Complex Thinking Research Articles

레고(Lego)를 활용한 대학 작문 PBL 수업 사례 연구

The purpose of this study is to present problem-based learning(PBL) centered on dynamics as an example of university writing classes and to examine the educational implications of PBL writing classes by confirming the educational effects of this class. Accordingly, the PBL teaching method was applied to the “Basic Writing” subject, which is an essential subject for basic liberal arts at C University in Daejeon, and the detailed goals were “inducing interest” in writing and “increasing convergence and complex thinking skills”. In particular, “Lego” was used as a learning tool to stimulate students’ sense of experience and bring about fusion and complex thinking, and the contents of the class were “explanation, description, narrative”, which corresponds to “writing statement method”. Through this, students were able to understand that explanation, description, and narrative are effective methods that can be used comprehensively when writing, and to learn empirically that writing is a cooperative “communication process” between “writer” and “reader”. In addition, by writing a reflection journal, They understood the step-by-step procedure for the overall writing.

Development of Social Entrepreneurship Competencies and Complex Thinking in an Intensive Course of Open Educational Innovation

This article aims to show the results of implementing a training methodology in a group of participants within an intensive course on educational innovation. The motivation for this course was to promote innovative ideas that could be scaled into possible open educational entrepreneurship projects. Based on descriptive statistical analysis, that included a multivariate statistical analysis, an analysis of means and nonparametric tests of the data comparison of medians and ranges and Spearman's correlation, this article considered the SEL4C methodology, which was intended to support the ideation process and develop the participants' perceived achievement of social entrepreneurship and complex thinking competencies. The proposed methodology was validated to develop social innovation ideas even in a limited time and improved the participants' perception of achieving both competencies. This article contributes to the validation studies of this methodology and the academic approaches that seek efficient tools for acquiring and developing transdisciplinary competencies.

초등학교 수학 교과서에 나타난 수학적 추론 양상 탐색

The purpose of this study was to explore how mathematical reasoning, one of the most important topics in school mathematics, is implemented in elementary school mathematics textbook. To this end, this study analyzed the type of reasoning, level of cognitive demands, and structural characteristics of mathematical reasoning tasks provided in the elementary school mathematics textbooks. As a result of this study, it was revealed that the mathematics textbooks had the strength of providing sufficient tasks dealing with pattern recognition type, but were deficient in providing tasks dealing with multiple types of mathematical reasoning, such as making a conjecture, investigating a conjecture, developing a justification, finding a counterexample, and evaluating an argument. Regarding the level of cognitive demands of mathematical reasoning tasks, the mathematics textbooks provided sufficient tasks of procedures with connections, but insufficiently provided tasks of doing mathematics requiring complex thinking. In relation with the structural characteristics of mathematical reasoning, the mathematical reasoning tasks in the mathematics textbooks embodied only the aspects of pattern recognition-making a conjecture and pattern recognition-developing a justification, but were insufficient in embodying the structural flow of mathematical reasoning. In addition, this study suggested that elementary school mathematics textbooks need to provide a wealth of tasks dealing with multiple types of mathematical reasoning, tasks of doing mathematics, and tasks reflecting the structural characteristics of mathematical reasoning.

On Enmity, Terror and Fear

In this article, HARM presents a small excerpt from Ernst E. Boesch’s book “Von Kunst bis Terror - Über den Zwiespalt in der Kultur” [From art to terror - On the dichotomy in culture], published in 2005. The editors of HARM want to draw attention to a psychologist and social theorist who saw himself as a cultural psychologist and, as such, wanted to show how much more complex, ambivalent, opaque and unpredictable human thinking, feeling, behaviour, and actions are than mainstream psychology — which models and primarily quantifies and measures — would have us believe. This, according to one of his convictions which continues to shape modern cultural psychology, is because it recognises humans not primarily as natural creatures, but also as cultural beings who, as beings gifted with special language, are entangled in an indissoluble network of meaningful symbolic worlds and thus are capable of manifold processes of sense-making. In order to depict and reconstruct these entanglements and to understand their significance for human experience, attitudes and actions, Boesch argues that hermeneutic-interpretative procedures are required which, we are convinced, also contribute significantly to refining the depiction and analysis of phenomena that are relevant in the context of HARM. — Boesch’s text is preceded by a brief introduction to his life, his thinking and the selected text.

Creativity, curiosity and catharsis: positive emotions in climate change education through picturebooks

Climate change education is associated with negative emotions. Picturebooks are considered powerful resources for teaching complex issues like climate change, partly for their capacity to be emotionally engaging and motivate learners. This article explores the positive emotional experiences supported by picturebook use in climate change education. It draws on data collected in a design-based study involving the progressive refinement of a programme delivered in three primary schools with students aged 10 to 12 years. Data included child focus groups, audio recordings of whole-class discussion, teacher interviews and concept maps. Data analysis included coding expressions of emotions in the data by: the emotion, the object of the emotion and the subject expressed as experiencing the emotion. Findings suggest that picturebooks with unhappy endings and difficult thematic content can nonetheless give rise to positive emotions by providing surprising, cathartic and creative experiences, which in turn, support students’ critical, complex and creative thinking.

Complex Thinking: How are Students' Mathematical Problem-Solving Skills in Elementary School?

This study aims to see an overview of students' mathematical problem-solving skills in elementary school. This study uses a quantitative approach with a descriptive method. The subjects in this study amounted to 25 grade 5 students in one of the elementary schools in Bandung with details of 10 male and 15 female students. The data collection technique used is a mathematical problem-solving test instrument based on Polya theory on fractional concept material. The data analysis carried out was to calculate descriptive statistics using Microsoft excel and SPSS version 24 to see an overview of mathematical problem-solving skills, categorization of problem-solving scores based on high, medium, and low, and the achievement of students' mathematical problem-solving indicators. From these data, it is then analyzed in depth and linked with relevant theories. The results of this study showed that based on the categorization of student scores, 4 students were in the high category, 15 students were in the medium category, and 6 students were in the low category. The indicator that has a high percentage of students mastered is understanding the problem at 73%, and the lowest indicator at re-checking is 44%. This research can contribute to efforts to create meaningful learning in mathematics by involving complex thinking skills including mathematical problem-solving skills.
 Keywords: Complex Thinking, Mathematical Problem-Solving Skills, Elementary School

Financial Literacy as a Key to Entrepreneurship Education: A Multi-Case Study Exploring Diversity and Inclusion

This article presents the results of the financial literacy assessment of young Mexican students between the ages of 17 and 24 enrolled in public and private institutions in five Mexican cities. This study’s objective was to approach the financial knowledge, behaviors, and attitudes of young Mexicans through focus groups and questionnaires to identify their perceptions of complex thinking and its use for financial products and services. The most relevant findings suggest that (a) most of the young participants in the study use banking services through their parents, (b) there are significant gender differences in financial knowledge and behaviors, (c) critical thinking significantly and positively correlates with financial behaviors and attitudes, and (d) the level of critical thinking predicts financial behavior. There is a need to develop women’s critical thinking to discern between the financial behavior they socially imitate and their capabilities to become more involved in financial issues, thus decreasing the gender gap.

The methodological and relational core competencies of General practice/Family medicine in Primary Care.

In this article, we examine three out of the seven distinctive values of General practice/family medicine (Gpfm), as proposed by World Organization of Family Doctors (Wonca) and recently translated into Italian: patient-centered care, continuity of care, and evidence-based care. We believe that these values can contribute to the ongoing debate on the reorganization of the primary care model and the reform of the core curriculum of Italian Gpfm. These three values are the basis of the distinctive methodological and relational competencies of Gpfm. In this contribution, we analyze them through the lens of epistemology of complexity, aiming to highlight the unique aspects of this method and relationship, thus identifying the necessary competencies for Gpfm. The thought and method of care - the first and third values - are analyzed considering that the framework in which Gpfm operates leads to significant modifications of the clinical method. While it certainly encompasses elements of the traditional clinical method, they are executed at different paces and with different objectives, employing distinct strategies. For instance, the epidemiological context with a high prevalence of symptomatic distress but low prevalence of "true" disease needs the early generation of diagnostic hypotheses. These hypotheses are then tested using verbal and physical examinations as exclusion tests with high predictive power. The aim is to arrive at diagnoses that are not exhaustive, yet operational and contextualized. Furthermore, the uncertainty inherent in Gpfm requires the utilization of contextual knowledge related to the patient's environment, negotiation with the patient about the tolerable threshold of decisional uncertainty, their involvement - which increases with greater uncertainty - and the use of the test of time within an organizational and relational protective network. Complex thinking enables reflection on the second value - the relationship - by assigning the physician's subjectivity a place as precious as that of the patient, which is already historically established. Thus, both the physician and patient, as subjects, exist on the same ontological plane but differ methodologically due to their distinct roles. Adopting an epistemology of complexity in Gpfm allows each variable of the system - subjects, context, method, clinical aspects - to regain significance. This approach favours a genuine science in service of humanity.

Critical Thinking and Student Well-Being: An Approach in University Students

Human well-being is a dynamic and changing concept as it depends on personal, social, cultural, and political factors and varies over time according to individual circumstances. Therefore, it is essential to address this issue from a comprehensive and multidisciplinary approach, seeking that individuals, from an early age, manage to develop skills and attitudes that allow them to achieve a balance in their lives. This article presents the results of the measurement of students’ perceived achievement of the competence of complex thinking in a subject focused on human development. Specifically, the research sought to identify whether there is a relationship between the level of critical thinking and the acquisition of skills associated with human well-being. The selection of critical thinking is based on the fact that this cognitive ability is one of the subcompetencies included in complex thinking. The sample was a group of university students from different disciplines and educational levels. Methodologically, descriptive analyses were made on the means of students’ responses to a validated instrument measuring the perceived achievement of complex thinking competency and its subcompetencies and the final evaluations of the students’ course. In conclusion, an improvement in the perception of achievement of complex thinking competency and its subcompetencies is demonstrated in the students, with critical thinking that achieved the best means, its increase being significant for the whole group and for women but not for men. In this sense, although it was not possible to demonstrate a statistically significant relationship between the development of this subcompetency and the acquisition of tools associated with well-being, data showing a possible association between these elements were obtained.

Tingbjerg Changing Diabetes: Experiencing and navigating complexity in a community-based health promotion initiative in a disadvantaged neighborhood in Copenhagen, Denmark

Abstract Background As a response to the complexity of reducing health inequity there has been a rise in community-based health promotion interventions adhering to the principles of complexity thinking. Such interventions often work with adaptive practice and constitute themselves in complex webs of collaborations between multiple stakeholders. However, few efforts have been made to articulate how complexity can be navigated and addressed by stakeholders in practice. This study explores how partners experience and navigate complexity in the partnership behind Tingbjerg Changing Diabetes (TCD), a community-based intervention addressing health and social development in the disadvantaged neighborhood of Tingbjerg in urban Copenhagen. The study thus contributes with important insights on the role of context and how it contributes complexity in community-based health promotion. Methods The study is based on 18 months of ethnographic action research in the local community where the first author participated in the development and implementation of one of TCD's activities, a community restaurant, alongside partner representatives and residents, including participant observations and 9 in-depth interviews with key partner representatives. Findings Findings show that complexity in TCD can be characterized by unpredictability in actions and outcomes, undefined purpose and direction, and differing organizational logics. Factors that support partners’ navigation in complexity include connectivity, embracing a flexible intervention framework, autonomy, and quick responsiveness. Conclusions The study showcases the interdependency between the intervention and the context of the disadvantaged neighborhood of Tingbjerg and encourages stakeholders and researchers to embrace the messiness of complexity, and to pay attention to ways through which messiness and unpredictability can be handled.

Influence of Digital Literacy and Audiovisual Media During the Covid-19 Pandemic

The work included a cross-sectional quantitative study aimed at evaluating the incidence of competencies, skills and digital literacy in complex thinking in a sample of 238 students of various cycles of the engineering specialty at a university in Lima. Four instruments were applied and submitted to the judgment of five experts. The digital literacy questionnaire was made and validated by exploratory factor analysis (Aiken's V: 1.0, KMO test: 0.552, Cronbach's alpha: 0.946). The instruments on digital competencies and skills and complex thinking were adapted and validated by Cronbach's alpha (values 0.965, 0.814 and 0.941 respectively).

Perception of the Level of Competency of Candidates for Graduation: A Multidisciplinary Approach to Complex Thinking.

Complex thinking is a cognitive skill that focuses on the integrated analysis and synthesis of information with a systemic and critical perspective that enables creative decision-making in the face of complex realities or challenges. At the educational level, it is valued as a transdisciplinary competency, meaning it is relevant for individuals regardless of their profession or field of study. This article presents the results of measuring the perceived achievement of complex thinking among 830 graduating students from a technological university in Mexico, aiming to identify possible significant differences based on their discipline or major. Methodologically, a multivariate descriptive statistical analysis was performed using R and RStudio software, including calculation of means and standard deviations, violin plots, boxplot and ANOVA significance analysis, and t-test. The results show that the differences were not statistically significant in all the disciplines, although it is possible to note significant differences, which reveals a differentiated behavior in the process of formation and development of complex thinking according to the discipline of study. In conclusion, the present study shows that the students' areas of training are associated with differences in perception of complex thinking and its associated sub-competencies, thus differentiating this ability in their graduation profile. This article contributes to the existing literature on the formation and development of complex thinking and its sub-competencies as relevant professional skills for lifelong learning.

Determinants of trust in times of crises: A cross-sectional study of 3,065 German-speaking adults from the D-A-CH region.

Interpersonal trust declined worldwide during the COVID-19 pandemic; strategies are needed to restore it. We surveyed 3,065 quota-sampled German-speaking adults residing in the D-A-CH region. Using multinomial logistic regression models and backward elimination for variable selection, we calculated multivariable-adjusted odds ratios (OR) and 95% confidence intervals (95% CIs) to appraise correlates of interpersonal trust using the Interpersonal Trust Short Scale (KUSIV3). Participants with high levels of interpersonal trust (top KUSIV3 tertile (T3)) tended to be older, male, residents of Switzerland, university degree holders, and workers with higher income and work satisfaction (all Pdiff<0.01) compared to those in the lowest KUSIV3 tertile (T1). Optimism was most strongly associated with high interpersonal trust (ORT3vsT1 = 5.75, 95%CI = 4.33-7.64). Also significantly associated with high interpersonal trust were: Having voted in the last national election (for the opposition, OR = 1.39, 95%CI = 1.02-1.89 or the governing party, OR = 1.61, 95%CI = 1.23-2.11) versus non-voters; perspective taking (ORT3vsT1 = 1.46, 95%CI = 1.11-1.91); being more extraverted (ORT3vsT1 = 1.99, 95%CI = 1.53-2.59) and more agreeable (ORT3vsT1 = 1.95, 95% CI = 1.46-2.61); and scoring higher on complexity thinking (ORT3vsT1 = 1.32, 95%CI = 1.01-1.72). Participants scoring significantly lower for interpersonal trust did not regularly participate in religious meetings (OR = 0.61, 95%CI = 0.44-0.84, versus participation at least monthly); were more conscientious (ORT3vsT1 = 0.68, 95%CI = 0.51-0.91) or current smokers (OR = 0.68; 95%CI = 0.53-0.87, versus never smoking); had sleep problems >5 times a week (OR = 0.48; 95%CI = 0.36-0.66, versus none); and scored high on conspiracy belief (ORT3vsT1 = 0.53; 95%CI = 0.41-0.69). Results differed minimally by gender and country. These findings may be helpful in devising targeted strategies to strengthen interpersonal trust and social engagement in European societies, especially during times of crises.

Research competencies in university students: Intertwining complex thinking and Education 4.0

Research competencies are skills that university students must develop to create and socialize scientific products during their academic live. In this research, an experience was implemented to improve the students’ competency levels through its imbrication with complex thinking and the use of Education 4.0 applications, such as remote team workflow development apps, web-based virtual reality, and social robotics. The study was sequential-quantitative and descriptive. A questionnaire was applied before and after the experience to know the perception of 105 Mexican university students, later a rubric was implemented for the teacher’s assessment. The results indicate that the students perceived an improvement in their research skills, however, the evaluation showed a difference between the student’s perception and the teacher’s regarding improvement in said skills. The experience can be scaled to other scenarios, where disruptive teaching strategies can support research skills development.

Zapping Zone and Level Five. Between the visitor’s experience of the video installation and the filmmaker’s reflection of the essay film

The displacement from the essay film to the video installation has in Chris Marker one of its first and most relevant figures. The comparative study of Zapping Zone. Proposal for an imaginary television (1990) and Level Five (1997) allows for the analysis of the construction and complexification, and the deconstruction and saturation processes that take place between the most complex expression of the Markerian essay film and its transformation into the video installation. Zapping Zone responds to the embodiment of both the magmatic stage of the postmodern audiovisual era and the starting point of the filmmaker's work (documentaries, essay films, video installations, etc.), which would be the opposite of the writer’s blank page: a saturated world of images that needs to be selected, analysed and worked on in order to build meaning. Level Five offers the filmmaker’s reflection on that same reality, applied to the Battle of Okinawa, through a complex audiovisual thinking process that hybridises different types of images—documentary and fictional; analogue and electronic—devices—epistolary video diary, video game and cyberspace—and their authorial subjectivities—Laura, Laura’s lover and Chris—in order to reflect on the relationship between these audiovisual forms and spaces and the thematic axis memory-pain-oblivion.

Complex thinking and its relationship with gender and age in a group of Mexican students

The literature addresses the importance of developing competencies, but not from the complexity theory, nor does it show the importance of the correlation between gender and age in this process. This article aims to show the results of a study seeking a possible correlation between the perceived achievement of complex thinking competency and gender and age in a student population attending a technological university in western Mexico. The intention is to argue whether there is a statistically significant difference in the acquisition and development of this competency between men and women of different ages during their training. Methodologically, a multivariate descriptive statistical analysis was carried out to demonstrate the relationship between these indicators. We concluded that there is evidence of a gender gap in developing the perceived achievement of the complex thinking competency and its sub-competencies since neither in the overall result nor in the specific results by indicator did women achieve results proportional to those of their male peers, although, in most competencies, they initially surpassed them. The learning experience shows that the gender gap in perceived achievement of complex thinking competency widens as the student population advances in their training process.

Trends and research outcomes of technology-based interventions for complex thinking development in higher education: A review of scientific publications

Complex thinking is a desired competency in 21st-century university students, so technology-based teaching and learning strategies must be carefully considered when training them in complex reasoning skills. This systematic review aims to map research on the use of teaching and learning strategies supported by technology to enhance complex thinking skills in university students. This review reports results according to PRISMA (preferred reporting items for systematic reviews and meta-analyses) guidelines. The search strategy was performed in June 2022 in Scopus and Web of Science databases. Of 151 records initially identified between 2018 and 2022, 32 papers were included in the final synthesis per the inclusion and exclusion criteria. The results of this review indicate that (1) tech-based strategies for complex thinking development are based on active learning approaches including problem-based learning, case-based learning, collaboration-driven and discussion-based learning, project-based learning, assessment- and feedback-oriented activities, and mind mapping techniques; (2) most of the documented strategies were implemented in hybrid contexts; (3) traditional instructional materials commonly used for promoting higher order thinking skills such as reading assignments, videos, and eliciting/reflexive questions are still effective in fostering complex thinking when delivered through technology; and (4) custom-built technological development for complex thinking development software that incorporates emerging technologies is scarce at present. Further research is needed to document the interventions that train students interactively in complex thinking skills using Education 4.0 technologies.

The impact of national culture in the development of complexity reasoning skills: An international comparison

There is a clear inequality in gender distribution for the STEM areas (Science, Technology, Engineering, and Mathematics). Furthermore, there is a noticeable lack of diversity and a socio-economic gap that requires actionable solutions. To explore potential factors that affect the participation of women in STEM, this paper reviews two possible groups of determinants: national culture and complexity thinking. A survey with 684 respondents from higher education institutions in Chile, Ecuador, Mexico, and Spain was undertaken. The instrument measured four components of complexity thinking namely critical, scientific, innovative, and systemic). Using analysis of variance between two groups and between multiple groups, differences were observed between the countries’ samples and between genders. Once the significance was confirmed, boxplots for each dimension were elaborated to facilitate the visualization of the distributions. The scores were compared with the national culture values to seek possible behavioral patterns in the data. The results reveal two groups between the observed countries. Also, there are clear indications of a relationship between the national culture dimensions and the complex thinking components.

Trabalho e riscos de adoecimento na Atenção Psicossocial Territorial: implicações para a gestão do cuidado em saúde mental

ABSTRACT The study aims to analyze precarious work due to working conditions that influence the management of mental health care and occupational health. This single case mixed study was conducted in six Psychosocial Care Centers (CAPS) in a Decentralized Health Sector. The Work and Illness Risks Inventory was applied to a total purposeful sample of 35 workers, 15 of whom participated in the projective interview. Data were processed in SPSS 26.0.0.0 as measures of central tendency and dispersion. The interviews were categorized based on the evaluation axes proposed by the inventory, contextualized, and discussed from Edgar Morin’s Complex Thought. The result is critical for most predictors that evaluated the context, human cost, pleasure, distress, and harm related to work in the CAPS. Data illustrated by the workers’ narratives describe the precarious work conditions. Local Unified Health System managers quickly incorporated neoliberalism’s productivist principles, perpetuating substandard work conditions. Mental health care management processes, funding, and legal occupational and contractual conditions must be reviewed to align with Territorial Psychosocial Care (APT).

Co-Producing Narratives and Indicators as Catalysts for Adaptive Governance of a Common-Pool Resource within a Protected Area

The theory and practice of adaptive management and adaptive governance have been widely studied in the complex social contexts that mediate how humans interact with ecosystems. Adaptive governance is thought to enable adaptive management in such contexts. In this study, we examine four often-used principles of adaptive governance (polycentric institutions, collaboration, social learning and complexity thinking) to develop a framework for reflecting on adaptive governance of a social-ecological system—the Knysna Estuary in South Africa. This estuary is a priority for biodiversity conservation, as well as a common-pool resource central to livelihoods. We used the framework to structure dialogue on the extent to which the four principles of adaptive governance were being applied in the management of the Knysna Estuary. The dialogue included diverse stakeholders, from those who have the power to influence adaptive management to those most dependent on the resource for their livelihoods. Based on a combination of theory and current reality we then identified eight indicators that could be used to guide a transition towards improved adaptive governance of the estuary. These indicators were assessed and supported by most stakeholders. The main contributions of our research are (a) a process for combining theory and stakeholder dialogue to reflect on adaptive governance of a social-ecological system; (b) a set of indicators or conditions that emerged from our participatory process that can be used for reflexive monitoring and adaptation of adaptive governance of Knysna Estuary; and (c) a real-world example of seeking complementary links between adaptive governance and adaptive management to promote effective management of complex social-ecological systems.