Teacher Thinking Research Articles

Science interdisciplinary learning approach: a study interdisciplinary thinking skills and literacy environment

The formation of environmental literacy in the education system through education for sustainable development (EfSD) experiences many obstacles. The aim of the research is to analyze the impact of interdisciplinary science learning for interdisciplinary oriented education for sustainable development to improve interdisciplinary thinking and environmental literacy of prospective teachers. The experimental method with a quasi-experimental pretest posttest group design was used in this study. The data collection technique used is an environmental literacy questionnaire and an interdisciplinary thinking test. Data analysis technique used independent t test. The results obtained were that the science interdisciplinary learning effective in improving interdisciplinary thinking performance and environmental literacy. The performance of students’ interdisciplinary thinking affects environmental literacy of students. The university forms student teacher candidates who have the ability to think interdisciplinary so that they can manage science learning in an interdisciplinary and environmentally literate manner. The implication of this research is the importance of fostering interdisciplinary thinking and environmental literacy at all levels of education.

Incorporating Graphic Humor and Comic Vignettes in Second Lang

Abstract: This article explores the integration of graphic humor, specifically comic vignettes, into a foreign language teaching (FLT) context and its impact on enhancing communicative competencies. It addresses the paradox of how simple humorous sketches can convey complex meanings and discusses their relevance in a globalized world with approximately 7 billion inhabitants. By examining Alon¬so Abad’s (2010) insights on the intersection of psychology and language pedagogy, the article highlights the advantages of using comic strips over more traditional or conventional verbalist approaches. The current discussion, includes theoretical frameworks such as Krashen’s Affective Filter Theory and the CEFR’s concept of existential competence, emphasizing the role of emotional and personal factors in language learning. The article defines graphic novels and humor graph¬ics, illustrating their ability to engage students with a variety of alternative topics and create meaningful learning experiences in the learning field. It also delves, into the semiotic models of humor and cartoons, noting the cognitive effects of combining verbal and visual elements. Practical aspects of incorporating graphic materials into language teaching are discussed, including the need for specific teacher training and the development of an alternative set of discourses connected with visual competencies. The article concludes with some recommendations based on Littlewood’s (1981) procedures for designing didactic materials, aiming to foster a positive classroom environment and enhance language acquisition through humor. Overall, the integration of comic-based learning materials is pre¬sented as a necessary approach, which intends to fulfil the lack of intuitive and criti¬cal thinking in the second language teaching (SLT) field. Keywords: graphic humor, images, cartoons, vignettes, communication, creativity, critical thinking, innovation.

The impact of Brain-Based Learning on critical and creative thinking in English Language Teaching

This paper investigates the impact of Brain-Based Learning (BBL) strategies on fostering critical and creative thinking skills in English language teaching. In the context of 21st-century education, where the demands for innovation, critical thinking, and problem-solving are paramount, BBL emerges as a pedagogical approach that aligns teaching methods with cognitive science principles. Through a qualitative exploration of teacher perspectives and a quantitative analysis of classroom outcomes, this study highlights how BBL encourages the development of both hemispheres of the brain, promoting not only logical reasoning but also imaginative problem-solving. The findings underscore the potential of BBL to transform traditional English language teaching (ELT) practices by fostering a more holistic, engaging, and dynamic learning environment. Practical recommendations for integrating BBL into English classrooms are also provided..

Is creative thinking and innovation in teachers enough on their own? What happens if there is no entrepreneurship and reflective thinking?

This study aims to find the moderated mediation role of reflective thinking. It looks at the effect of teachers' creative thinking on innovation through entrepreneurship. This research adopts a quantitative approach, utilizing a descriptive and relational survey model. Four hundred and thirty-seven full-time teachers participated in the study. They were given questionnaires on creative thinking, reflective thinking, entrepreneurship, and innovation. Subsequently, empirical analyses were performed using a moderated mediation model. The research shows that teachers tend to have high scores in creative thinking, reflective thinking, entrepreneurship, and innovation. There is a positive and statistically significant relationship among these variables. Creative thinking indirectly boosts innovation through entrepreneurship. Reflective thinking moderates this process.

Effects of geogebra-enhanced scratch computational thinking instruction on fifth-grade students' motivation, anxiety, cognitive load

Effects of geogebra-enhanced scratch computational thinking instruction on fifth-grade students' motivation, anxiety, cognitive load

Promoting students’ critical thinking and creativity through TPACK based flipped classroom learning model in higher education

The rapid development of technology has influenced various aspects of life, including education. Optimal utilization of technology can be a crucial step in creating better education that is relevant to the demands of the digital era. One of the learning approaches considered relevant in this era is the flipped classroom model based on TPACK (Technological Pedagogical Content Knowledge). This model is believed to enhance critical and creative thinking skills, which are essential in facing the challenges of the digital age. This study aims to examine the effects of the flipped classroom model integrated with TPACK (FC-TPACK) on the critical thinking and creativity of prospective elementary school teachers. This study employed a pretest-posttest experimental design involving 250 students from public universities in Indonesia. The experimental group consisted of 125 students who used the FC-TPACK model, while the control group comprised 125 students who received conventional learning without FC-TPACK. Data analysis was conducted using MANOVA to assess the overall effect of the learning model, and ANOVA was used to examine differences in each aspect of critical thinking and creativity. The ANOVA results showed significant differences between the experimental and control groups in terms of critical thinking and creativity skills, with a significance value of 0.000 ≤ 0.05 for all aspects measured. The experimental group demonstrated significant improvements in analysis, evaluation, innovation, flexibility in thinking, and originality compared to the control group. Therefore, the FC-TPACK model is recommended for use in learning to support the development of essential skills in the digital era.

Computational thinking with game design: An action research study with middle school students

AbstractMiddle school students often enter Computer Science (CS) classes without previous CS or Computational Thinking (CT) instruction. This study evaluated how Code.org’s block-based programming curriculum affects middle school students’ CT skills and attitudes toward CT and CS. Sixteen students participated in the study. This was a mixed methods action research study that used pre- and post-tests, surveys, artifacts, and interviews as data sources. Descriptive statistics, paired samples t-tests, and inductive thematic analysis were administered. Findings showed a statistically significant increase in participants’ algorithmic thinking, debugging, and pattern recognition skills but not in abstraction skills. Attitudes toward CT and CS improved but the difference was not statistically significant. Qualitative themes revealed benefits of game-based learning to promote CT skills, collaboration to promote successful error debugging, and enjoyment of programming resulting from a balance between structured guidance and creative freedom. Findings emphasize the importance of low-threshold and engaging strategies to introduce novice learners to CT and CS.

The mediating role of creative problem solving between design thinking and self-efficacy in STEM teaching for STEM teacher candidates

The mediating role of creative problem solving between design thinking and self-efficacy in STEM teaching for STEM teacher candidates

Development of Critical Thinking in Chemistry Teaching

The critical thinking is an important part of education supported by the Czech curriculum documents, and its importance is now being discussed in the context of the development of artificial intelligence. In the teaching of (not only) chemistry, the critical thinking can be purposefully developed through appropriate activities. The article presents three comprehensive teaching tasks for chemistry education that have the potential to develop critical thinking: Genetically Modified Crops (a task using the problem-based learning and analysis of information sources), Nuclear Energy and Spent Nuclear Fuel Management (a task focused on critical reading of text, reasoning and working with artificial intelligence) and Reaction Kinetics (research-oriented laboratory work enhanced with elements of graph and data interpretation and reasoning). Building critical thinking skills in chemistry is essential for understanding abstract concepts and acquiring skills that enable students to approach chemistry topics responsibly and knowledgeably in everyday life. Full text English translation is available in the on-line version.

Designing ocean climate lecture-based prediction-argumentation to improve reflective thinking of pre-service teacher in Indonesia

ABSTRACT Ocean Climate lectures included the need for more depth regarding what was taught. So lecturers need lecture equipment so that the material is conveyed effectively. This study aims to design prediction-argument-based Ocean Climate lectures to increase the reflective thinking of prospective physics teacher students to solve issues or problems that develop in society. The Mixed Methods method applied in this study is an embedded experimental type. The priority of this research is the quantitative experimental method and the supporting qualitative data. The number of students in the high N-gain category is because students can understand the material or master the concept well. Meanwhile, seven students are in the medium N-gain category because these students have yet to be able to relate material concepts by explaining their argument. Based on the results and discussion above, prediction-argumentation-based ocean climate lectures are effectively used to improve the reflective thinking skills of pre-service teachers. The prediction-argumentation-based ocean climate lecture model has characteristics, namely prioritizing predictive abilities and argumentation abilities, to equip students with reflective thinking skills.

Development of computational thinking of students – future teachers by means of solving problems on the processing of structured data

The problem and the purpose. Computational thinking is one of the categories that currently assesses the quality of specialist training, including that of a future teacher. The mentor of a digital school needs computational thinking skills for the successful implementation of work functions and for determining the trajectory of his personal development. The purpose of the study is to identify the possibilities of structured data processing tools for the development of computational thinking of future teachers. Research methods. Structured data is information organized in the form of tables and files of other formats. The research was conducted on the basis of Vyatka State University (Russian Federation). The experiment involved 330 students studying in the field of training: 44.03.05 Pedagogical studies (with two specialties). The use of structured data processing tools was purposefully carried out in the classes of the design discipline from the block “Digital technologies in education”. A set of techniques was used to determine the level of computational thinking such as “Geometric figures”, “Quantitative relations”, “Complex analogies”. For statistical processing of data, Pearson's χ2 (chi-square) criterion is used. Results. Interaction in the experimental group was implemented in stages: the study of basic tools; development of skills of graphical interpretation; the use of functions that allow analyzing and protecting the contents of structured data. The features of the proposed information interaction are: students with different educational paths are involved; the technology of reasoned discourse is applied at every stage. Statistically significant differences were revealed in the qualitative changes that occurred in the pedagogical system (χ2 = 7.024; p < 0.05). Conclusion. The tasks on the processing of structured data that maximize the development of computational thinking are formulated: conditional formatting; establishing links between the source data and the result; automatic recalculation of the result; filtering, sorting, etc. The difficulties that complicate the use of the proposed innovations are defined: how to state a task and to adapt it to the specifics of the field of training; how to organize a reasoned discourse.

The effect of explicit information provision on elementary students' cognitive thinking in online life science teaching and learning situation: An EEG study

The effect of explicit information provision on elementary students' cognitive thinking in online life science teaching and learning situation: An EEG study

Different Approaches to Enhance Critical Thinking in Digital Education

. This paper explores the integration of critical thinking (CT) in English language teaching, emphasizing its vital role in both academic and professional settings. Although critical thinking is frequently highlighted in curriculum guidelines, many English language teachers find it challenging to effectively teach these skills. This study reviews various approaches to CT instruction, including general, infusion, immersion, and mixed methods, and evaluates their effectiveness in enhancing students' critical analysis and reasoning abilities. It highlights how CT is linked to language proficiency and cultural context, noting the potential resistance due to traditional teaching methods and lack of materials. The discussion includes practical strategies for fostering CT in the ESL classroom, such as Socratic questioning, genre awareness, corpus analysis, and collaborative work. Additionally, the study examines simulation/game-based approaches and content-based instruction as effective methods for embedding CT in language learning. Results indicate that the infusion and immersion approaches are particularly successful in subject-specific CT development, while the mixed approach provides a balanced methodology. The paper concludes by stressing the importance of teacher training in CT and the necessity of creating a supportive learning environment to reduce student anxiety. By fostering critical thinking, ESL educators can better prepare students to navigate complex academic and professional landscapes, ensuring their long-term success. This study underscores the need for a nuanced understanding of CT and the careful scaffolding of language to enhance students’ analytical skills.

Evaluating the Geospatial Thinking of Pre-Service Geography Teachers Through an Orienteering Design Task: Analysis Using the Many-Faceted Rasch Model

Measurement is significant in geospatial thinking research. This study evaluated the geospatial thinking of pre-service geography teachers through an orienteering design tasks and subjective evaluation methods. Moreover, it analyzed their level of geospatial thinking, difficulty of evaluation indicators and rater severity with the Many-Faceted Rasch Model. The results showed the geospatial thinking of participating pre-service geography teachers was at a moderate level. The estimation results of the model were well fitted. The evaluation indicators had a good degree of differentiation. Therefore, using the MFRM helps interpret the results of a geospatial thinking assessment in a more comprehensive way.

Nordic Approaches to Computational Thinking in Teaching and Learning

Nordic countries have recently implemented changes in the curriculum introducing computational thinking integrated in Mathematics, Natural Science, Arts and Crafts and Music. This poses challenges as well as opportunities, in particular for teacher education, as it is responsible for educating teachers who can teach computational thinking skills within these subjects.

Integration of medical knowledge into psycho-pedagogical practice

The method of the research was to identify promising trends in the use of medical knowledge in pedagogical and psychological activity in the context of emotional, physical and spiritual well-being of modern society. In the research, a SWOT-analysis was carried out, which identifies the main risks, opportunities, weaknesses, and strengths of integrating medical knowledge in psycho-pedagogical practice. Medical knowledge and its application to human personality through the activity of pedagogues and psychologists. The interpretation of the concepts of “medical psychology”, “medical pedagogy”, “integration” and their peculiarities in the modern world is described. Examples of the application of medical knowledge in psycho-pedagogical practice and their application are given. It is understood that the psychological-pedagogical represents a mutually interconnected system that combines theoretical and practical components with the disclosure of the essence of medical knowledge and the development of specific situations. The main functions, possibilities, and risks of pedagogical and psychological activity in the implementation of this process on the basis of modern and innovative technologies. Theoretical experience in the development of medical knowledge in psycho-pedagogical activity of such foreign countries as the United States, Great Britain, Germany, Italy, and the East of Korea). The following advantages of its application are identified: a great improvement of motivation for learning, formation of clinical thinking, skills and competences in education teachers, excellent learning of the required material, professional skills and competences, achievement of successful results in the formation of personal qualities of the student. In accordance with this, the consequences are the creation of a basis for the development of creative individuals, their training with the assimilation of medical knowledge to professional activity in the future and the understanding of the need for quality education throughout life. The conclusions provide information about the changes in the conditions of existence of the society, which were the result of mental, emotional, informational and ecological influence. The practical significance of the work is to improve the physical and mental health of children and adults, as well as to improve their educational and career success

Approaching Cognitive Bias in Critical Thinking Instruction

Research has increasingly identified how cognitive biases can filter and influence thinking before people are consciously aware of them. These findings have led some scholars to question the traditional critical thinking framework, which seeks to analyze and evaluate thinking processes that are typically inaccessible and rethink how to approach conventional critical thinking pedagogy. This paper first describes critical thinking instruction and the importance for it to include a framework for bias mitigation. Three types of activities are then introduced to facilitate bias mitigation, which include promoting a general mindset to encourage open-mindedness, integrating awareness-raising strategies to show that certain biases can impair rationality, and intervention strategies to target and reduce the negative outcomes of cognitive bias. Instructional strategies and interventions to contend with cognitive biases in different contexts are described to give instructors a clear understanding of some practical and powerful tools that can be used immediately to address the adverse outcomes of cognitive bias that can limit and undermine rational thinking processes. 認知的バイアスは、人々が意識的に気づく前に思考にフィルターをかけ、影響を与えることが、過去の研究によって明らかになりつつある。バイアスはしばしば目に見えず無意識的であるため、思考プロセスを分析・評価しようとする従来のクリティカル・シンキングのアプローチは不適切でり、従来のアプローチ方法が再考されるようになった。本稿では、思考に偏りがあることを示す啓発戦略と、認知バイアスの否定的な結果を標的とし軽減する介入戦略を統合する枠組みを提供し、さらに、クリティカル・シンキングの指導を改善するための最近の研究を紹介する。合理的な思考プロセスを制限し、損なう可能性がある認知バイアスの悪影響に対処するために、すぐに使える、実用的かつ強力なツールについて教師が明確に理解できることを期待して、さまざまな文脈における認知バイアスと闘うための指導戦略について述べる。

FACTORS, PRINCIPLES OF PROFESSIONAL CREATIVITY DEVELOPMENT IN FUTURE TEACHERS BASED ON COGNITIVE APPROACH

In order to acquire pedagogical skills, cognitive mastering of the technologies of educational implementation and didactic laws is required. This allows future teachers to show logical thinking and creative activity, analyze pedagogical events, see existing problems, evaluate and correct the gaps that have arisen. As a result of cognitive assimilation of knowledge, future teachers will have the opportunity to achieve professional skills - acme. This article is devoted to the development of creativity, research, and divergent thinking in future teachers based on the cognitive approach.

Enhancing Early Childhood Problem-Solving Abilities through Game-Based Learning and Computational Thinking: The Impact of Cognitive Styles

Children's understanding of solving problems related to early cognitive abilities with several levels of complexity makes children feel difficult, and students are less able to solve problems correctly according to the sequential order of how to do them. The main factor that causes low problem-solving abilities is the use of inappropriate learning strategies. So that children in the process of solving problems in a lesson also become less than optimal. This study explores the effects of computational thinking strategies with game-based learning compared to conventional approaches on early childhood problem-solving abilities, considering the cognitive styles of field-independent (FI) and field-dependent (FD) children. A quasi-experimental pretest-posttest nonequivalent control group design involved 60 children from Blitar Kindergarten. The experimental group received computational thinking instruction through game-based learning, while the control group followed conventional methods. Posttests followed a pretest established baseline abilities and an eight-week intervention. Data were analyzed using a two-way ANOVA, revealing significant improvements in problem-solving skills for the experimental group (p < 0.05). FI children outperformed FD peers, indicating cognitive style's impact on learning outcomes. An interaction effect between learning strategies and cognitive styles was identified, emphasizing the importance of tailored educational approaches. The study's findings suggest that computational thinking through game-based learning enhances critical thinking, creativity, and engagement in young learners. However, limitations such as a small sample size and short intervention duration highlight the need for further research. Future studies should involve diverse populations and longer interventions to understand the long-term effects better and optimize educational strategies for individual cognitive styles. These results underscore the potential of innovative educational methods in developing foundational skills essential for academic and life success.

Teach a man to fish: Hyper-brain evidence on scaffolding strategy enhancing creativity acquisition and transfer

Creativity is an indispensable competency in today's innovation-driven society. Yet, the influences of instructional strategy, a key determinant of educational outcomes, on the creativity-fostering process remains an unresolved mystery. We proposed that instructional strategy affects creativity cultivation and further investigated the intricate neural mechanisms underlying this relationship. In a naturalistic laboratory setting, 66 instructor-learner dyads were randomized into three groups (scaffolding, explanation, and control), with divergent thinking instructions separately. Functional near-infrared spectroscopy (fNIRS) hyperscanning simultaneously collected brain signals in the prefrontal cortex and temporal-parietal junction regions. Results indicated that learners instructed with a scaffolding strategy demonstrated superior creative performance both in acquisition (direct learning) and transfer (use in a novel context) of creativity skills, compared to pretest levels. In contrast, the control and explanation groups did not exhibit such effects. Notably, we also observed remarkable interbrain neural synchronization (INS) between instructors and learners in the left superior frontal cortex in the scaffolding group, but not in the explanation or control groups. Furthermore, INS positively predicted enhancements in creativity performance (acquisition and transfer), indicating that it is a crucial neural mechanism in the creativity-fostering process. These findings reveal that scaffolding facilitates the acquisition and transfer of creativity and deepen our understanding of the neural mechanisms underlying the process of creativity-fostering. The current study provides valuable insights for implementing teaching strategies to fostering creativity.