Thinking Competence Research Articles

Creative thinking as a soft skill of an event industry specialist

Aim. The presented study aims to comprehensively analyze the problem of including creative thinking as a separate competence – an essential element of soft skills – into the results of mastering academic disciplines to increase the development resource of a service enterprise through the example of the event industry as part of the creative industry.Tasks. The authors investigate the correlation between the event industry and creative industries; substantiate the importance of creative thinking for an event industry specialist and the need to introduce creative thinking training into academic programs in the field of congress and exhibition activities.Methods. The theoretical and methodological basis of this study includes the works of Russian and foreign scientists and experts in the field of creativity and its role as a resource for the development of enterprises. The study uses the following types of analysis: comparative (comparison of approaches, ideas, experience of different countries in investigating the composition of creative industries), hermeneutic (interpretation of various aspects related to the analysis of the needs of educational practices in the development of creative thinking), and systems analysis.Results. The main problem of the study is a result of the current trends in the development of the creative economy and the event industry as its element. Today, there is no formalized market for creative industries with clear forms, rules, and subjects in Russia. There is no legislative framework or structured legal and financial mechanisms to support and develop creative industries. This is due to the fact that there is a background problem: creative industries are counter-intuitively distributed across the sectors of the Russian economy. The study also addresses the problem related to the concept of "creative industry", its content and limits, insufficient elaboration of questions about the justification of the place of the event industry and its affiliation with creative industries, lack of theoretical and practical developments in the field of creative thinking in the training of event industry specialists. This study serves as a prerequisite for reconsidering the role and importance of developing creative thinking skills as a mandatory element of the training of personnel for the event industry. The results of the study include opportunities for preparing applied solutions to the problem of developing creativity skills at the present stage of the event industry being promoted in Russia as a dynamically developing industry and the need to increase its contribution to the national economy. In particular, the main signs of the event industry's affiliation with creative industries in the modern interpretation of the content of this concept are identified, and the need to consider creative thinking as a separate competence for training in the field of the event industry is assessed.Conclusion. The special role of creative thinking is revealed, substantiating the need to distinguish a separate creative thinking competence and to consider it as an integral component of the results of mastering most of the disciplines of the professional cycle in the training of specialists for the event industry. From the authors' perspective, this will help to minimize the gap between the needs of the market and the essence of current educational programs, and to facilitate the comprehensive formation of the desired "advanced professional competencies" and "skills of the future".

Some Issues on Improving Learners’ Creative Thinking Competence

One of the trends in the primary and comprehensive renovation of education in Vietnam today is the promotion of learner-centered teaching methods, moving from the content-based educational program to the competency-based learner approach. That is, interested in what learners can apply through learning. Therefore, studying the general problems of creative thinking skills is essential to guide the learner’s approach. Within the scope of the article, the author focuses on the analysis of available theoretical concerns about creative thinking and offers some suggestions to promote creative thinking skills for learners.

Some Issues on Improving Learners' Creative Thinking Competence

Some Issues on Improving Learners' Creative Thinking Competence

Complex Thinking in the Framework of Education 4.0 and Open Innovation—A Systematic Literature Review

Today’s complex, dynamic, interconnected world presents the field of education (“Education 4.0”) with significant challenges in developing competencies for reasoning for complexity. This article analyzes complex thinking as a macro-competency with sub-competencies of critical, systemic, scientific, and innovative thinking in educational environments. We worked with the systematic literature review method, selecting 35 articles in the Scopus and Web of Science databases using keywords words of interest and applying inclusion and exclusion criteria. Seven research questions guided the data analysis. The results highlighted that: (a) there are common characteristics of studies linking complex thinking, critical thinking, and creative thinking; (b) there is predominance of the qualitative method in the studies; (c) the critical thinking competency has been the most addressed in the research; (d) the predominant components of Education 4.0 are teaching methods and techniques; and (e) the three challenges that stand out for educational research are project feasibility, research opportunities, and required skills. This article is intended to be of value to academic and social communities and decision-makers interested in developing reasoning for complexity within the framework of Education 4.0.

The measurement of problem-solving competence using process data

<p id=C9>Problem-solving competence is an individual’s capacity to engage in cognitive processing to understand and resolve problem situations where a method of solution is not immediately obvious. The measurement of problem-solving competence requires the use of relatively more complex and real problem situations to induce the presentation of problem-solving behaviors. This brings challenges to both the measurement methods of problem-solving competence and the corresponding data analysis methods. Using virtual assessments to capture the process data in problem-solving and mining the potential information contained therein is a new trend in measuring problem-solving competence in psychometrics. <p id=C10>Firstly, this paper reviews the development of measurement methods from pen-and-paper tests to virtual assessments. Compared with the traditional paper-and-pencil test, modern virtual assessments are not only conducive to simulating real problem situations, improving the ecological validity of the test, but also can record the process data generated by individuals in the process of problem-solving. Process data refers to man-machine or man-human interaction data with timestamps that can reflect the process of individual problem-solving. It records the detailed steps of individual problem solving and reflects the strategy and cognitive process of individual problem-solving. However, it is not easy to adopt effective methods to analyze process data. <p id=C11>Secondly, two methods of analyzing process data are summarized and compared: data mining methods and statistical modeling methods. Data mining is the process of using algorithms to uncover new relationships, trends, and patterns from big data. It is a bottom-up, data-driven research method that focuses on describing and summarizing data. Its advantage is that it can use existing algorithms to analyze a variety of process data at the same time, screen out variables related to individual problem-solving competence, and realize the classification of individual problem-solving competence. But sometimes, different algorithms could get different conclusions based on the same data, which leads to part of the results can not be explained. This method can not construct variables that can reflect the individuals latent trait, either. Statistical modeling method mainly refers to the method of analyzing data by using the idea of artificial modeling. It is a top-down, theory-driven approach. In statistical modeling, function models are generally constructed based on theoretical assumptions, and the observed variables are assumed to be randomly generated by the probability law expressed by the model. For the data recorded by virtual assessments, the existing modeling methods can be divided into three categories: psychometric joint modeling, hidden Markov modeling, and multi-level modeling. The main advantage of statistical modeling is that its results are easy to interpret and conform to the general process of psychological and educational research. Its limitation lies in that the modeling logic has not been unified yet because different types of process data need to be modeled separately. However, by giving full play to the advantages of the two data analysis methods, different problems in psychological and educational assessments can be dealt with. The interpretability of the results is very important in psychological and educational measurements, which determines the dominant role of statistical modeling in process data analysis. <p id=C12>Finally, the possible future research directions are proposed from five aspects: the influence of non-cognitive factors, the use of multimodal data, the measurements of the development of problem-solving competence, the measurements of other higher-order thinking competence, and the definition of the concept and structure of problem-solving competence.

Philosophy in a technical university: development strategies in the digital age

The relevance of research. The development of information technologies has led to a radical pace of transformation of the technological and, as a result, the socio-economic infrastructure of modern society. In these conditions, the question of a model of higher engineering education becomes especially relevant, which makes it possible to respond to new challenges associated with unpredictability in the field of employment, the formation of new information habits, and the environmental crisis. The modern professional must possess a wide range of knowledge, skills and abilities, including, but not limited to, competencies of an ethical and aesthetic nature. Purpose of the study. Revealing the role of the humanitarian component, and, first of all, the philosophy course, in the professional education of students in technical areas of training. Research methodology. The research was carried out using the methods of critical and comparative historical analysis, axiological and hermeneutic methods based on relevant foreign and domestic scientific literature. Results and discussion. It is demonstrated that a modern philosophy course should be focused not so much on the assimilation of knowledge, but on the development of the student's personality. A three-part model of the course content is proposed, implying the traditional level of knowledge of historical and philosophical material, the level of development of skills and competencies of critical thinking, argumentation and discussion, as well as the level of skills of personal development and self-care. For the content saturation of the third level, it is proposed to turn to modern philosophical and aesthetic concepts and practices, such as the somaesthetics of R. Shusterman and the everyday aesthetics of Yu. Saito. As a result, the growing importance of humanitarian disciplines in education for non-humanitarian specialties has been explicated.

Implementation of Problem-Based Learning Model on Quantitative Research Method Courses

This study aimed to describe the implementation of problem-based learning models in quantitative research method courses. The method used a descriptive survey with a saturated sampling technique that took the entire population as a sample in the study, totaling 96 students of the Department of Economics Education, Faculty of Teacher Training and Education, Siliwangi University. Data was collected by distributing questionnaires through Google Forms consisting of 25 statement items from 6 indicators, namely aspects of student interaction with lecturers, being able to motivate student learning, effective, efficient and creative thinking competence, good time management competence, good student learning outcomes, and the suitability of the learning model with the characteristics of the course. Data analysis was performed by using descriptive statistics. Based on the results of the research that had been done, information was obtained that the problem-based learning model was a learning model that could improve the experience of learning outcomes. Problem-based learning model could also foster learning motivation, build student competencies in effective, efficient and creative thinking, build good time management competencies, and could improve learning outcomes, and could be implemented in research method courses.

Student Evaluation Using an Intellectual Standards Rubric for Critical Thinking

Development of critical thinking skills is an important outcome in education, though pedagogies to both promote and evaluate critical thinking present challenges and vary greatly. In this article, we describe the development and use of a formative and generalizable rubric that leverages the Paul-Elder model for critical thinking, and in particular, Intellectual Standards. When used consistently, this Intellectual Standards Rubric for Critical Thinking (ISRCT) provides regular and specific insight to students about strengths and weaknesses, related to critical thinking, that are reflected in their work. The ISRCT can also be used to assess multiple components of the same assignment, which allows instructors to measure critical thinking competency development in greater detail and provide this feedback to students. Though Public Health is the discipline and context for the development and application of this evaluation methodology, the ISRCT is adapted from an agnostic critical thinking framework and model, and thus, could be utilized for a variety of disciplines and diverse assignments.

S. TOULMIN’S ARGUMENT MODEL- BASIS FOR DEVELOPING CRITICAL THINKING COMPETENCY IN TEACHING READING COMPREHENSION: A CASE STUDY OF VIETNAM

While critical thinking has been studied extensively with many approaches around the world, in Vietnam, understanding and applying critical thinking in general as well as in specific fields are still limited. This article studies the situation of developing critical thinking competency in teaching reading comprehension of literary texts to students. On that basis, Toulmin’s argument model is proposed as a tool for building a system of questions to develop critical thinking competency in teaching reading comprehension.

DEVELOPING CRITICAL THINKING CAPACITY FOR VIETNAMESE STUDENTS

Developing students' critical thinking capacity is an important part of the process of improving the quality of training in Vietnamese universities today. Critical thinking is one of the most vital skills that students need to be equipped with. The paper presents and analyzes some general theoretical issues concerning the development of critical thinking competency, as well as presents some limitations and disadvantages of critical thinking development, proposing practical solutions to promote the effectiveness of developing critical thinking capacity in Vietnamese students today.

DESIGNING CRITICAL THINKING COMPETENCY FRAMEWORK AND EVALUATION TOOLKIT FOR STUDENTS THROUGH TEACHING IN HIGH SCHOOL

DESIGNING CRITICAL THINKING COMPETENCY FRAMEWORK AND EVALUATION TOOLKIT FOR STUDENTS THROUGH TEACHING IN HIGH SCHOOL

TRAINING CREATIVE THINKING FOR PRIMARY SCHOOL STUDENTS WITH THE APPROACH OF LEARNING THROUGH PLAYING

In the educational orientation of competence development of Vietnam's General Education Program 2018, creative thinking plays an important role, especially at the primary school level. Creative thinking is a key factor for students to develop problem-solving abilities in real life. The formation and development of creative thinking competence are to help students have the habit of independent thinking, creating new and unique ideas with high efficiency in problem-solving. The article approaches to analyze the characteristics of creative thinking in primary school students and the point of view of teaching according to the learning through playing approach, thereby determining the appropriate relationship when organizing teaching activities to improve the quality of creative thinking training for primary school students to meet the goals and requirements of the General Education Program 2018 of Vietnam.

Developing Computational Thinking Competencies through Constructivist Argumentation Learning: A Problem-Solving Perspective

Argumentation is a scientific literacy practice focused on developing scientific thinking skills associated with problem-solving. As computing has become an integral part of our world, computational thinking skills are requisite for successful problem-solving. The significant effect of computational thinking applications on the efficacy of scientific literacy practices is increasingly acknowledged. In this article, we propose a framework that conceptualizes the constructivist argumentation as a context for problem-solving by applying five computational thinking dimensions, viz. algorithmic design, decomposition, abstraction, evaluation, and generalization. The framework emphasizes two aspects, students’ problem-solving capability and quality of argumentation. Drawing from the literature on scientific argumentation and problem-solving, we argue that the application of computational thinking dimensions in science learning is currently overlooked in the instructional environment. To nurture higher order thinking skills and to engage effective problem-solvers, our framework incorporates four Computational Thinking-Argumentation design principles to support instructional innovation in the teaching and learning of science at the secondary school level, viz. 1) developing problem-solving competencies and building capability in solving uncertainties throughout scientific inquiry; 2) developing creative thinking and cooperativity through negotiation and evaluation; 3) developing algorithmic thinking in talking and writing; 4) developing critical thinking in the processes of abstraction and generalization.

Measurement scale of design thinking competency for Thai graduates’ 21st century skills

Measurement scale of design thinking competency for Thai graduates’ 21st century skills

Learning to Reframe Problems Through Moral Sensitivity and Critical Thinking in Environmental Ethics for Engineers

As attention to the pervasiveness and severity of environmental challenges grows, technical universities are responding to the need to include environmental topics in engineering curricula and to equip engineering students, without training in ethics, to understand and respond to the complex social and normative demands of these issues. But as compared to other areas of engineering ethics education, environmental ethics has received very little attention. This article aims to address this lack and raises the question: How should we teach environmental ethics to engineering students? We argue that one key aspect such teaching should address is the tendency of engineers towards technical framing of (social) problems. Drawing then on engineering ethics pedagogy we propose that the competencies of moral sensitivity and critical thinking can be developed to help engineering students with problem (re)framing. We conclude with an example from our teaching that operationalizes these competencies.

Optimizing the Construction of Multidimensional System of Entrepreneurship Education from the Perspective of the Second Classroom

Construction of the entrepreneurial ability evaluation system based on the Communist Youth League’s second class is presented in this paper. Drawing on the advanced experience of foreign countries and in accordance with the requirements of UNESCO, the objectives of innovation and entrepreneurship education should be integrated into school education and teaching objectives, and the content, curriculum, and atmosphere of social entrepreneurship education should be highlighted, with the effectiveness of entrepreneurship education as the focus of practice. Combining the characteristics and advantages of all disciplines and disciplines, we will create an innovative and pioneering education system that integrates interyear, interdisciplinary, interdisciplinary, and distinctive features and infiltrates the entire process of cultivating outstanding professionals in various fields. Through entrepreneurship education, general education courses to guide students to focus more on professional courses pay more attention to the latest developments in professional fields and innovation thus optimizing their knowledge structure and cultivating their innovative thinking, entrepreneurial awareness, and professional competence

Strengthening Critical Thinking Skills in Associate Degree Nursing Students Through Combined Pedagogies of Concept Mapping Using the Nursing Process and Simulation.

Combining the utility of concept maps using the nursing process with simulation in associate degree nursing programs may help develop the critical thinking and reasoning skills of novice learners. This qualitative case study explored the learning experiences of students enrolled in the first nursing course. Although results showed initial feelings of uncertainty, confusion, and an overwhelming experience, students found the combined pedagogies beneficial in developing essential competencies of critical thinking when utilized consistently across the program. Integrating concept maps into the simulation design as a framework for immersive learning presented both challenges and opportunities.

DEVELOPING STUDENTS’ CRITICAL THINKING COMPETENCE IN TEACHING THE CHAPTER “DERIVATIVES OF HYDROCARBON AND POLYMERS” - CHEMISTRY 9

The development of critical thinking competence for students (CTCFS) is one of the essential tasks of teachers in the 4.0 period because it is one of the essential competence required. The article mentions the structure of component competence, and based on that, designs the rubric of the CTCFS assessment table. The assessment table is generally built to evaluate the critical thinking ability of grade 9 students in teaching and learning Chemistry. To be able to implement each lesson in practice, teachers need to follow the criteria to feature more details in the specific lesson and teaching methods.

Critical Thinking in Argumentative Essays

The absence of critical thinking competency among college students has been one of the most widely studied subjects in China. This paper discusses the importance of critical thinking and suggests a three-step approach to cultivating critical thinking in developing argumentative essays, which includes before writing- choosing online resources as learning materials, during writing-choosing open, inspiring and controversial tasks, and post writing-teacher assessment.

COGNITO - TECTONICS IN STRESS INDUCED EMOTIONAL BEHAVIOUR

The success of an institution is mainly dependent on its effective human capital and in execution of strategic sustainable HR functions. Currently, human resources are under colossal pressure to ascertain its value, facing severe demands to create an innovative, resultoriented workforce. Ecological - connect practices save money through awareness and communication while reducing environmental predicaments. Personal or professional engagement of individuals will have a long-lasting effect on the environment. Innovation coupled with business processes can change the mindsets of people and businesses and reduce incremental costs. The hallmark of ecological - connect is that it brings about enduring stress - induced thinking competence. One of the prime doctrines of ecological - connect is maximization of positive benefits of an institution for all stakeholders and specifically it should commence with its domestic human resources