Thinking Skills Research Articles

Educational quality and inclusion through collaborative hybridized cybergogy: transformative learning horizons in Pakistani universities

Purpose In today’s world, empowering individuals, promoting social cohesion and advancing economic development all hinge on access to high-quality education, prioritizing diversity, inclusion and equality. Rethinking current educational strategies using cyber-physical learning assets is necessary to accommodate the learning inclusivity and equity and escalating demands of a globalized world. There is a pressing demand for evidence to support the efficacy of collaborative learning in transforming curriculum and fostering learner inclusion. However, it is recognized as a pedagogical technique within the quality education domain. This study aims to address this knowledge gap by investigating how hybridized cybergogy paradigms facilitate collaborative learning, focusing on diversity, equity and inclusion, to improve educational quality in higher education. Design/methodology/approach This study used a qualitative approach with an exploratory design guided by an interpretive philosophical perspective. The data was gathered from 60 prospective teachers from the public sector university of Sindh, Pakistan. Semi-structured interviews were conducted with participants. They were then analyzed using theme analysis to understand their views on the potential of hybridized cybergogy paradigms for collaborative learning to improve the quality of education provided at institutions. Findings The study results confirm that learners benefit from increased access to learning resources, improved critical thinking and problem-solving skills and a more diverse and inclusive classroom working together in a collaborative hybridized cybergogy setting. By fostering SDG 4 (Quality Education) and the 21st-century skills necessary for global marketplace engagement and competing in progressive environments, this creative method equips learners with the capabilities to face modern global challenges. Practical implications The study offers valuable practical suggestions to stakeholders in higher education, including faculty, policymakers and teacher education programs, for integrating hybridized cybergogy and collaborative learning to align curricula with sustainable development goals. Additionally, it bridges a significant gap in the existing literature, which will aid future researchers interested in exploring this area. Originality/value This study stands out as it explores an underexamined area while providing novel educational insights.

MIB-Inquiry-Infographic Android Application and Its Impact on Students' Critical Thinking Skills during the COVID-19 Pandemic

<p style="text-align: justify;">Momentum-impulse requires critical thinking skills, and teaching should be encouraging for students. Critical thinking skills can be fostered through inquiry-based learning. During the COVID-19 pandemic, familiar learning media were used for students. Therefore, it is necessary to develop creative learning media. This developmental research aimed to create a momentum-impulse e-book based on inquiry supported by infographics (MIB -In-graph) to enhance students' critical thinking skills. The developmental model was a 4D model with field testing, i.e., a pretest-posttest control group design with three classes. Descriptive analysis showed that MIB-In-graph, an Android application, received a good average rating in content, worksheets, and forms. Students’ responses were very positive. Mixed design ANOVA showed that the mean score of students’ critical thinking skills increased significantly from the pretest to the posttest in each class and students’ critical thinking skills in the experimental class was more salient than control class 1 and control class 2. The highest difference in mean scores was in the experimental class. The differences were influenced by various factors such as learning approaches, media use, pictures, and collaboration.</p>

Research Competence of Pre-Service Teachers: A Systematic Literature Review

<p>The importance of research competence in pre-service teacher education has been highlighted in many studies, but concerns over the lack and inconsistency of definition, measurement, and development of research competence still exist. This poses a challenge for pre-service education programmes to provide quality education to pre-service teachers in this area. Through a systematic literature review it was found that there is a gap in the existing literature regarding the definition of research competence in pre-service teacher education, as there seems to be no consensus on the definition. There is, however, an agreement that the development of research competence is an important part of study programmes, as it contributes to higher quality education of pre-service teachers. Addressing this, the review proposes a concise definition of research competence as a multifaceted construct that includes critical thinking, self-directed learning, and organizational skills essential for effective research. The review also highlighted a lack of consensus on the most appropriate frameworks and tools to use in measuring research competence in pre-service teachers, with studies using various frameworks and tools that differ in terms of research methods, instruments and sample characteristics. The results suggest that there is a need for greater attention to be paid to the definition and measurement of research competence, as well as its development within pre-service teacher education programmes.</p>

Computational Thinking in Secondary Mathematics Education with GeoGebra: Insights from an Intervention in Calculus Lessons

AbstractNowadays, mathematics teachers in K–12 strive to promote their students‘ mathematical knowledge and computational thinking (CT) skills. There is an increasing need for effective CT-embedded mathematics learning material and a better understanding of students’ views toward them. In this work, we present the results of a research study, which included the design of a six-lesson learning activity aimed at fostering 16- to 17-year-old secondary students’ CT skills in calculus lessons using the dynamic mathematics software GeoGebra. Our goal was to investigate how students experienced the CT-embedded calculus lessons with GeoGebra and what challenges they faced during their interaction with the learning material and software. We collected and analyzed data from students’ code in GeoGebra, workbooks, semi-structured interviews, and questionnaires. Our findings suggest that most students mastered using CT concepts in calculus activities to a satisfactory degree and could reason about their computational solutions using GeoGebra and the generated graphs. Students’ understanding of the mathematical content knowledge introduced was essential to complete the lesson series successfully and unnoticed gaps in prior knowledge emerged. Our study shows that students appreciate the CT-embedded calculus lessons and GeoGebra’s exploratory approach to mathematics problems when provided with appropriate support. We conclude that an integrated approach to mathematics education and CT is viable and can contribute not only to fostering CT but also to increasing interest in mathematics.

University Students’ Achievement of Meaningful Learning through Participation in Thinking Routines

This study was conducted among undergraduate students pursuing a Primary Education degree at the University of Zaragoza. Its primary aim was to enhance and elevate the quality of participation during theoretical sessions, thereby fostering meaningful learning that contributes to the improvement of academic performance among the participants. To achieve this objective, a quasi-experimental case study was meticulously crafted. This research design was structured to not only stimulate and augment participation but also to cultivate meaningful learning, ultimately enhancing students’ academic achievements. The study employed a comprehensive approach to monitor participation, utilizing observation records to track engagement levels, and anecdotal records to delineate the progression of sessions and the quality of responses. Through meticulous analysis, it can be deduced that the integration of thinking routines as a pedagogical tool in expository sessions significantly enhances student engagement. These routines effectively activate students’ prior knowledge, establishing meaningful connections with the subject matter at hand. Moreover, the incorporation of thinking routines has been observed to elevate the quality of student participation. By fostering reflective practices, aiding in the formulation of inquiries, promoting collaborative learning, and nurturing critical thinking skills, these routines play a pivotal role in enriching the educational experience and bolstering academic performance.

REVOLUTIONIZING EDUCATION THROUGH AI: A COMPREHENSIVE REVIEW OF ENHANCING LEARNING EXPERIENCES

Artificial Intelligence (AI) is transforming the landscape of education, offering innovative solutions to enhance learning experiences. This review provides a comprehensive overview of how AI is revolutionizing education, focusing on its impact on learning outcomes, teaching methodologies, and the overall educational ecosystem. The adoption of AI in education has led to personalized learning experiences tailored to individual student needs. AI-powered adaptive learning systems analyze student performance data to create customized learning paths, ensuring that students receive content at their pace and level of understanding. This personalized approach improves student engagement and academic performance. AI is also reshaping teaching methodologies, providing educators with tools to streamline administrative tasks and enhance instructional strategies. AI-powered tools can automate grading, create interactive lessons, and provide real-time feedback to students. This allows teachers to focus more on facilitating learning and developing critical thinking skills in students. Furthermore, AI is revolutionizing the assessment process, moving beyond traditional exams to more dynamic and insightful evaluation methods. AI-powered assessment tools can analyze student responses in real-time, providing immediate feedback and insights into student comprehension and learning progress. The integration of AI in education also extends to administrative functions, such as student enrollment, scheduling, and resource allocation. AI-powered systems can optimize these processes, leading to more efficient and effective management of educational institutions. Despite the numerous benefits of AI in education, challenges remain, including concerns about data privacy, algorithmic bias, and the need for teacher training. Addressing these challenges will be crucial to maximizing the potential of AI in education and ensuring equitable access to quality education for all. In conclusion, AI is revolutionizing education by enhancing learning experiences, transforming teaching methodologies, and optimizing administrative processes. As AI continues to evolve, its impact on education is expected to grow, offering new opportunities to improve learning outcomes and prepare students for success in the digital age.
 Keywords: Revolutionizing, AI, Enhancing, Learning, Experiences.

Embracing ChatGPT for Medical Education: Exploring Its Impact on Doctors and Medical Students.

ChatGPT (OpenAI), a cutting-edge natural language processing model, holds immense promise for revolutionizing medical education. With its remarkable performance in language-related tasks, ChatGPT offers personalized and efficient learning experiences for medical students and doctors. Through training, it enhances clinical reasoning and decision-making skills, leading to improved case analysis and diagnosis. The model facilitates simulated dialogues, intelligent tutoring, and automated question-answering, enabling the practical application of medical knowledge. However, integrating ChatGPT into medical education raises ethical and legal concerns. Safeguarding patient data and adhering to data protection regulations are critical. Transparent communication with students, physicians, and patients is essential to ensure their understanding of the technology's purpose and implications, as well as the potential risks and benefits. Maintaining a balance between personalized learning and face-to-face interactions is crucial to avoid hindering critical thinking and communication skills. Despite challenges, ChatGPT offers transformative opportunities. Integrating it with problem-based learning, team-based learning, and case-based learning methodologies can further enhance medical education. With proper regulation and supervision, ChatGPT can contribute to a well-rounded learning environment, nurturing skilled and knowledgeable medical professionals ready to tackle health care challenges. By emphasizing ethical considerations and human-centric approaches, ChatGPT's potential can be fully harnessed in medical education, benefiting both students and patients alike.

Developing Critical Thinking Skills in Vocational High School Students through the Application of Physics Project Team Learning Model Integrated with Vocational-Based Worksheets

Purpose: This study aimed to investigate the effectiveness of enhancing the critical thinking skills of students by implementing the Physics Project Team Learning Model integrated with Vocational-Based Worksheets.   Methods: The research uses a quantitative approach. A quasi-experimental design with pretest-posttest measures was adopted. The study was conducted at a vocational school in Labuhanbatu Regency, North Sumatra Province, and included sample size of 20 students assessed using a Critical Thinking Skill Test, comprising reasoned multiple-choice questions.   Results and Conclusion: The results showed that the Physics Project Team Learning model integrated with the Vocational-Based Worksheet motivated students to meet their needs and facilitated learning. Statistical tests indicated that the model had a positive effect on improving the critical thinking skills of vocational high school students, as evidenced by a normalized gain (n-gain) of 0.31, falling into the moderate category. The effectiveness was also demonstrated by an effect size of 0.83, falling into the high category.   Research implications: Implementation of the Physics Project Team Learning Model has proven to be effective in improving critical thinking skills. Therefore, the Physics Project Team Learning Model integrated with the Vocational-Based Worksheets could be considered an alternative to address student issues and enhance critical thinking skills.   Originality/value:  Implementation of the Physics Project Team Learning model integrated with vocational-based worksheets is a new learning approach in Vocational High Schools. The learning approach that is often used is project-based learning.

The Effectiveness of Case-Based STEM Integrated with Mobile Simulation to Foster Students’ Creative Thinking Skills

This study aims to determine the effect of case-based science, technology, engineering, and mathematics (STEM) integrated with mobile simulation on fostering students’ creative thinking skills. This study utilized an experimental design, specifically a pretest-posttest control group design. The research subjects were 40 students from a university in Surabaya City. The research instrument used was a test measuring creative thinking ability. The data was analyzed using the Wilcoxon non-parametric test because it was not normally distributed. The results showed that: (1) there is a statistically significant difference between the initial test and the final test; (2) there is a significant increase in the creative thinking ability of students who participate in oscillation-based STEM Embedded learning with mobile simulation; (3) there is a positive relationship between the use of mobile simulation and students’ STEM Embedded creative thinking ability. The conclusion of this study is that case-based STEM embedded oscillation with mobile simulation is effective in improving students’ creative thinking skills.

Unleashing the potential: illuminating pedagogical strategies employed by early childhood educators in stem education for cultivating algorithmic thinking skills in young learners

ABSTRACT In the digital age, it's crucial to equip children with twenty-first-century skills, including programming and other competencies such as creativity, analytical thinking, and collaboration. This study introduces an integrated STEM (Science, Technology, Engineering, and Mathematics) curriculum focused on computer science for educators. It explores the pedagogical strategies employed by early childhood teachers to enhance children’s algorithmic thinking skills. Descriptive analysis of videos depicting coding instruction in three cases revealed that teachers used question & answer and unplugged strategies to support algorithmic thinking. However, these practices primarily targeted lower-order thinking skills. Teachers employed algorithm design, reading and tracing code as programming-specific approaches. Additionally, worksheets with puzzles/grids and grid board games were commonly used as scaffolding materials in coding activities.

EXPOSURE OF ADOLESCENTS TO FOOD AND BODY CARE INFLUENCER MARKETING

Introduction: Constant exposure to sponsored content by influencers has a direct impact on the eating habits of minors, as well as emotional and self-esteem implications. Methodology: Thus, we aim to understand the type of advertising that teenagers in Spain receive regarding food and body care through influencers by conducting an online survey of 1055 minors aged 11 to 17 years. Results: Nearly 45% of minors confirmed that they receive advertising for unhealthy foods, and although fashion (48.7%) is the sector of body care from which they receive the most promotional inputs, exposure to cosmetic and beauty products (33.1%), fitness and gym products (23.2%), and aesthetic procedures (13.5%) is also notable. Differences based on gender, age, and socioeconomic level were also observed. Discussion: This information reveals that the measures described, such as the PAOS code or self-regulation codes, are not sufficient to reduce minors' exposure to promotion of unhealthy and/or age-inappropriate products. Conclusions: It is essential to continue promoting advertising literacy among minors to enhance their critical thinking skills and enable them to responsibly deal with these commercial messages.

TECHNOLOGY & PRODUCTIVITY AMONG EDUCATIONAL INSTITUTIONS INFORMATION COMMUNICATION AND TECHNOLOGY IN PUBLIC SECONDARY SCHOOLS IN MAKUENI COUNTY, KENYA

The primary objective of this research article is to identify the key impacts of integrating technology into public secondary schools in Makueni County. To achieve this, a descriptive research strategy has been employed, that brought in 140 teachers and 25 principals. Data collection was conducted via interview schedules and questionnaires that were aimed at administrators and teachers. The gathered data underwent quantitative and qualitative analysis. Descriptive statistics and mean calculations, a measure of central tendency, were utilized for data analysis. The research hypothesizes that Information and Communication Technology (ICT) plays a crucial role in enhancing educational quality. ICT enables more personalized instruction and immediate feedback, thereby improving literacy both inside and outside the classroom. The research article also examines how ICT can be used to foster creativity and higher-order thinking skills. In terms of administration, ICT is pivotal in streamlining tasks such as data collection, document processing, record-keeping, and financial document recovery, making retrieval more straightforward and administration more efficient. Furthermore, ICT aids in the efficient scheduling of school activities, including parents and teachers association (PTA) and Board of Management meetings, and managing school calendar events, classes, and exams. In a nutshell, the research article highlights the importance of ICT in disseminating information and fostering effective communication among stakeholders.

The Effect of Blended Learning on Students' Creative Thinking Ability: A Meta-Analysis

This study aims to investigate the influence of technology-based learning, particularly blended learning, on students' creative thinking abilities. Through quantitative analysis, data comprising sample size, mean, and standard deviation extracted from Google Scholar indexed journals were examined. Employing a group contrast analysis design with a random effects model, effect sizes were corrected using JASP software. The analysis revealed a summary effect of 6.74 with a confidence interval ranging from 4.68 to 8.80, indicating a significant difference between groups utilizing blended learning and those employing conventional methods. Notably, students engaged in blended learning exhibited superior creative thinking skills compared to their counterparts. These findings underscore the pressing need to integrate blended learning methodologies to enhance the learning process effectively.

Experience of Project-Based Learning: Challenges, Assessment, and Analysis

Though theoretical knowledge is essential, there is a growing belief that when teaching applied sciences, particularly engineering, a great emphasis should be placed on the development of students’ practical skills. Therefore, some courses and curricula need to be revised to enhance the current state of education in this field. This can be achieved through the introduction of project-based learning (PBL). The PBL approach is ideal for teaching engineering disciplines because its framework promotes critical thinking and problem-solving skills, which are essential for a professional engineering career. This paper explains the implementation and comparative analysis of the PBL method in the departments of Electrical Engineering and Biomedical Engineering at King Faisal University. The challenges faced in this implementation include incorporating the PBL approach into the departments’ overall instructional technique, defining the roles of PBL coordinators, and addressing the characteristics of the PBL problems that arise in the courses offered. Furthermore, the implementation of PBL projects is evaluated based on the common courses offered in both departments. It is taken as an example and assessed based on problem-solving, teamwork skills, and the outcomes of accreditation board for engineering and technology. The results of this implementation are reported in this paper. Furthermore, we actively shared our experience managing course projects remotely during the fall semester, which COVID-19 impacted. Recommendations for future work are discussed, emphasizing the importance of having sufficient resources and fostering collaboration with industry and researchers from diverse disciplines.

A Study on Factors Influencing After-Sales Service of Reliance Fresh

To communicate, save, and manage information, teachers use a variety of ICT tools. ICT has become an integral part of teaching-learning, they are replacing chalkboards with interactive digital whiteboards and using smartphones or other devices for learning during class time. These approaches are leading towards higher order thinking skills, and creativity to express their understandings, and deal with ongoing technological change in society and the workplace. Integration of Information, Communication, and Technology (ICT) is assisting teachers with the global requirement for replacing traditional teaching methods with technology-based teaching and learning tools and facilities. ICT reduces the gap between parents, educators, and students by encouraging sustainable cooperative, and transparent communication methods. The integration of ICTs with the educational system is a complex, lengthy process that involves enough initial capital and other resources. The benefits of increased use of technology in education are specialized learning, project-based learning, increased collaboration, engaging content, and improved productivity and efficiency. ICT is playing salient roles in workplaces, business, education, and entertainment. The digital era of ICT gives the opportunities to learn and apply the required skills.

Development of an integrative flipped classroom model to improve students’ critical thinking skills and learning responsibility

Higher education, including accounting learning, often employs conventional learning models that do not optimally involve active learning. This model is unable to facilitate students developing critical thinking skills (CTS) and learning responsibility (LR), so these two abilities are not yet possessed by students adequately. The learning model that is believed to be able to develop CTS and LR is the flipped classroom. This research aims to produce an integrative flipped classroom model (IFCM) that is valid, practical, and effective for improving CTS and LR students, especially in Introductory Accounting learning. IFCM was developed with research and development using four D models, which consist of four development stages: define, design, develop, and disseminate. This paper presents the IFCM, development process in detail and the results at each stage of development, as well as the final product in the form of IFCM which has been proven valid, practical, and effective for improving CTS and LR students in Introductory Accounting learning.

Physical Education Teachers' Attitudes Towards Stimulating Higher Order Thinking Skills in Elementary School Students: Differences in Certified and Non-Certified Teachers

Elementary school-age children have started thinking logically and rationally; therefore, they need to be stimulated to think in a higher order. Higher-order thinking skills (HOTS) can help students think critically and creatively, solve problems and find solutions. Therefore, physical education teachers must participate in stimulating students' HOTS. This research aims to determine differences in physical education teachers' attitudes (certified and non-certified) based on gender, age and length of service toward HOTS stimulation in students. The method used in this research is comparative. The research sample consisted of certified and non-certified physical education teachers who taught in elementary schools in West Sumatra province, Indonesia, with 105 people (male = 77 and female = 28) aged 23-59 years. They were selected using accidental sampling. The instrument to measure stimulating higher-order thinking skills uses a Likert scale questionnaire consisting of 16 items. Data analysis was carried out using the Mann-Whitney U Test and Kruskal-Wallis H. The results of the study showed that differences in the attitudes of certified and non-certified teachers obtained a p-value < .05, while comparisons based on gender, age and work experience had a p-value> .05. So it can be concluded that the attitudes of certified and non-certified teachers towards HOTS stimulation are significantly different, while based on gender, age and length of service their attitudes towards HOTS stimulation are not significantly different. Keywords: Stimulating higher-order thinking Skills, HOTS, 21st-century learning, physical education  

Artistic Activities and Developing Creative Thinking Skills among Children in Early Childhood

The study explores the pivotal role of artistic activities in cultivating creative thinking skills during early childhood in identifying the profound impact of these activities on children’s cognitive, emotional and social development. Grounded in Piaget’s cognitive development theory and Gardner’s theory of multiple intelligence has shown the influence of different factors that have included pedagogical approaches, parental involvement, cultural background, and the age and duration of artistic engagement. The literature review has shown the foundational principles of creative thinking programs in early childhood education, emphasising the need for innovative and balanced approaches. Also, with the help of a survey, 300 participants of data were gathered that were teachers and caregivers. Content analysis has been done to get subjective results. The study has included the importance of incorporating artistic activities into educational settings and parents’ support, highlighting the consistent dynamics shaping creativity outcomes and advocating holistic foundations for children’s future success.

The Implementation of Multimedia Interactive Visual (MIVI) Learning to Improve Students' Creative Thinking and Collaboration Skills

Objective: This research aims to explore the implementation of multimedia interactive visual (MIVI) learning to improve students’ creative thinking and collaboration skills on the topic of the food digestive system.
  
 Methods: This research uses the Pre-Experiment Design method with using the research design of One-Group Pre-test-Post-test Design. The subjects in this research are determined by purposive sampling technique; they are students of XI MIA-7 20 Bandung Senior High School in the 2020-2021 school year.
  
 Result:  The result of this research shows that in the cognitive aspect, the average point pre-test is 42,70, and the post-test is 82,46. Then, the test result of N-Gain is 42,70 as the medium category. Thus, the result of this research in the affective aspect gets 85 points in the average as well category, and psychomotor gets 86 on average in the very well category. At the same time, all the students' questionnaires got positive results, which is 79% in all categories. From all those data, this research concludes that the use of MIVI learning media can increase the student's learning outcomes in the human, mechanical system topic.

Views of Students, Parents, and Teachers on Smartphones and Tablets in the Development of 21st-Century Skills as a Prerequisite for a Sustainable Future

It is no longer just an opinion but a fact that the only way to prevent a catastrophic future for humanity on a planetary scale is to introduce sustainable practices in all areas of human endeavour. The key role in these processes is activity to education. The aim of this study is to investigate the perceptions of Slovenian secondary school students, parents, and teachers (SPTs) regarding the role of smartphones and tablets in promoting 21st-century skills. This study explores the views of Slovenian secondary school students, parents, and teachers (SPTs) on the value of smartphones and tablets in 21st-century skills education. The results show a consensus among participants that smartphones and tablets make a positive contribution to various aspects of 21st-century skills as a Prerequisite for Sustainable Future. Participants consistently rated the suggested benefits of smartphones and tablets above the middle of the scale, with a focus on internet, digital, and information literacy. However, there is still room for improvement in basic skills and higher-order thinking skills. The factorial analysis revealed three correlated factors: Holistic Learning skills, Higher-Level Cognitive skills, and Digital Information Literacy skills. Subsequent analysis revealed significant differences between the focus groups, with students showing stronger agreement with the positive impact of smartphones and tablets on a wide range of skills. While teachers recognized the value of smartphones and tablets for students’ digital literacy and engagement, the differences between teachers and other groups were relatively small. These findings underscore the importance of integrating smartphone strategies and technology tools to promote 21st-century skills as a Prerequisite for Sustainable Future. Educators and policymakers can use these findings to promote effective teaching and learning practices that meet the demands of the 21st century.