Thinking Of Students Research Articles

Arduino and mBlock Projects to Enhance Computational Thinking in First-Year Engineering Students

Arduino and mBlock Projects to Enhance Computational Thinking in First-Year Engineering Students

Orientations‐in‐practice: Mathematics and science preservice secondary teachers learning to orchestrate discussions

AbstractHolding productive classroom discussions to illuminate student thinking is valued in both mathematics and science education. However, this practice can be challenging for even the most experienced teachers. Facilitating such a discussion requires in‐the‐moment decisions about questions and responses that will elicit student thinking and navigate the conversation toward a learning goal. These in‐the‐moment decisions are uncovered during observations and are considered a teachers’ orientations‐in‐practice, as they are composed of a teachers’ beliefs, dispositions, values, tastes, and preferences. To that end, the purpose of this study was to uncover secondary preservice teachers’ (PSTs) developing orientations‐in‐practice for discussion orchestration. We analyzed 29 (16 math; 13 science) PSTs video performances, which took place in an online simulated classroom environment. Three question and response patterns emerged across all PSTs: (1) framed questions and responses to navigate student thinking, (2) tightened questions and responses to direct student thinking toward more acceptable responses, or (3) used few questions and depended on telling to drive student thinking toward the correct response. Overall, the simulation provided a means to uncover patterns for how PSTs are developing orientations‐in‐practice. Implications from this study focus on how to support PSTs in adjusting their classroom discussion practice in science and mathematics.

Research Work as an Effective Tool for Developing Innovative Thinking in Students

Research Work as an Effective Tool for Developing Innovative Thinking in Students

Teaching geometry in school: Digital resources to develop students' spatial thinking

Good school geometry education not only develops logical thinking but also the spatial imagination and thinking of students. The main means of developing spatial thinking is solving stereometric problems and especially making drawings for these problems. In current practice, teaching students how to construct images of geometric shapes is a challenging task. Weaknesses in geometric preparation are manifested primarily in the inability to accurately depict geometric figures, perform additional constructions and analyze the constructed drawing. Therefore, creating precise and correct drawings, fostering a culture of working with visual effects and developing spatial thinking skills are all vital skills to teach students in geometry courses. In this regard, digital resources and specialized mathematics programs serve as powerful learning tools. The purpose of this study is to identify the significance of digital resources in solving geometric problems for the development of students' spatial thinking. This paper discusses the relationship between the type of spatial thinking and geometric problems for reasoning and digital technologies, presents digital educational materials and resources and provides recommendations for their integration into the educational program. The research methods of this study include observation, study and generalization of teaching experience, interviewing, surveying and testing students, development of methodology and digital resources. A pedagogical experiment was conducted to test the effectiveness of the developed methodology. The results showed the effectiveness of digital resources in the learning process with a noticeable improvement in students' spatial thinking skills observed due to the introduction of digital education.

Развитие критического мышления студентов аграрного вуза в процессе изучения иностранных языков

The purpose of the study is to substantiate the need for students of an agricultural university to develop critical thinking skills in the process of teaching foreign languages. The article analyzes the main theoretical approaches to understanding critical thinking as a fundamental phenomenon for the development of universal and professional competencies of future specialists in philosophy, psychology, and pedagogy; identifies the main components in the structure of critical thinking of university students. The author highlights the knowledge and skills that are important for the development of this phenomenon in the process of teaching foreign languages, namely, the skills of analysis, synthesis, and argumentation. The scientific novelty of the research consists in the development of a methodology for the development of students’ critical thinking skills in teaching a foreign language at an agricultural university, taking into account the identified methodological conditions: the use of educational and professional tasks, problematic situations in a professional context; a consistent transition in the process of foreign language learning from techniques and tasks for the development of analysis skills to the development of synthesis and argumentation skills; reporting the individual intellectual abilities of the student, as well as the characteristics of the modern digital generation of students. As a result, pedagogical scenarios have been developed for the organization of students’ learning activities in a foreign language, contributing to the development of critical thinking skills of students of an agrarian university in teaching a foreign language.

The Effect of Discovery Learning Model Assisted by PhET Media on The Critical Thinking Ability of Class X High School Students

This study aims to determine the effect of the discovery learning model assisted by PhET media on Alternative Energy material on the critical thinking skills of class X high school students in Cirebon city of 2024/2025 year. This type of research is a kuasi experiment. The research sample was an experimental class of 34 students and control class of 32 students with purposive sampling technique. The instrument was a student critical thinking skills test with the form of essay questions and has been validated by experts. In addition, based on the results of statistical tests, the instrument was declared valid and reliable with a value of 0.676. The average posttest score of the experimental class was 87 and the control class posttest was 81. The prerequisite test results stated that the samples were normally distributed and homogeneous. In addition, an independent t-test was conducted with a result of 0.002. These results indicate that there is a significant effect of the discovery learning model assisted by PhET media on Alternative Energy material for X grade high school students.

Impact of Problem based Learning on Critical Thinking of students in the subject of Science at Elementary Level

Impact of Problem based Learning on Critical Thinking of students in the subject of Science at Elementary Level

Collaborative Learning Strategies in Developing Critical Thinking of Students in Mathematics

Collaborative Learning Strategies in Developing Critical Thinking of Students in Mathematics

Формирование гуманитарного мышления у будущих инженеров-строителей в процессе изучения общеинженерных дисциплин

In modern conditions of the need to increase the prestige of an engineer and build innovative engineering in our country, there is a great demand for a professional with humanitarian thinking. Such thinking allows solving engineering problems taking into account the value-semantic component and subjective factors. As the analysis of the existing system of training future engineers shows, the task of forming humanitarian thinking in students is not actually set, and the humanitarization of engineering education is correlated either with an increase in the share of humanitarian disciplines, or with forms of the educational process that involve training some universal skills. The problem of the research is to identify, from the standpoint of the methodology of the humanitarian-anthropological and metacognitive approaches, the features of the formation of humanitarian thinking in future civil engineers. In the context of this methodology and based on the analysis of scientific literature devoted to the phenomena of humanitarianism, humanitarian knowledge, thinking and humanitarian thinking, the concepts of "humanitarian thinking" and "humanitarian engineering thinking" are clarified. The novelty of the study is that the experience of humanitarian thinking is revealed in conjunction with the metacognition of the individual and is substantiated as a humanitarian component of the content of engineering education. The conditions for the formation of humanitarian thinking in future civil engineers in the process of studying general engineering disciplines are identified. Such conditions are associated with: the inclusion of dialogic situations in the educational process, the basis of which are metacognitive cues; metaphorization of the material of academic subjects in the course of cognitive activity; the implementation of textual-dialogical technology in classes as the leading pedagogical means of forming the quality under study and a way of actualizing the position of the subject of thinking in students. The article presents the data of a diagnostic survey devoted to identifying the level of humanitarian thinking in 185 students of different courses of the engineering and technology faculty of Kalmyk State University. The results of a formative experiment are presented, which confirmed the provisions of the research hypothesis concerning the change in the qualitative attitude to the profession among students in connection with the experience of humanitarian thinking and the dependence of the level of such thinking on the skills of metacognitive cognition.

The Effectiveness of Blended Learning Examined Critical Thinking and Mathematics Learning Independence for High School Students

This study was aimed to describe: (1) the effectiveness of learning with a blended learning model using scientific (2) the effectiveness of scientific approach; and (3) the difference in the effectiveness of learning with a blended learning model using scientific approach and learning using scientific approach in terms of critical thinking, and learning independence of mathematics students in high school. The research type is quasi-experiment. The population was all 11th grade students of SMA in semester II of 2024/2025. The sample was established randomly consisting of class XI MIA 2 as the experiment class and XI MIA 1 as the control class. The data collection method uses research instruments in the form of a Learning Independence Test of 15 multiple choice questions, a Critical Thinking Test of 4 descriptive questions, and a Learning Independence Questionnaire of 20 statement, administered as pretests and posttests. To assess the effectiveness of blended learning with a scientific approach and the scientific approach alone, a one-sample mean vector test was conducted, followed by a one-sample t-test. Differences in effectiveness were analyzed using an independent two-sample mean vector test (T² Hotelling). If analysis revealed significant differences between the two classes, an independent sample t-test for comparison was conducted. The results showed that: (1) learning with blended learning model using scientific approach is effective in terms of critical thinking, and independence of learning mathematics of high school students; (2) learning using scientific approach is effective in terms of critical thinking, and independence of learning mathematics of high school students; and (3) learning with blended learning model using scientific approach is more effective than learning using scientific approach in terms of critical thinking, and independence of learning mathematics of high school students.

High school Colombian students’ variational thinking triggered by mathematical connections in a laboratory on linear functions

The variational thinking of high school students based on mathematical connections was analyzed through a laboratory on linear functions. This qualitative research based on design was developed in three phases: diagnostic test, implementation of the mathematics laboratory and final test, with students from a public institution in Barranquilla, Colombia. The diagnostic test revealed difficulties in the concept of linear function and the modelling of situations. Therefore, a laboratory was implemented with eight activities focused on the concept of linear function, variation situations, generalization and conversion between different representations of the linear function (verbal, numerical, tabular, graphical, and algebraic). The results showed a significant advance in the variational thinking of the students, who managed to establish connections between different representations, procedural, metaphorical and better understand the meanings of the linear function. Also, the type of mathematical tasks used promote mathematical connections and variational thinking about the linear function and applications.

Drawing meaning from student-generated drawings: exploring chemistry teachers’ noticing

This study explored experienced chemistry teachers’ noticing when using student-generated drawings as evidence. While drawings of chemical entities and processes may offer valuable information on student thinking, little is known about how teachers draw meaning from student drawings. To explore this area, we investigated three experienced chemistry teachers’ noticing. Teacher noticing refers to the processes through which teachers pay attention to certain observable information, and interpret what they attend to. In this study, we examined what types of drawing features stood out to teachers, and what analytic approaches (or stances) they used. We collected data on teachers’ in-the-moment noticing (within their active classrooms), and on their delayed noticing (when teachers reviewed drawings after class). The findings demonstrate teachers’ ability to attend to chemistry-specific details in students’ drawings in both noticing settings. Teachers recognised several visual forms in student drawings, depictions of quantities, chemical entities at different length scales, and various chemical properties and behaviours. Findings furthermore showcase how two common analytic approaches (i.e. evaluation and sense making) can manifest in a drawing context. The study's results, tied to real classroom settings, yield ways of looking at student drawings that may help (beginning) chemistry teachers to leverage drawing activities as a window into student thinking. The study's analytic framework and detailed characterisations could furthermore be used by teacher educators and researchers who are seeking to support or examine teacher noticing as a key aspect of (chemistry) teacher expertise.

Methods and means of forming creative musical thinking in students

This article considers the issue of studying the methods and means of forming students' creative musical thinking. In this process, the importance of a creative approach, systematic formation of musical knowledge, development of listeners' aesthetic attitude to music, and the use of modern pedagogical technologies are analyzed. The article aims to show the impact of practical exercises, game methods, problem-based learning and other innovative methods on the development of musical thinking. It also considers the possibilities of using the achievements of national and world music in the development of musical thinking. The effectiveness of teaching students to think creatively and independently through these approaches is scientifically based.

Characteristics of Entrepreneurship-Based Curriculum Objectives in the Second Elementary Education System of Iran

Objective: The objective of this study was to identify the characteristics of entrepreneurship-based curriculum objectives within Iran's second elementary education system. Methodology: The study employed a qualitative research design with an applied purpose. Data collection involved semi-structured interviews with 25 experts who had significant scientific or practical experience in entrepreneurship education. The sample was selected using purposive judgment sampling until theoretical saturation was achieved. The interviews were analyzed using Strauss and Corbin's open, axial, and selective coding processes to identify key themes and categories related to the research objective. Findings: The analysis revealed that the characteristics of entrepreneurship-based curriculum objectives in Iran’s second elementary education system fall into three main categories: (1) Strengthening and nurturing the entrepreneurial spirit in students, which includes knowledge and nature of entrepreneurship, development of entrepreneurial characteristics, and acquisition of economic literacy; (2) Raising student awareness about the self-employment process, encompassing opportunities for learning through action and experience, business law education, recognition of business creation opportunities, acquisition of financial skills, and marketing skills; (3) Fostering creative thinking in students, which covers critical thinking, creative thinking, teamwork, problem-solving, risk-taking, and responsibility. Conclusion: The findings underscore the importance of integrating entrepreneurship education into the elementary curriculum to foster essential entrepreneurial skills and attitudes from a young age.

CONDITIONS FOR THINKING AND INDEPENDENT THINKING IN STUDENTS

Thinking or reflection is considered as the highest form of mental activity, intelligence, etiquette and conscious behavior of a student. Independent thinking is a tool for cognition of the surrounding, social environment and reality, as well as the main condition for the rational and effective implementation of large-scale mental activity of a student.

Design and evaluation a mobile augmented reality to enhance critical thinking skills for vocational high schools

This study aimed to examine the impact of mobile augmented reality (MAR) implementations on critical thinking in vocational high school students. This study employed quantitative methodology, particularly quasi-experiment with a pre-experiment method. 120 vocational high school students, who have enrolled the accounting lesson in Class X, were examined to obtain answers to the two research questions. The findings indicate that students in the experimental class, who utilized the AR in their learning process, had significant enhancements in their critical thinking skills compared with the control class. This improvement illustrates that the implementation of AR has potential to promote the critical thinking skills of the students. To better understand these results, this study also examines the enhancement of critical thinking skills based on the six indicators of critical thinking skills—interpretation, analysis, conclusions, evaluations, explaining, and self-regulations. By comparing each indicator of the critical thinking skills, there are differences between both the experimental and the control class. The experimental class showed enhancement in all indicators but with significant improvement in conclusions, evaluations, and explaining. More crucially, through the learning process, implementation of AR technologies also instills the aspect of developing critical thinking skills

The Effectiveness of Teaching Mechanics Using Practical Experiments in Developing Strategic Competence and Design Thinking for STEM School Students

The Effectiveness of Teaching Mechanics Using Practical Experiments in Developing Strategic Competence and Design Thinking for STEM School Students

Factor Analysis of the Effects of Education Systems During the Covid-19 Pandemic Process on Manisa Celal Bayar University Students

This study aims to examine the opinions and thoughts of students studying at Manisa Celal Bayar University Faculty of Economics and Administrative Sciences in the 2022-2023 academic year regarding distance and face-to-face education systems during and after the Covid-19 pandemic process, by factor analysis.The findings obtained as a result of the factor analysis were examined and interpretations were made. The data used in the study was collected by survey technique. Analyzes were carried out using the SPSS-22 statistical package program and results were obtained using explanatory factor analysis, one of the multivariate statistical techniques.The number of students who will participate in the survey was determined by taking into account their departments using the stratified sampling technique, provided that they took courses with the distance education model during the Covid-19 pandemic and continued their education with the face-to-face education model after the pandemic. In this way, 342 of the 4518 students studying at the faculty were determined as the sample and the study was conducted with 342 students who fully responded to the survey. The findings obtained as a result of the explanatory factor analysis applied Accordingly, it has been observed that the effects of the Covid-19 pandemic process and subsequent education systems on students are explained by two factors. The first of these two factors is named "Positive Effects of Face-to-Face Education" and the second is called "Negative Effects of Face-to-Face Education". These named factors explain 69% of the total variance.

ЕТАПИ ФОРМУВАННЯ КРЕАТИВНОГО МОНОЛОГІЧНОГО МОВЛЕННЯ У СТАРШОКЛАСНИКІВ: ВІД ІДЕЇ ДО РЕАЛІЗАЦІЇ

The article is devoted to the issue of developing creative English monologic speech in high school students. It examines the stages of this process, methodological principles, and pedagogical approaches that promote the development of creative speech skills. Special attention is given to the integration of game-based and innovative technologies into the learning process, which stimulate creativity and help students better master monologic speech. Project methods and interactive technologies that foster communicative competence and creative thinking in students are also presented.

African American Language in science education: A translanguaging perspective

AbstractIdeologies of language and race are deeply connected in the United States. Language practices associated with racially marginalized communities, such as African American Language (AAL) or Spanglish, are often heavily stigmatized. Such stigma is not grounded in empirical research on language, but rather in “raciolinguistic ideologies” that reproduce white supremacy and oppression in teacher education and in US classrooms—including science classrooms. Science education need not be this way, however. Translanguaging pedagogies can create space for students to use any and all types of languaging practices to engage in scientific sensemaking. Implementing translanguaging pedagogies to support scientific sensemaking will require science teachers to develop inclusive ideologies of language—not only the knowledge that multiple varieties of language are valid tools for sensemaking, but also the inclination and ability to formatively assess student thinking even when that thinking is not couched in canonical “science language.” In the present manuscript, we explore the relationships among teachers' language ideologies, their racial ideologies, their knowledge of language as an epistemic tool for teaching science, their self‐reported assessment practices, and their actual responses to several different samples of student science writing—including a writing sample that includes an oft‐stigmatized feature of African American Language. We show that teachers with more language‐inclusive ideologies—that is, those who take a translanguaging stance, and thus value the use of AAL in classrooms—appear to be better at formatively assessing and responding to student science writing compared to teachers with more language‐exclusive ideologies. We also show that seemingly race‐neutral ideologies of language are in fact strongly associated with oppressive ideologies of race, and that these language ideologies predict teachers' science formative assessment practices independently of existing measures of pedagogical knowledge. We discuss implications for science teaching, teacher education, and science education research.