Thinking

It is well-acknowledged that teachers play a significant role in enhancing student learning and that investigating teachers’ cognitions about teaching is a first and important step to understanding the phenomenon. Although much research into teachers’ cognitions about grammar teaching has been conducted in various socio-cultural contexts, little has been reported on cognitions of Chinese teachers of English as a foreign language (EFL) so far. Such understanding is of primary importance to student success in language learning given the sociocultural context where grammar takes a lion’s share in high-stakes examinations. In order to address this research gap, we developed and validated the Chinese EFL Teachers’ Cognitions about Grammar Teaching Questionnaire (TCAGTQ). Two subsamples (n1 = 314, n2 = 215) were randomly invited to respond to the TCAGTQ and the data were then subjected to exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to test the validity and reliability of the instrument. The EFA excluded eight items from the TCAGTQ and generated six factors with 27 items. The CFA result from the other subsample supported a six-factor model with a good model fit. Moderate correlations between the six factors also supported the predictive validity of the questionnaire, showing that the TCAGTQ is a valid and reliable inventory for measuring Chinese university EFL teachers’ cognitions about grammar teaching. Our findings suggest that the TCAGTQ can be used as a useful tool for teachers to self-assess their professional practice for improving teaching.

Discussion on the Cultivation of Students' Innovative Thinking and Ability in Junior Middle School Mathematics Teaching

Discussion on the Cultivation of Students' Innovative Thinking and Ability in Junior Middle School Mathematics Teaching