Thinking Of Students Research Articles

Dialogic Pedagogy as a Framework for Anti-Racist Social Work Education

ABSTRACT Social work education is at a crossroads with the release of the 2022 Educational Policy Administration Standards (EPAS, 2022), which emphasize anti-racist practice. To teach anti-racist social work one must be prepared to use anti-racist pedagogical practices and be supported to do so institutionally. Freire (2020) proposes that education be a tool of liberation through the use of dialogue and attention to power dynamics. To this end, instructional making about the use of dialogue can help create liberatory classrooms. The concept of dialogic pedagogy (Alexander, 2018; Alexander, 2020) is used in education to support the development of language and critical thinking in students. Although it has yet to be applied extensively to higher education and the social work classroom, dialogic pedagogy has clear connections to social work and the potential to better prepare students for anti-racist practice. In a dialogic classroom, language between students and instructors is carefully attended to based on the following principles; purpose, cumulation, support, collectivity, deliberation, and reciprocality (Alexander, 2018; Alexander, 2020). This paper describes and endorses dialogic pedagogy as a framework to support anti-racist social work pedagogy and discusses the implementation of this framework in terms of faculty support and training.

The Effect of the Lorsbach Model on Developing Sensory Thinking for First-Grade Female Students in Science

Experimental design with two equal groups, and the research sample consisted of Governorate, for the academic year (2023-2024). The researchers adopted an limited to first-grade female students in the city of Mosul, the center of Nineveh of the research, the researchers formulated the null hypothesis. The research was formal achievement of first-grade female students in science). To achieve the goal The current research seeks to find out (the effect of the Lorsbach model on the Steps for using it in the classroom environment teachers on the importance of the Lorsbach model and its effectiveness. And and introductory seminars for male and female first-grade primary school General Directorate of Nineveh Education to hold workshops, training courses, including: directing the training and professional development divisions in the researchers presented a number of recommendations to executive agencies, according to the Lorsbach model, and in light of the results and conclusions, the experimental group with The highest arithmetic mean, which was studied between the two groups in the mock achievement test, in favor of the research results showed: the presence of a statistically significant difference reached ( 74, 0). After processing the data and using the statistical package, the using the equation (Couder - Redchadson - 20), where the reliability coefficient The reliability of the test was confirmed. test in science, consisting of (20) items To measure the dependent variable, The researchers prepared an achievement variables: (the female students' chronological age in months, intelligence level). conducted equivalence between the two research groups with the following control group who will study according to the usual method. The researchers will study according to the Lorsbach model and (34) female students for the (66) female students, with (32) female students for the experimental group who.

Analysis of Impact of Motivational Bollywood Films on Minds of Youth

Psychologists believe that adopting various learning methods and strategies can positively influence an individual's motivation. The role of educational films in deliberately diffusing motivational thoughts cannot be ignored. Cinema has been an influential medium for over a century, building public opinion, influencing thoughts, and impacting narratives. In this context, this experimental study aims to investigate the influence of motivational-themed Bollywood films on the motivational thoughts of students. Two groups of students from Karachi were examined using a quasi-experimental method. These groups were selected through a convenient sampling technique. Three Hindi films, Taare Zameen Per, 3 Idiots, and Dangal, were selected based on their themes. The experimental group was shown these films, each with a gap of one week, while the control group did not watch any films. Both groups' motivations were analyzed through a validated questionnaire after each session. Results revealed significant differences among both groups. Motivation was relatively higher in students exposed to motivational content than in students who lacked exposure to any such content before responding to the questionnaire. Thus, our findings suggest that motivation can be positively influenced by increasing exposure to cinema based on the theme of motivation.

Адаптация учебных материалов по страноведению России для иностранных студентов к современным условиям: синтез клипового и понятийного мышления

The aim of the article is to substantiate the necessity of adaptation of teaching materials on Russian studies for foreign students to modern conditions taking into account the synthesis of clip and conceptual thinking of students. The article describes the phenomenon of clip thinking; considers the experience of teachers introducing new forms of training in foreign language classes, including Russian as a foreign language; offers exercises on the course “Russian Studies”, taking into account the peculiarities of conceptual and clip thinking, and gives recommendations for creating teaching materials. The scientific novelty of the research lies in the development of a set of teaching materials on the course “Russian Studies” for foreign university students in the context of new requirements for the educational process. Methodological possibilities of their application in the practice of teaching Russian as a foreign language are also proposed on the example of a country studies discipline. As a result of the work, the features of clip thinking were identified, taking into account which educational materials were developed, and the list of tasks for the course “Russian Studies” itself was presented.

Teaching Folk Medical Concepts from the Epic of Manas Using the INSERT Method

Article discusses the problems of developing critical thinking and creative thinking of students when teaching the Epic of Manas in special vocational schools. To pay attention to building connections between previous knowledge in order to understand new ones. To develop students' thinking skills so that they can critically look at and evaluate information received. At the same time, students learn to communicate with each other in a special way using the table. Students should not be given ready-made knowledge in the classroom. Method INSERT for developing the critical thinking was chosen, and methodological instructions for practical lesson were organized, method and results were presented on a scientific basis. This experience is recommended for all teachers of the Epic of Manas. Almost approved. Specific steps of how the INSERT method implements reading comprehension, analytical and interpretive understanding based on the read text in developing students’ critical thinking were shown. To increase students’ interest in the Epic of Manas, as well as to substantiate various topics, specific examples from the epic can be considered. One critical thinking strategy that can help students work with text on a given topic is the INSERT method. This method is implemented on the basis of marked reading of the text, activates reading comprehension, critical thinking, helps analyze objections, be able to argue one’s views, understand the meanings in the epic, increase vocabulary, be able to form one’s own opinion, and develop creative thinking. It is necessary to awaken students' interest in education through the teachers’ skills. This is a question that sets a goal for the student in various ways and points the way to its implementation.

Enhancing the Creative Arts Skill of Generalist Teachers in the Ga East Municipality, Ghana

The objective-based curriculum previously in use was replaced by a standards-based curriculum for the 2019–2020 school year, bringing a fresh approach to the fundamental study of visual arts. However, the current curriculum places greater emphasis on art history and cultural practices, presenting challenges for generalist teachers in the Ga East Municipality who lack significant training or experience in creative arts. This study aimed to explore the impact of different levels of educational leadership on enhancing the teaching skills of generalist teachers in creative arts education. Employing a convergent parallel mixed methods approach, both qualitative and quantitative data were analysed. The study collected a total of 210 questionnaire responses and conducted interviews with 3 participants. The respondents included 185 generalist teachers, 25 headteachers, and 3 municipal education officers, selected through purposive sampling. The study held importance for the practical ability of generalist teachers to navigate complex artistic concepts through adaptability and flexibility in their teaching methods. The findings demonstrated that implementing innovative intervention strategies, such as collaborative projects, professional development training, integration of online resources, and pre-service education into the curriculum, while equipping generalist teachers with enhanced skills, can effectively inspire and engage students. Additionally, it highlighted the necessity for generalist teachers to exhibit passion, enthusiasm, instructional prowess, and imaginative skills to foster creativity, critical thinking, and self-expression in students through creative arts, ultimately influencing the quality of future art education.

Feelings and thoughts of midwifery students during their first birth suite placement: A qualitative study.

This descriptive qualitative study aimed to understand the feelings and thoughts experienced by 4th year midwifery students during the first birth they attended during clinical practice. Focus group interviews were conducted with 22 final year midwifery students in Istanbul, Türkiye December 2020. The transcribed data were analyzed by the descriptive qualitative analysis method. The students experienced not only negative feelings such as fear, torment, anxiety but also positive feelings such as hope, excitement, and curiosity during the first birth practice. The situations that caused negative feelings and thoughts were not only the feelings of the students but also the conditions that negatively affected the care provided to the patient in the clinic. The clinical practice environment affects the feelings and thoughts of midwifery students about the birth process. For this reason, improving the clinical practice environment and supporting students throughout the education process may contribute to the development of positive feelings and thoughts when attending as a student for their first birth suite placement.

Medicine in the 21st Century: How Not to Lose the Art of Healing?

In our time of advanced technologies, the Internet, and the enormous acceleration of all areas of humanitarian activity, medical scientists make outstanding discoveries and innovations that revolutionize diagnostic approaches and treatment options, improve patient care, and enrich the way to a healthier world. Is there still a place for the art of medicine in the era of innovations and artificial intelligence? Although modern technology in the field of medicine with computerization of every aspect (including electronic medical records, laboratory data entry, images, patients' monitoring systems, etc.), young physicians, while embracing that innovation, should be trained in the development of clinical thinking and the establishment of personalized connections to the patients. Young physicians should be taught to adopt the ability to see, hear, and feel a patient's problems, formulate optimal management, and be empathetic to the patient's emotions and suffering. Communication skills are a key to successful medical practice and a part of "the Introduction to Clinic" course in almost all medical schools, but a substantial lack of time in clinical settings creates new challenges for communication between medical students, clinical teachers, and patients in medical schools. In many areas around the world, including Ukraine, this problem has been aggravated by wars, epidemics, pandemics, and natural disasters. At the same time, developing clinical observational skills remains an integral part of medical education and the basis of medical art. The art of a careful physical exam should not be lost behind a computer screen. Dnipro State Medical University has traditions of integrating centuries-old world historical experiences of teaching the art of healing into the philosophical concept of forming the critical clinical thinking of medical students. Our medical school has incorporated "diagnosing the canvas" into its curriculum. A thematic gallery of diagnostic symptoms and signs from great artists of all times and peoples has been created, expanding the young physicians' educational horizons in clinical thinking, empathy, and mercy.

Formation of Three-Dimensional Thinking as one of the Significant Professional Qualities of an Architect

The article touches upon the problems of the professional formation of an architect, the development of his three-dimensional thinking in the process of studying the disciplines of the artistic cycle. The architect's vision must meet the strict requirements imposed by the specifics of visual activity, the laws of figurative literacy and the tasks of a particular stage of work, correlate with the ultimate ideals and purpose of creative activity. In the study of light as a means of artistic expression, an important role must be given to the psychology of the perception of light in nature and in the image. Only having a developed three-dimensional thinking a student can convincingly and accurately convey the character of a three-dimensional shape, its plasticity and movement.The recognition of three-dimensional forms, including natural objects based on three-dimensional vision of images, through an accurate assessment of light and shadow gradations, adequate transfer of color phenomena of reality to the possibilities of the visual sphere and skillful modeling of forms depicted by light and shadow, becomes an emphasis in the training of an architect. The position of color in the image of shapes in space is no less significant.Pedagogical techniques for the formation of three-dimensional thinking of students and the development of their graphic skills in drawing three-dimensional objects, including architectural ones, are based on scientific discoveries of scientists, scientists and artists since the Renaissance.The integrity of perception, attention to detail, the study of space, understanding of form, possession of means of shaping and the image of a three-dimensional object in a two-dimensional format are becoming universal criteria that allow us to talk about the high-quality training of future architects.

Combining Game-Based Learning with Design Thinking Using Block-based Programming to Enhance Computational Thinking and Creative Game for Primary Students

This research aims to develop a combining game-based learning with design thinking using block-based programming to enhance computational thinking and creative games for primary students and will be referred to as game-based learning from now on. The purpose of this research is to 1) develop a model for game-based learning, 2) develop the system for game-based learning, 3) evaluate students' computational thinking after implementing game-based learning, and 4) evaluate the creative games created by students after game-based learning is implemented. The research tools included 1) the model for the game-based learning, 2) the model-appropriate evaluation form, 3) the learning system evaluation form 4) the computational thinking evaluation form, and 5) the creative game evaluation form. The research results showed that 1) the evaluation results of the model are appropriate for teaching at the highest level (x  = 4.82, SD = 0.42) and could be used for experimental teaching, 2) The results of game-based learning system quality are at the highest level (x  = 4. 57, S.D. = 0. 50). The researcher implements a game-based learning model and system to teach a sample group of 24 students in grade 4, using a purposive sampling method. The results of the implementation could be summarized as follows: 1) the results of students' computational thinking evaluation after implementing the model and system are significantly higher than before at the .05 level. 2) evaluation results of creative games that students developed after implementing the model and system are at a high level (x  = 4.29, S.D. = 0.52)

The relation between lateral thinking and inquiry skills of higher education students: A path analysis

AbstractThe aim of the study is to examine the relations between higher education students' lateral thinking dispositions and inquiry skills. Survey design and Structural Equation Modelling were used in the study. The sampling of the study consisted of 975 prospective teachers attending three faculties of education in three different state universities in Turkey. Inquiry Skills Scale and Lateral Thinking Disposition Scale were used to collect data. The collected data were analysed using R Studio programme. It was observed in the study that students' inquiry skills and lateral thinking dispositions were high. It was revealed in the study that inquiry skills predicted lateral thinking dispositions. Inquiry skills account for 31% of lateral thinking disposition. Thus, it can be concluded that lateral thinking dispositions of higher education students' depend on their inquiry skills at a percentage of 31%.

Professional Development in Computational Thinking: A Systematic Literature Review

This paper presents a systematic literature review of professional development programs in computational thinking (CT). CT has emerged as an essential set of skills that everyone should develop to participate in a global society. However, there were no pre-service or in-service teacher programs to integrate CT into the K–12 classrooms until very recently. Thus, it is important to identify how educators and researchers address the challenges to prepare the next generation of students and what gaps persist in the current literature. We review existing work in this field from two perspectives: First, we analyze the learning outcomes, assessment methods, pedagogical approaches, and pedagogical tools used in the professional development programs in CT. Second, we examine how these programs assess the teachers’ knowledge and skills as outcomes. We used the technological pedagogical and content knowledge (TPACK) framework to characterize existing literature and identify possible gaps in the preparation of pre-service and in-service teachers in CT. Our results suggest that (1) existing evidence is limited to developed countries; (2) many studies are only focusing on teachers understanding the concepts but do not explore how the participants evaluate or create learning activities; (3) no studies look into classroom observations as part of the program, which limits our understanding to how these programs work; and (4) most programs use block-based programming languages as the tool to develop student CT. While block-based programming languages are used for introductory training programs, students are often expected to transfer their learning to more professional programming languages.

Correction: The effectiveness of problem based learning in improving critical thinking, problem-solving and self-directed learning in first-year medical students: A meta-analysis

Correction: The effectiveness of problem based learning in improving critical thinking, problem-solving and self-directed learning in first-year medical students: A meta-analysis

Analysis of undergraduate chemistry students’ responses to substitution reaction mechanisms: a road to mastery

Abstract This study analyzed third-year undergraduate Chemistry major students’ drawings and written explanations of substitution reactions. Seventy (70) students were purposively selected for this study. The main data collection instrument was a diagnostic test and students’ responses were analyzed using deductive coding. The study aimed to unearth students’ conceptual understanding and difficulties on substitution reactions to provide significant insights into improving teaching strategies and learning outcomes. The findings revealed that: 1. Students were more familiar with SN2 reaction mechanisms and could answer questions on SN2 reaction mechanisms better than SN1 reaction mechanisms; 2. Students’ use of ‘chemical vocabulary’ did not translate into an understanding of electron movement and causal mechanistic explanation; 3. About 97 % of the students who gave a correct/partially correct description provided a description of what was happening in the reaction without any further explanation of why the reaction occurred; 4. Students had a slightly better understanding of drawing the correct mechanisms than providing accurate explanations. This study recommends that, in teaching organic reaction mechanisms, instructors should emphasize on electron-pushing formalisms and explain how and why reactions occur to encourage mechanistic thinking in students. Also, students should be given ample practice in organic reaction mechanisms to improve mastery.

A Proposed Educational Program Based on Project-Based Learning (PBL) for Teaching Home Economics and its Impact on Developing Creative Thinking and Problem-solving Skills of Third-grade Intermediate Female Students

This study examined the effectiveness of using project-based learning (PBL) for the teaching of home economics and determine its impact on the development of students’ creative thinking and problem-solving skills. To achieve the objectives of the study, the researchers used the quasi-experimental approach. Pre- and post-intervention tests were conducted with two (experimental and control) groups of third-grade intermediate female students. Two tests were administered: one to test the students’ creative thinking skills, and the other to test their problem-solving skills. The control group were taught a home economics unit by conventional teaching methods; the experimental group were taught using the PBL approach. The following materials and tools have been prepared by the researchers: a proposed educational program based on project-based learning (PBL), a test of creative thinking skills, and a test of problem-solving skills. The findings revealed that there were statistical differences (0.05) between the mean scores for the pre-PBL and post-PBL tests, indicating that PBL significantly improved the students’ creative thinking and problem-solving skills. Several recommendations and suggestions are offered based on the findings.

Differences Between Discovery Learning And Case-Based Learning Using Animated Videos On Critical Thinking Skills In Start Triage Among Undergraduate Nursing Students

The 2004 disaster in Aceh underscores the need to strengthen disaster triage preparedness. Triage would be more accurate when considering human resource factors. Students are educated nurse candidates who will serve the community through their ability to think critically. Innovative learning opens opportunities to sharpen critical thinking in students' preparedness for emergency disaster situations. This study analyzes the differences between discovery learning and case-based learning on critical thinking in START Triage among undergraduate nursing students. This quasi-experimental study used a pre-test and post-test design involving 40 undergraduate nursing students selected through purposive sampling and divided into two groups: control and intervention. Data collection utilized the Critical Thinking Disposition Inventory questionnaire. The results of the Paired T-test revealed differences in critical thinking ability in START Triage before and after receiving discovery learning and case-based learning. Furthermore, the independent T-test results indicated a significant influence of case-based and discovery learning on critical thinking ability in START Triage. Case-based learning utilizing animated videos significantly impacted nursing students' critical thinking ability in START Triage. Using animated videos as a basis for case-based learning provides a foundation for educational institutions to integrate into learning activities and disaster simulation exercises to enhance the quality of Triage services.

Formation of creative project thinking of design students in the process of teaching the basics of composition-structural analysis in design

Formation of creative project thinking of design students in the process of teaching the basics of composition-structural analysis in design

Development of Google Sites-Based Social Science Learning Media to Increase Students’ Critical Thinking Ability

This research aims to (1) produce social studies learning media based on google sites to improve critical thinking skills of junior high school students grade VIII (2) determine the feasibility level of social studies learning media based on google sites to improve critical thinking skills of junior high school students grade VIII (3) determine the level of practicality of social studies learning media based on google sites to improve critical thinking skills of junior high school students grade VIII (4) determine the effectiveness of social studies learning media based on google sites to improve critical thinking skills of junior high school students grade VIII. This development research uses the ADDIE development model which stands for the stages of development, namely: Analysis, Design, Development, Implementation, and Evaluation. The subjects of this study were SMPN 5 Banjit students totaling 60 divided into 2 groups, namely the experimental group and the control group. In this study, data were obtained using test and non-test techniques. The test technique was used to obtain data on the effectiveness of the product which was carried out using a student critical thinking ability test instrument. While the non-test technique was used to collect data on the validity and practicality of the product which was carried out using product validation sheets, material validation sheets, teacher assessment sheets, and student assessment sheets. The results of this study indicate that the socialexplore website has very high feasibility. The results of material expert validation amounted to 3.79 with a decent category. The results of media validation amounted to 4.44 with a very feasible category. Teacher validation results of 4.40 with a very practical category. The results of user validation amounted to 4.31 with a very practical category. The results also show that the socialexplore website is effective and can help students to improve students' critical thinking skills on the material of the diversity of Indonesian society. The results of the experimental class critical thinking ability test were higher than the control class with an average value of 69.43 and the control class average value of 47.93. The Gain test results of the experimental class at SMPN 5 Banjit amounted to 0.68 with a moderate category.

ВИВЧЕННЯ ЛОГІКИ ЯК УМОВА РОЗВИТКУ КРИТИЧНОГО МИСЛЕННЯ У ЗДОБУВАЧІВ ВИЩОЇ ОСВІТИ

The purpose of the study is the process of critical thinking development based on the study of educational material on logic by students of higher education. The research methodology is based on modern educational and scientific approaches to the development of thinking, the development of critical thinking, active cognition and assessment of the environment, the ability to analyze business situations and problems, the development of professional skills for making current and strategic management decisions, etc. Scientific novelty: it has been proven that the condition for the development of critical thinking of students of higher education is the study of logic, solving problematic tasks. Conclusions. Classes in logic provide a wide range of necessary problem tasks for the development of critical thinking of students of higher education. Tasks in logic can involve both elementary calculations and tasks with complex calculations, both illustrative examples and sophisticated abstractions, long searches from the “general” and instant concentration of a large amount of information in the thesis, generally accepted stereotypes and the search for a solution to problem situations. The main condition for the development of critical thinking in logic classes should be the solving of a task constructed in a certain way by students. A logic task can be standard or non-standard, mathematical or not so much. The main thing is that a non-standard logical task should have some kind of surprise in it, should have an original character – whether it is an unusual condition of the task, an original idea, an unexpected solution. The ability to see the depth of the task, to distinguish the main from general details is important for solving this type of tasks. Logic contributes to sharpening the skills of rational analysis, critical evaluation of the information flow. Logic is a necessary tool for the development of a person’s critical thinking. Key words: critical thinking, logic, student of higher education, professional education, information.

The Influence of Learning Models cooperative Make a Match type and media based Canva app against level HOTS thinking of students

Build existence The Indonesian nation with character in the 21st century is challenge for Indonesian nation. This model help student understand material in a way effective through card answers and games ask answer so that learning become more fun and not boring. Formulation problem is there is influence of learning models cooperative type Make a Match against level think HOTS students in the eyes social studies class IV Gugus RA Kartini, Bumi Raya District, Regency Morowali, Is there is media- based influence Canva app against level think HOTS students in the eyes social studies class IV Gugus RA Kartini, Bumi Raya District, Regency Morowali. Research purposes Analyze influence of learning models cooperative Make a Match type against level think HOTS students in the eyes social studies class IV Gugus RA Kartini, Bumi Raya District, Regency Morowali, Analyzing media- based influence Canva app against level think HOTS students in the eyes social studies class IV Gugus RA Kartini, Bumi Raya District, Regency Morowali. method study experiment is method research conducted​ with experiment, which is used For know influence variable independent ( treatment ) towards variable dependent ( result ) in controlled conditions.​ Research result Analysis statistics descriptive aim For describe achievement results Study so that known HOTS thinking level of students with apply the learning model cooperative Make a Match type in class experiment and use application media Canva- based classes control.