Teacher Thinking Research Articles

Science Teaching Approach Ethno-SETSaR to improve pre-service teachers’ creative thinking and problem solving skills

Pre-service teachers need creative thinking and problem solving skills to support their teaching quality. The aims of this research: (1) problems in science teaching, creative thinking and problem solving skills of pre-service teachers; (2) improvements of creative thinking and problem solving skills of pre-service teachers through Ethno-SETSaR Science Teaching Approach, and (3) relationship pattern of critical thinking and problem solving skills. The research method applied in this study was sequential exploratory mix method. The research design consisted of five stages: 1) qualitative data gathering; 2) qualitative data analysis; 3) quantitative data gathering; 4) quantitative data analysis and 5) data interpretation. The subjects of this research were 80 pre-service teachers from two universities. The research instruments were essay tests of creative and problem solving skills. The data analysis used was independent T Test. It could be concluded from qualitative study that science teaching practice was still oriented on content knowledge mastery. It did not improve creative thinking and problem solving skills. Science teaching with Ethno-SETSaR approach was applied as foundation to quantitative study. The result of quantitative study was there was difference in creative thinking and problem solving skills of pre-service teachers. The pre-service teachers enrolling science teaching with Ethno-SETSaR approach had higher scores. There was correlation of creative thinking affecting problem solving skills.

A systemic review of Problem-Based Learning (PBL) and Computational Thinking (CT) in teaching and learning

Because of its educational benefits for both learners and teachers, Problem-Based Learning (PBL) and Computational Thinking (CT), teaching paradigms, and problem-solving methodologies have become widely used in teaching and learning. However, research on its integration into the teaching and learning process is still sparse, leaving educators with few guidelines for using constructive learning theory techniques. This study aims to thoroughly review and determine the country of application, learner level, PBL and CT dimensions, and learning methodologies that can lead to the successful implementation of PBL-CT. From 2017 to 2022, this study tracks relevant and published articles to identify gaps in the implementation of PBL-CT and maps their history into a taxonomy that can be used to guide future research. Limited study has yet been published that specifically describes the suitable PBL-CT framework or paradigm. Most articles deal with computing, followed by STEM (Science, Technology, Engineering, and Math) and non-STEM subjects. Some key implications can assist educators in developing effective PBL-CT lesson designs and provide some research directions for future studies. Effective PBL-CT integration improves learners' computational thinking skills while boosting teaching and learning. One of the 21st-century amplifications required for student success in CT

Positive thinking and its relationship to the level of ambition among teachers of physical education in Nineveh Governorate

The aim of the research is to:- 1- Identifying the level of positive thinking and the level of ambition among male and female teachers of agricultural education in Nineveh Governorate. 2- Identifying the level of positive thinking and the level of ambition of physical education teachers in Nineveh Governorate according to gender variables (males - females). 3- Identifying the relationship between positive thinking and the level of ambition among male and female teachers of physical education in Nineveh Governorate. The researcher used the descriptive approach using the survey and correlation method, and the researcher used the computer program (SPSS). The researcher reached the following results:- 1- The positive thinking of physical education teachers in Nineveh Governorate is characterized by a high level. 2- The level of ambition of physical education teachers in Nineveh Governorate is characterized by a high level. 3- The positive thinking and level of ambition of physical education teachers are characterized by a high level, according to gender variables (males - females). 4- There is a relationship between positive thinking and the level of ambition among male and female teachers of physical education in Nineveh Governorate. Recommendations and Suggestions:- 1- Urging male and female teachers in the Education Directorates of the Ministry of Education and School Sports Activity to organize educational lectures on the concepts of positive thinking and the level of ambition. 2- Conducting a similar study for other segments of society (employees, university professors, lawyers).

PROFESSIONAL TRAINING OF FUTURE TEACHERS OF MATHEMATICS: THE PROBLEM OF FORMING CRITICAL THINKING

The relevance of the problem under consideration. In the process of training at the pedagogical university, the educational activities of future mathematics teachers should acquire the features of his professional activity, so in addition to mastering knowledge, must have the ability to control mental processes, justify, identify problems and find their own solutions, be able to defend their opinions, choice of elements of educational content and teaching methods in lesson design. These provisions intensify the problem of developing critical thinking of future mathematics teachers in the process of their professional training. The purpose of the study is to reveal ways to organize the process of professional training of future teachers of mathematics, which will contribute to the effective formation of their critical thinking in the study of professional mathematical disciplines. Research methods: theoretical: analysis, systematization and generalization of pedagogical and psychological research. Critical thinking is the most important component of the training of future mathematics teachers. Critical thinking of the teacher is generally defined as a type of evaluative thinking activity, based on the formed skills of a certain type, which contributes to the understanding of theoretical knowledge, translating them into practical activities and predicting results. Methods of training future teachers of mathematics, focused on the formation of critical thinking skills, includes the organization of the educational process based on involving students in active cognitive activities using various methods of working with information and development of specially designed sets of tasks.

Unravelling the numerical and spatial underpinnings of computational thinking: a pre-registered replication study

ABSTRACT Background Key to optimizing Computational Thinking (CT) instruction is a precise understanding of the underlying cognitive skills. Román-González et al. (2017) reported unique contributions of spatial abilities and reasoning, whereas arithmetic was not significantly related to CT. Disentangling the influence of spatial and numerical skills on CT is important, as neither should be viewed as monolithic traits. Objective This study aimed (1) to replicate the results of a previous study by Román-González et al. (Computers in Human Behaviour 72), and (2) to extend this research by investigating other theoretically relevant constructs. Specifying the contribution of reasoning (i.e. numerical, figural), numerical skills (i.e. arithmetic, algebra), and spatial skills (i.e. visualization, mental rotation, short-term memory) helps to better understand the cognitive mechanisms underlying CT. Method We investigated a sample of 132 students from Grades 7–8 (age range 12–15 years). Participants completed the Computational Thinking test, as well as a variety of psychometric assessments of reasoning, numerical, and spatial skills. To determine which cognitive skills are relevant for CT, we calculated bivariate correlations and performed a linear regression analysis. Findings Results confirmed unique contributions of figural reasoning and visualization. Additional variance was explained by algebraic skills. Implications We conclude that CT engages cognitive mechanisms extending beyond reasoning and spatial skills.

Intersubjectivity and Virtual Practice in Courses Teaching

Based on the intersubjectivity during the teaching of teachers and the learning of students, this study explores the application of intersubjectivity and virtual practice teaching in courses teaching. By studying the current situation of intersubjectivity, virtual practice teaching, and teaching in courses teaching in China, this study designs the immersive virtual practice teaching stage from the perspective of practice according to the connotation of intersubjectivity and its application in courses teaching in colleges and universities. In the stage of immersive virtual practice teaching, by determining the beneficiaries of the course, designing the teaching objects, analyzing the teaching pain points, and designing and optimizing the teaching thinking, the HMM-FNN gesture recognition model was used to identify the gestures operated by the teachers and students in the process of immersive virtual practice teaching. The model further analyzed the advantages of virtual reality technology during the process of courses teaching in view of gesture recognition in the process of courses teaching. Empirical results show that this method can effectively prolong the students’ memory of courses teaching and greatly improve the interactive range of teaching resources. The lowest loss value of gesture recognition between the teachers and students is only 0.4, and virtual practice teaching has strong application. After application, the number of students who fail to pass the examinations dropped significantly, which can effectively improve the scores of students.

Mobile learning application: Infusing critical thinking in the EFL classroom.

The emergence of mobile learning applications facilitates the pedagogical approach to developing students’ critical thinking. However, there is a scarcity of investigation on mobile learning applications’ impact on developing critical thinking as the learning outcome. Thus, this study reports the effect of a mobile learning application, ‘English with Noni’, designed to infuse critical thinking instruction in EFL classes on students’ critical thinking level by employing a sequential explanatory mixed-method approach. A quasi-experimental study was conducted to examine the critical thinking level of 65 students of a junior high school in Jakarta, Indonesia, by administering a post-test assessed using a SOLO rubric. Semi-structured interviews to explore students’ responses from using the ‘English with Noni’ application and class observation contributed to the qualitative findings. The quantitative result showed that the critical thinking level of the experimental group using this application improved significantly more than the controlled group did. The qualitative result suggested that the experimental group had positive responses to using it. They confirmed that it was interesting. They also admitted that it contributed to developing their critical thinking (i.e., predicting, providing reasons, expressing viewpoints, finding alternatives, and making conclusions), language skills (i.e., listening, reading, and writing), and sub-skill (vocabulary). The findings imply that critical thinking activities and learning affordances provided in the ‘English with Noni’ application is a potential tool to enhance students’ critical thinking infused in the EFL class, especially during the COVID-19 pandemic situation, by emphasizing self-regulated learning.

Analysis on the Ways of Cultivating Innovative Thinking in Senior Chinese Teaching in Primary Schools

Analysis on the Ways of Cultivating Innovative Thinking in Senior Chinese Teaching in Primary Schools

Analysis on Physical Education Class Online Teaching Mode in Colleges and Universities

Physical education class online teaching in colleges and universities is inevitable as result of post-epidemic era and information development in the future. Therefore, this paper starts from current situation of physical education class online teaching in colleges and universities, points out that although colleges and universities have gradually launched online teaching and gotten outstanding achievements, but there are also outstanding problems such as weak concept of online teaching, solidified thinking of physical education class teachers, low quality of teaching resources and backward teaching evaluation. Then analyzes four constituent elements of online teaching in colleges and universities including participants, curriculum resources, network tools and internet interactive platform, builds physical education class online teaching model which contains before- class, in-class and after-class, finally puts forward four strategies including improving participants' quality, optimizing curriculum resource system, developing network tools and building internet interactive platform, which aim to provide reference for improving quality and level of physical education class online teaching in colleges and universities.

Categories of study to consider when analyzing the teaching practice of university teachers

The improvement of teaching demands a constant analysis, reflection and criticism of the practices developed by teachers; in this sense, the objective of this article is to identify which categories should be considered when analyzing the teaching practice of university professors, as well as the aspects that are addressed from the literature when studying the processes of teaching reflection; for this, it is necessary to start from the basis of how people reach knowledge, our thinking structures, the ways in which we learn, how we reflect on our teaching practices, and the models that we create and consolidate to develop our practices. From this context, a review has been made of the approaches of different authors who, since the beginning of the 20th century, have formulated different theories regarding the beliefs, personal epistemology and didactic thinking of teachers, as well as their philosophy, approaches, didactic models and reflection processes, which influence, in one way or another, the practices they develop at the classroom level and, therefore, the way they guide their students. From our experience and based on the literature reviewed, we have identified that, when analyzing the teaching practices of university professors, some categories of thought should be considered, some intrinsic and others extrinsic, among them the beliefs about the didactic task and the context in which the professor develops, as well as his experiences, as indicated by the lifelong learning approach; likewise, the stages that professors go through to develop a reflective practice should be taken into account, starting with unconscious actions to the redefinition and reasoning of the problems.

DIDACTIC POSSIBILITIES OF INFORMATION TECHNOLOGIES IN THE TRAINING OF FUTURE TEACHERS OF UKRAINIAN

The article reveals the didactic possibilities of information technology in the training of future teachers of the Ukrainian language. Screen and sound means as a kind of information technologies and requirements for their use are singled out. Considerable attention is paid to the use of video film both in academic classes and in extracurricular activities; its functions are revealed. Didactic requirements to technical means of training are defined. The significance and specifics of mass media in the formation of worldview and critical thinking of future teachers of the Ukrainian language are revealed. The specifics of the use of printed mass media and the peculiarities of their use in Ukrainian language classes are determined. Attention is paid to the personal computer as one of the means of information technology. It has been compared with other media (film, television, press, video). The functions of the computer as a tool of cognitive activity and a means of learning are highlighted. Its advantages and disadvantages are revealed. The need for a flexible rational combination of computer and traditional teaching methods is noted. The advantages of multimedia, features of electronic educational programs, in particular electronic textbook, are characterized. Didactic criteria and functions of the electronic textbook are revealed. The difference between the electronic textbook and the traditional linear one has been established. Its significance for distance learning and features of distance learning via the Internet are proved. Active methods of distance learning as a means of computer-mediated communication are proposed: debates, modeling, role-playing games, discussion groups, brainstorming, forums, and project groups. The specifics of the use of information technology by Ukrainian language teachers in the educational process are determined.
 Keywords: didactic opportunities; information technologies; training; future teachers; Ukrainian language; electronic textbook; screen and sound means; media; Internet.

USING THE GO-LAB PLATFORM TO ORGANIZE INQUIRY-BASED PHYSICS LEARNING

The article reveals the essence and analyzes the features of the use of inquiry-based technology in the training of future teachers of natural sciences. The comparative characteristics of traditional technology and inquiry-based technology are given. The possibilities of the Go-Lab ecosystem for the formation of research thinking of future teachers of natural sciences are analyzed. The methodology, structure and content of all stages of inquiry-based learning based on the Go-Lab platform are presented. The component of the Go-Lab ecosystem is the Graasp environment for the creation and use of Inquiry Learning Spaces (ILS). This student-centered model also allows students to move at their own pace of learning and feel successful. The implementation of the proposed approach is demonstrated by the example of the development of Inquiry Learning Spaces in general physics “Movement of a body thrown at an angle to the horizon”. This ILS will help students to determine the dependence of flight range/altitude/flight time on the initial parameters (throwing angle/initial speed), etc. A model of the Go-Lab research cycle with five main stages is described. The possibilities of organizing collaboration for teachers and students with the help of digital services and applications Go-Lab are presented. Students’ collaboration is carried out through communication to exchange ideas, share responsibility for the result, joint research and reporting, and facilitate their preparation for professional selection and professional team’s work. In this way, Go-Lab enables inquiry-based learning that promotes the acquisition of deep conceptual domain knowledge and inquiry skills. Prospects for further research are associated with the formation of digital competence of future teachers of natural sciences, in particular with the development of research spaces (ILS) in the Graasp environment. This task can be realized during the students' educational (subject) practice on the basis of the university.
 Keywords: inquiry-based learning; innovative learning technologies; Go-Lab; Graasp; Inquiry Learning Space (ILS); general physics; competencies; science teacher.

Discussion on the Cultivation of Students' Innovative Thinking in Primary School English Teaching

Discussion on the Cultivation of Students' Innovative Thinking in Primary School English Teaching

Discussion on How to Train Students' Creative Thinking in Junior High School Chinese Teaching

Discussion on How to Train Students' Creative Thinking in Junior High School Chinese Teaching

Effect of Critical Thinking-infused Paragraph Writing Instruction on University First-year Students’ Argumentative Paragraphs Writing Performance

The purpose of this study was to investigate the effect of critical thinking-infused paragraph writing instruction on university first-year students’ argumentative paragraph writing performance. In order to achieve the purpose, two randomly selected intact classes with 31 and 32 participants were involved in the study as a non-treatment group and a treatment group respectively. The treatment group was provided with critical thinking-infused paragraph writing instruction, but the non-treatment group received a conventional paragraph writing instruction. The embedded design was employed in the study since it was mainly conducted using quantitative data gathered through tests before and after the intervention, and a semi-structured interview was also employed to gather data about the treatment from some randomly selected participants in the treatment group. The quantitative data were entered into SPSS version 20 and analysed using descriptive statistics and one-way between groups ANCOVA while the qualitative data were analysed by narrating the reactions of the randomly selected participants using words. The one-way ANCOVA results for argumentative paragraph writing performance scores F (1, 60) = 106.555, p = 0.000, partial Eta squared = 0.640) showed that there was statistically a significant difference between the non-treatment and the treatment groups in their argumentative paragraph writing performance due to the intervention (Critical thinking-infused paragraph writing instruction). The interview analysis result also revealed that the intervention guided participants in the treatment group to perform better while they wrote argumentative paragraphs. Thus, it was recommended that EFL instructors, curriculum (syllabus) designers, and material developers need to integrate critical thinking instruction into argumentative paragraph writing lessons in order to promote first-year students’ argumentative paragraph writing performance.

Relationship between Scientific Literacy and Critical Thinking of Prospective Teachers

The study aimed to analyze the relationship between scientific literacy and critical thinking in primary school teacher education undergraduate students. The subjects in the study were 127 students majoring in the Faculty of Teacher Training and Education at a private university in Madiun, Indonesia. The type of research used is correlational research with the research instrument multiple-choice tests. Data analysis was performed using the Pearson correlation test using SPSS version 25, which had previously been tested for normality and homogeneity. The normality test results of critical thinking ability and scientific literacy data obtained sig. 0.406, the data has been normally distributed. Furthermore, the data tested for homogeneity and scientific data literacy sig. 0.679 and critical thinking data sig. 0.944, so that the data was declared homogeneous and continued with the Pearson correlation test, which obtained a sig. 0.44. The results showed a relationship between scientific literacy and the critical thinking of prospective teacher students. This result indicated that understanding science requires good thinking, especially critical thinking.

Effect of Critical Thinking-infused Paragraph Writing Instruction on University First-year Students’ Intellectual Traits

The purpose of this study was to investigate the effect of critical thinking-infused paragraph writing instruction on enhancing university first-year L2 students’ intellectual traits. Two randomly selected first-year Social Science classes were involved in the study – one as a non-treatment group (taught argumentative paragraph writing conventionally), and the other as a treatment group (provided critical thinking-infused paragraph writing instruction). The embedded design was employed for the study was mainly conducted using quantitative data augmented by qualitative data to probe reflections of some participants in the treatment group on the experience they gained from the treatment. The quantitative and the qualitative data were analyzed using one-way between groups ANCOVA and thematic analysis method respectively. The finding indicated that participants in the treatment group were better in their intellectual traits scores (F (1, 60) = 123.649, p = 0.000, partial Eta squared = 0. 805). The result of the interview analysis also revealed that participants in the treatment group had a better interest in using elements of thought and intellectual traits after the intervention. Hence, it was recommended that integrating critical thinking instruction into APW lessons needs to be considered among all stakeholders to enhance university first-year EFL students’ intellectual traits. Keywords: Argumentative paragraph; critical thinking, intellectual traits, critical thinking model DOI: 10.7176/NMMC/101-03 Publication date: April 30 th 2022

IMPACT OF CRITICAL THINKING INSTRUCTION THROUGH FLIPPED TEACHING ON IRANIAN EFL LEARNERS’ LISTENING COMPREHENSION

The present study investigated the effects of critical thinking instructions through a flipped teaching method on English Language learners’ listening comprehension. The sample consisted of 80 Iranian intermediate English language learners that were divided into two experimental and two control groups. The two experimental groups that experienced flipped classrooms were given listening materials before the start of the class. Then cooperative learning took place in a face-to-face learning environment. The two control groups were taught in conventional language classrooms. Besides, one class from each group received instructions during the treatment phase on critical thinking. The International English Language Testing System (IELTS) was used to collect listening comprehension data on pretest and posttest. The Statistical Package for Social Sciences version 25 was used to run statistical analysis and t-tests on the data. The results of the study revealed that the flipped approach was more effective when language learners were given instructions on critical thinking. Language teachers can benefit from critical thinking instruction in flipped teaching to enhance the learners’ listening comprehension ability by activating higher-order mental capacities such as critical thinking.

Reflective Critical Thinking on Education and Teaching during the COVID-19 Pandemic

The purpose of this research was to find out Reflective Critical Thinking of Teaching in Class Discussion Learning in the new normal period in the midst of the Pandemic Corona Virus Disease 19 at the Science, Business, Sharia Faculty for the 2021-2022 academic year. Applying critical thinking skills is a challenge for lecturers to find effective teaching alternatives. Qualitative methods and quantitative descriptions were used because the results of the observation and interview processes in the form of percentage values, field notes, and interviews were analyzed. Observational data reveal positive behaviors, ideas, and feelings. Focus on experiences, feelings, and re-evaluation of experiences/ events/ phenomena. Making conclusions or reflective critical thinking commitments that have been carried out by students in class discussions. Perform verbal reasoning, arguments, and decision making. Open questionnaire and interview data revealed the application of Reflective Critical Thinking in class discussions. The results of the research indicated that the discussion class on teaching still lacks the application of reflective critical thinking practices. The impact of the pandemic has resulted in rigidity in learning. This research provides suggestions that Reflective Critical Thinking could be used as a teaching solution in the new normal period.

Теоретико-методологические основы формирования опыта парадоксального мышления как основы готовности будущих учителей к инновационной профессиональной деятельности

The article is devoted to an important problem facing pedagogical education – the problem of studying the concept of paradoxical pedagogical thinking that is quite new in pedagogical science. The purpose of the study is to substantiate the theoretical and methodological foundations of the formation of the experience of paradoxical thinking as the basis of the readiness of future teachers for innovative professional activity. The author legitimately considered the issues of theoretical study of the subject area of the article, analyzing the central concepts: "paradoxical thinking of a teacher", "innovative pedagogical activity", "readiness for innovative pedagogical activity". As a result, it is revealed that the methodological foundations of the formation of paradoxical pedagogical thinking in future teachers should be determined within the framework of the requirements of a personality-oriented educational pair.