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Cranston, Steven J. "High school and non-major college biology laboratory environments and critical thinking /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842592.
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Deziel-Evans, Lisa. "An Investigation of Critical Thinking in Synchronous and Asynchronous Computer Conferencing Environments." NSUWorks, 2000. http://nsuworks.nova.edu/gscis_etd/486.
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Programs that involve teaching and learning at a distance often include the use of computer conferencing as a means to promote discussion and to stimulate higher-order thinking among students. Critical thinking should be considered an important outcome of graduate education yet there is little information available regarding the effectiveness of either synchronous or asynchronous computer conferencing to promote higher-order thinking in higher education. Although it stands to reason that asynchronous discourse would provide students with more time for research, reflection and decision making when compared to synchronous forms of communication, research was needed to provide evidence that this was actually occurring. In this study, content analysis was used to investigate higher order thinking. The primary research question examined whether critical thinking occurred to a higher degree in an asynchronous computer conferencing environment when compared to a synchronous one. Thirty-five students in the Pharmacy Informatics elective course of the Doctor of Pharmacy (Pharm.D.) degree program at Nova Southeastern University (NSU) participated in the study. Students completed the California Critical Thinking Skills Test (CCTST) and the Myers-Briggs Type Index (MBTl) before the study. Students were randomized to four groups and were exposed to two asynchronous and two synchronous online discussions designed to take advantage of constructivist learning theory. These discussions were recorded and the content analyses coding scheme was used to measure cognitive (critical thinking) presence. Results were obtained by coding and examining 3742 synchronous and asynchronous online postings from the instructor and students. Differences between synchronous and asynchronous modes of computer conferencing were assessed in terms of cognitive presence, social presence, instructor participation, and instructor-student interaction, participation by personality type and participation by gender. Student perception of critical thinking in the two different environments was also compared.
Results from the study indicated a significant difference in critical thinking and instructor participation between the two online conferencing environments. No differences in cognitive presence were seen by personality type or by gender. Students were able to perceive that more critical thinking occurred in the asynchronous conferences compared to the synchronous ones. Interrater agreement was reported.
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Copp, Susan E. "Critical Thinking in a Gifted Education Blended Learning Environment." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1479131245930239.
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Chiu, Yi-Ching Jean, and res cand@acu edu au. "Exploring Student and Teacher Interactions for Critical Thinking in Face-to-Face and Online Environments in an EFL Course in Taiwan." Australian Catholic University. School of Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp108.11092006.
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Current literature indicates a lack of exploration of factors relating to Taiwanese students’ critical thinking in the field of English as a Foreign Language (EFL). The research study was a case study based on the social constructivist framework. The aim of this study was to explore how teacher and students interactions online impacted critical thinking by addressing the social norm in Confucius Heritage Culture (CHC). The characteristics of the social norm of CHC do not readily support verbalizing thoughts and challenging others face-to-face in public, which are important to the practice of critical thinking. The research was conducted in an English-major reading class at a university in Taiwan. The data collection methods included focus groups, collaborative inquiry with the teacher, and the researcher’s participant observation in both face-to-face and online discussions. The findings suggested that students need teacher’s cognitive, affective, pedagogical and technical support and face-to-face small group support before engaging in online interactions. Modified debates in new face-to-face models of interaction helped maximise the social constructivist approach with the teacher’s shepherd facilitation. The online interaction patterns in a CHC context underwent a three-phase process, which described how CHC students externalised critical thinking within groups, inter-groups and inter-classes in online form. The study contributes to our understanding and the development of culturally suitable approaches to cognitive, affective, pedagogical and technical guidelines needed in facilitating EFL students’ critical thinking in face-to-face and online interactions in the context of Taiwan.
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Große, Christine. "Strategic Objectives in Complex Planning Environments : Insights from a Swedish Case for Critical Infrastructure Protection." Licentiate thesis, Mittuniversitetet, Avdelningen för informationssystem och -teknologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-32820.
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Large-scale and long-term planning imposes extensive requirements on governance efforts regardless of whether it involves public organisations, private organisations, or both. The proportions of such planning entangle many actors and stakeholders as system components within and around a complex system. These system components and conditions in a complex planning environment introduce a diverse variety of strategic objectives into the planning. This study investigates how strategic objectives can affect the governance of complex planning systems, particularly in the context of national critical infrastructure protection. For this purpose, this thesis concentrates on a national planning procedure, STYREL, which Sweden has recently implemented for the case of power shortages. This case involves various actors from the national, regional and local levels who act on behalf of both public and private organisations in a planning process with four-year intervals, and it thus constitutes a relevant subject for this study. The investigation entailed the collection of evidence from documents and interviews. First, publicly available Swedish documents regarding the case provided an understanding of the planning. Second, interviews with decision-makers who are entrusted with this planning at municipalities and county administrative boards as well as with a few planners from power grid providers offered a deeper comprehension of both the proceedings in practice and the strategic objectives involved in this complex system for planning of critical infrastructure protection. Particularly, the findings resulted in several conceptual models that demonstrate these understandings in more detail. A soft system model visualises the problem situation and contains several elements, such as the system components, interrelations and conditions. Moreover, a multi-level planning model specifies sources of uncertainty in the planning and decision-making process that are associated with an insufficient alignment of strategic objectives in the STYREL case. These decompositions of the Swedish planning environment – both horizontal and vertical – further enabled this study to identify significant parameters of the systemic conditions and strategic objectives involved in such complex planning environments that challenge their governance. The findings of this study suggest that the Swedish process is not yet fully developed. The investigation particularly indicates that a better alignment of strategic objectives is necessary to ensure a selection of adequate goals and means that advances the future usability of the produced plan, which in turn would legitimate and strengthen this complex planning process for critical infrastructure protection.<br>Storskalig och långvarig planering ställer höga krav på styrning. Detta gäller oavsett om offentliga eller privata organisationer, eller båda, är involverade. Omfattningen av en sådan planering engagerar många aktörer och intressenter som komponenter inom och omkring ett komplext system. Dessa komponenter samt deras villkor inbäddade i en komplex planeringsmiljö skapar en mångfald av strategiska målbilder som följer med in till planeringen. Denna studie undersöker därför hur strategiska målbilder kan påverka styrningen av komplexa planeringssystem, särskilt i kontexten av skyddet av kritisk infrastruktur i samhället. Undersökningen fokuserar på en nationell planeringsprocess, kallad STYREL, som avser beredskapsplanering för elbristsituationer och som implementerats i Sverige. Planeringsmiljön omkring STYREL är ett relevant studieobjekt eftersom den involverar många aktörer från nationell, regional och lokal nivå. Dessa aktörer representerar offentliga och privata organisationer i den planeringsprocess som genomförs med fyraårsintervaller. Under undersökningens gång har bevis samlats in från dokument och intervjustudier. Först har offentlig tillgängliga dokument om fallet skapat en förståelse om planeringen. Intervjuer med beslutsfattare som är ansvariga för STYREL-planeringen hos länsstyrelser, kommuner samt elnätsbolag har sedan genererat en ännu djupare förståelse. Detta gällande både förfaringssättet i praktiken och de strategiska målbilder som är involverade i detta komplexa system för planering av kritisk infrastruktur-skydd. Resultaten ledde i synnerhet till några konceptuella modeller vilka demonstrerar förståelserna på ett detaljerat sätt. En systemmodell visualiserar problemsituationen och innehåller flera element såsom systemkomponenter, relationer och villkor. En multinivå-planeringsmodell specificerar källor av osäkerhet i planerings- och beslutsprocessen vilka är associerade med en otillräcklig harmonisering av strategiska målbilder i STYREL fallet. Dekompositionerna av den svenska planeringsmiljön – både horisontellt och vertikalt – gjorde det möjligt att identifiera signifikanta parametrar av de systemiska villkor och strategiska målbilder som är involverade i dessa komplexa planeringsmiljöer och utmanar deras styrning. Resultaten av studien indikerar att den svenska processen inte är fullt utvecklat. Undersökningen visar att en bättre harmonisering av strategiska målbilder är nödvändig för att säkerställa ett urval av adekvata mål och medel som skulle utveckla den framtida användbarheten av den producerade planen. Denna skulle i sin tur legitimera och stärka den komplexa planeringsprocessen för skyddet av kritisk infrastruktur. Därtill kunde detta främja en målgruppsorienterad kommunikation om risker och relevanta åtgärder.<br><p>Vid tidpunkten för framläggningen av avhandlingen var följande delarbeten opublicerade: delarbete 1 under granskning, delarbete 3 under granskning.</p><p>At the time of the defence the following papers were unpublished: paper 1 under review, paper 3 under review.</p>
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Carmichael, Christine (Erst). "Exploration of critical thinking in environmental subjects." University of Technology, Sydney. Faculty of Education, 2006. http://hdl.handle.net/2100/420.
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This qualitative research study investigated the expression of critical thinking in environmental subjects at university level in Australia. It also explored the strategies used by lecturers to encourage student critical thinking. Initially an open-ended questionnaire was sent to lecturers and tutors in universities across Australia and the responses from thirty participants were analysed thematically. From these participants semi-structured interviews were arranged with six lecturers and eight students from three different universities. The third phase of the research process involved analysing subject outlines and student assignments. Findings were triangulated to create a picture of the teaching and learning practices of critical thinking in this field. The three cases of Environmental Science, Environmental Engineering and Environmental Law were identified as having some common yet distinctively different themes in relation to critical thinking. In each discipline area three broad approaches to the expression of critical thinking were identified: scientific/technical, paradigmatic and reflective. The scientific/technical approach in science was most concerned with critique of experiments and studies, in engineering with problem solving and in law with the technical aspects of language and application of the law. The paradigmatic approach included critical analysis of the different theories, frameworks and paradigms of each subject. The reflective approach to critical thinking included students’ self evaluation of their learning within a specific subject. Notable differences between the three cases were the types of strategies used by lecturers to encourage student critical thinking. The Environmental Science lecturers were more inclined to use a wide variety of strategies, including provision of written material about critical thinking with critical thinking identified in marking criteria, discussion in class and guided exercises. The Environmental Engineering lecturers placed more emphasis on discussion in class than on providing written materials. The Environmental Law lecturers predominantly focused on the strategy of debating in class for the development of student critical thinking. The findings of this study are significant in providing support for the argument that development of critical thinking is subject specific rather than generic. This calls into question the use of generic skills testing for university graduates as a reliable measure of their ability to think critically in their field. The findings indicate that it is necessary for subject lecturers to be explicit with students about their expectations regarding critical thinking, particularly in relation to assessment. Findings suggest guidelines for lecturers including strategies and attitudes that encourage or hinder student critical thinking. Findings also suggest that the nature of the field of environmental and sustainability subjects lends itself to developing critical thinking, which is considered to be important.
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Carmichael, Christine. "Exploration of critical thinking in environmental subjects /." Electronic version, 2006. http://epress.lib.uts.edu.au/dspace/handle/2100/420.
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Yip, Wing-shun. "The difference between traditional learning environment and information enriched learning environment on the acquisition and transfer of higher order thinking skills in a biological context." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057441.
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Tsoi, Hang-sang, and 蔡恆生. "An investigation on students' critical thinking skills in an online environment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/202304.
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Saba, Maggie Sami. "Writing in a New Environment: Saudi ESL Students Learning Academic Writing." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/54012.
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This qualitative case study sought to gain a deeper understanding of the obstacles that students from the Kingdom of Saudi Arabia face when learning English in a writing course that implements critical thinking and writing process pedagogy. The study took place over five months at the Virginia Tech Language and Culture Institute in spring 2012. While ten participants--six female and four male Saudi Arabian ESL students--participated in this study, these findings focus primarily on one male and one female student. The aim of this focus was to give a rich and in-depth description of the two students. Two main queries guided this study: 1) How do sex differences affect Saudi students' perception of their teachers' and peers' authority? 2) How do those perceptions affect their development as writers and critical thinkers when learning in an intensive writing course at the high intermediate level? The researcher documented data through three sources: classroom observation, interviews with ESL students and teachers, and student writing samples.<br>Ph. D.
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Hofreiter, Trina D. "Teaching and evaluation strategies to enhance critical thinking and environmental citizenship skills." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0010321.
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Kimbrough, Heather E. "What are effective methods of teaching critical thinking skills to middle school students?" Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Kimbrough_H%20MITthesis%202007.pdf.
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Ferguson, Roxanne Alice. "Critical thinking skills in nursing students: Using human patient simulation." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/22.
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The problem investigated by the researcher relates to the development of critical thinking knowledge and skill in nursing students. Traditional approaches to educating nursing students have been used in the past to educate nursing students, but newly licensed registered nurses still have difficulty with critical thinking knowledge and skills. The principal investigator evaluated the use of an alternative method of teaching learning to foster and develop critical thinking knowledge and skills. One suggestion for teaching learning methods is the use of human patient simulation. A pretest/posttest experimental design was used to investigate critical thinking knowledge and skills after using human patient simulation in second semester nursing students. Nursing students from a northern California university were approached to participate in the study in the fall of 2011 and spring of 2012. The WGCTA Form D and the Lasater Clinical Judgment Rubric were used as a method to determine any changes in critical thinking knowledge and skills. No simulation. This study adds to the body of knowledge relating to the use of human patient simulation.
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Goyak, Antone Michael. "The effects of cooperative learning techniques on perceived classroom environment and critical thinking skills of preservice teachers." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
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Yip, Wing-shun, and 葉榮信. "The difference between traditional learning environment and information enriched learning environment on the acquisition andtransfer of higher order thinking skills in a biological context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960595.
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Al-Fadhli, Salah M. "The impact of e-learning on student's critical thinking in higher education institutions : Kuwait University as a case study." Thesis, University of Salford, 2008. http://usir.salford.ac.uk/14905/.
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This study investigate the impact of using E-Learning Model with the principles of the constructivism learning theory to enhance the critical thinking skills of students at the university-level. The focus of this study is critical thinking pedagogy and the impact of the E-Learning environment on a class of students. The research effort empirically examines two coherent subjects: (a) the effectiveness of the E-Learning Model in enhancing students' critical thinking; and, (b) the students' perception toward the E-Learning Model after exposure to a course in an E-Learning environment.
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McMahon, Graham. "Getting the HOTS with what's in the box: Developing higher order thinking skills within a technology-rich learning environment." Curtin University of Technology, Science and Mathematics Education Centre, 2007. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=17067.
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Educators are divided with regards to the value of computer technology as a learning tool. Some maintain that computers have had little impact on students’ learning; others suggest that computers have the potential to enhance learning. Within this second group there are those who believe that computers are having a significant impact, while others believe that their potential is yet to be realised. The purpose of this study was to examine the relationship between students working in a technology rich environment and their development of higher order, critical and creative, thinking skills. Staff and students from one school participated in this case study. Data were collected by teachers as part of the normal teaching-learning program, supplemented by classroom observations and teacher interviews. In addition, data pertaining to the technology infrastructure was collated from school databases. The data were used to determine the degree of correlation between factors of the learning environment and the extent to which higher order thinking skills (HOTS) were demonstrated by the students. Collations of the statistically significant, and statistically insignificant, correlations allowed relationships between environmental factors and HOTS to be established.<br>The results indicate that studying within a technology-rich learning environment improves students’ higher order thinking skills, determined by measuring their critical and creative thinking. Factors such as length of time spent in the environment have a positive, non-linear effect on the development of critical thinking skills. These factors have no significant correlation with the development of creative thinking skills. The interaction of students’ computer skills and the classroom environmental factors was shown to be complex. Three-dimensional correlations were performed to derive equations that explain these interactions. Students with better developed computing skills scored higher on critical and creative thinking activities. This was most significant for students with better computer programming skills and the ability to competently manipulate Boolean logic. The most significant factors in developing higher order thinking skills were the students’ levels of computer skills, tempered with their attitudes towards computers and computer classes, and the teacher-student relationships within the technology-rich learning environment. The research suggests that in order to develop students' higher order thinking skills schools should endeavour to integrate technology across all of the learning areas. This will allow students to apply technology to the attainment of higher levels of cognition within specific contexts. This will need to be paralleled by providing students the opportunity to develop appropriate computer skills.
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Brown, Jill Marie. "Servant Leadership Towards Cultural Competency and Critical Thinking: A Mixed Methods Study in Zambia." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/hpd_ot_student_dissertations/65.
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There is a paucity of occupational therapy literature related to the professional development process that occurs when students participate in immersive, international servant leadership experiences in developing countries. A scarcity of literature exists on how such culturally rich experiences can influence the development of the participating students’ dispositional critical thinking and cultural competency skill sets. This mixed methods study depicts how a 3-week servant leadership experience in Zambia, Africa, measured the acquisition of dispositional critical thinking and cultural competency skill sets in novice to experienced occupational therapy students. Moreover, this study infuses a constructivist grounded theory approach to uncover a holistic understanding of the professional development process that occurred for the participating students over a 3-week immersion experience in Zambia. This study highlights how a hands-on servant leadership experience in Zambia contributed to the acquisition of professional development and problem-solving skills and cultural responsiveness for students who were trained in westernized health care practices. The participants demonstrated statistically significant increases in their critical thinking skills with medium effect sizes in truth-seeking, inquisitiveness, analyticity, systematicity, confidence, and maturity of judgment. In addition, the participants demonstrated statistically significant increases in cultural competency skills with medium to very large effect sizes in cultural awareness, cultural knowledge, cultural skills, cultural encounters, and cultural desires. The qualitative strand of the study revealed the professional growth of the students during the experience through the themes that emerged: “resilient occupational therapy lens” and “empowered occupational therapy students.” Furthermore, this mixed methods study provides a Servant Leadership Professional Development Model to illustrate the transformational professional development process that students underwent that is supported by the mixed methods data findings.
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Titterington, Lynda Carol. "Case studies in pathophysiology: a study of an online interactive learning environment to develop higher order thinking and argumentation." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1196183110.
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Hopson, Michael H. (Michael Hugh). "Effects of a Technology Enriched Learning Environment on Student Development of Higher Order Thinking Skills." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279055/.
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The problem for this study was to enhance the development of higher order thinking skills and improve attitudes toward computers for fifth and sixth grade students. The purpose of this study was to determine the impact of a Technology Enriched Classroom on student development of higher order thinking skills and student attitudes toward the computer. A sample of 80 sixth grade and 86 fifth grade students was tested using the Ross Test of Higher Cognitive Processes. The Ross Test was selected because of its stated purpose to judge the effectiveness of curricula or instructional methodology designed to teach the higher-order thinking skills of analysis, synthesis and evaluation as defined by Bloom. The test consisted of 105 items grouped into seven subsections. In addition, the students were surveyed using the Computer Attitude Questionnaire developed by the Texas Center for Educational Technology. The questionnaire assessed sixty-five questions combined to measure eight attitudes.
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Thadphoothon, Janpha, and n/a. "Promoting critical thinking in language learning through computer-mediated collaborative learning: a preliminary investigation." University of Canberra. Languages, International Studies & Tourism, 2005. http://erl.canberra.edu.au./public/adt-AUC20060804.141259.
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This thesis proposed a framework for conceptualizing critical thinking in language
learning. A learning environment where collaborative learning and network
technology were combined − computer-mediated collaborative learning (CMCL) −
was set up. The main aim was to study the potential of the learning environment in
promoting critical thinking (CT) in language learning. The proposed framework of
CT in language learning had three aspects: (1) communication, (2) reasoning, and
(3) self-reflection.
The study was a qualitative one that took place between June 2003 and January
2004. Three case studies were undertaken that involved up to 90 participants,
comprising students, teachers, volunteers, and the researcher. All were members of
an online learning community, the Bamboo Enterprise. Students worked in groups
that investigated environmental problems. The student projects were grouped into
three case studies: (1) Using Collaborative Environmental Projects to Promote
Communicative Language Learning and Computer Skills, (2) Using Environmental
Themes in Computer-Supported Cooperative Learning to Prepare ESL Students for
Academic Study in the Australian University Environment, (3) Promoting
Communicative Language Learning Through Computer-Supported Cooperative
Learning. Findings were based on analyses of five sources of data: (1) interviews
with the student participants; (2) teachers comments and opinions; (3)
questionnaires; (4) students overall group work; and (5) online discussions.
The investigation found that, overall, the CMCL environment with its particular
framework had the potential to promote CT in language learning. However, it had
both strengths and weaknesses. The strengths were that it promoted the
communicative use of English, encouraged critical thinking in action, and extended
the students potential to learn a second language. It also encouraged the appropriate
use of technology. More importantly, this CMCL environment showed itself to be a
viable method of learning and one in which both students and teachers can be
empowered. However, along with these advantages, some avenues for improvement
were evident. The study found that the students grammatical accuracy was low,
despite their rich vocabulary and ability to use complex language structures. Some
students found working in groups challenging and some never acquired the
necessary web skills. Access to the Internet was not always adequate for this type of
project. In sum, the students needed more support, especially at the task level, when
using this method of language learning.
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Ippolito, Karen Odle. "Cognitive development and the attainment of critical thinking skills in associate degree nursing students." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/114.
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Piaget's final stage of cognitive development, formal operations, involves reasoning skills that appear to relate to the traits of critical thinking. The current study was designed to assess whether a relationship exists between the level of cognitive development (as measured by the Lawson Classroom Test of Scientific Reasoning [Lawson CTSR]) and critical thinking (as measured by Assessment Technology Institute Critical Thinking Assessment-Entrance test [ATI-CTA-Ent]). This study explored the possible relationship between the level of cognitive development and the level of critical thinking exhibited by first semester nursing students seeking an Associate Degree (ADN). It also explored the relationship between specific subsets of cognitive development and critical thinking as a whole as well as between cognitive development and the distinct traits that characterize critical thinking. Furthermore, this project asked whether the level of general knowledge held by nursing students (as measured by Assessment Technology Institute Test of Essential Academic Skills [ATI-TEAS] is correlated with the level of cognitive development. All statistical analyses controlled for gender, age, and prior schooling. A sample of 190 first semester nursing students were administered the Lawson CSTR as a test of cognitive development, the ATI-CTA-Ent as a test of critical thinking and the ATI-TEAS as a test of general knowledge. In a hierarchical multiple regression analysis it was found that cognitive development accounted for 19.3% of the variance in critical thinking scores after controlling for gender, age and prior schooling. With multiple subscales on both the predictor (Lawson CTSR) and the criterion (ATI CIA) side, regression models noted ATI-Inference with the largest explained variance (21.15%) and the smallest for ATI Evaluation (9.36%). The covariates explained 9.6% and cognitive development explained an additional 33.6% of the variance in general knowledge. These findings suggest that measures of cognitive development are associated with measures of critical thinking ability.
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Titterington, Lynda Carol. "Case studies in pathophysiology the development and evaluation of an interactive online learning environment to develop higher order thinking and argumentation /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1196183110.
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Lee, Elsa. "How might participation in primary school eco clubs in England contribute to children's developing action-competence-associated attributes?" Thesis, University of Bath, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.619152.
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The literature pertaining to action competence in the field of environmental education (EE), and active citizenship in the field of citizenship education (CE), were reviewed for this research. This review reveals an indeterminate collection of attributes that are associated with both action competence and active citizenship. This research introduces the term action-competence-associated attributes to refer to them. The purpose of this research is to explore how children’s participation in primary school eco clubs might afford opportunities for the development of these attributes. The justifications for this purpose are founded in the literature in the fields of environmental and citizenship education, in current educational policy in England, in practice in primary schools in England and in my personal research interests and philosophical principles. A transactional methodology frames the research, which comprises a multiple case study using participant observation and interviews. The data gathered from the two cases of primary school eco clubs, were subjected to both theory- and data-led thematic analysis. The emergent themes suggest how participation in eco clubs affords opportunities that contribute to the on-going development of children’s action-competence-associated attributes. This research makes three distinct contributions to knowledge. The first concerns the potential for eco clubs to enable primary schools to address the non-statutory framework for CE. A variety of different contextual factors influence how this takes place. The second contribution is the development of an analytical framework from action competence that may be useful for other researchers seeking to use action competence research to interrogate their own data .The third is the application of Biesta’s (2011) concept of the ignorant citizen to the school teachers in this research. The ignorant school teacher, by her/his very ignorance, is shown to influence the development of particular action-competence-associated attributes that might otherwise not be effected.
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Burek, Karey. "The Impact of Socioscientific Issues Based Curriculum Involving Environmental Outdoor Education for Fourth Grade Students." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/3997.
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There is a divide between what students are being taught within the science classroom and what they experience out in the real world. This study sought to explore possible relationships between a socioscientific issues embedded curriculum and outcome variables addressing environmental attitude and knowledge, oral and written argumentation and critical thinking skills. Both quantitative and qualitative methods were used to examine both within and between class differences as well as individual differences between the beginning and end of a semester of elementary school. Results indicated that socioscientific issues assist students in developing their critical thinking skills while also providing students the opportunity to be exposed to and participate in local and global environmental issues influencing the community at large. Statistical significance was found between groups in regards to attitude toward the environment, the qualitative interviews did indicate that some students provided more advanced argumentation skills by articulating alternate viewpoints on controversial environmental topics. Theoretical implications regarding the use of socioscientific issues in the classroom are presented.
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Freitas, Alysson Benite de. "O ensino interdisciplinar de pilhas e radioatividade no âmbito da educação ambiental." Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/7538.
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Previous issue date: 2017-05-30<br>This dissertation, linked to the research line “Cultura e Processos de Ensino e Aprendizagem” of the postgraduate in Education of the Universidade Federal de Goiás Regional Jataí, has the objective of researching a proposal of interdisciplinary teaching under Environmental Education (EA) aspects in the teaching of batteries and radioactivity. Then, the work was executed in the year of 2015 in two high schools, of a city located in the Center West Goiano. The classes of these colleges received interdisciplinary classes, mainly of the disciplines belonging to the area of Natural Sciences. Thus, the garbage collection of batteries and two technical visits to Centro Regional de Ciências Nucleares do Centro Oeste (CRCN-CO). The methodology used was structured in a qualitative analysis, through dialogic discussions, questionnaires, audio, and participatory observation that enabled the elaboration of reports for the analysis of the data obtained in this research. With this, the research was elaborated, due to the interdisciplinary teaching and the EA being cited in several official documents of the High School. However, without a defined pedagogical proposal strategy on its application in Basic Education to the teaching of Natural Sciences in order to form critical citizens. Then, to address these challenges, this research was conducted under the purpose of in interdisciplinary teaching of batteries and radioactivity. The Whole educational process was involved by this spirit of EA, enabling a better integration in the interdisciplinary teaching of Natural Sciences to unveil economic rationality in the teaching of Chemistry. This made it possible to propose a formation of critical subjects through the transformation of naive curiosity into a critical curiosity, through the right thinking of Paulo Freire. Thus, the results allowed to Wake inferences of critical thinking in the relationship between man and nature within a dialogical proposal, revealing the objectification of individuals.<br>Esta dissertação, vinculada com à linha de pesquisa “Cultura e Processos de Ensino e Aprendizagem” do Programa de Pós-graduação em Educação da Universidade Federal de Goiás Regional Jataí, tem o objetivo de pesquisar uma proposta de ensino interdisciplinar sob os aspectos da Educação Ambiental (EA) no ensino de pilhas e radioatividade. Com isso, o trabalho foi executado no ano de 2015 em dois colégios de Ensino Médio, de uma cidade localizada no interior do Centro Oeste Goiano. As turmas desses colégios receberam aulas interdisciplinares, principalmente das disciplinas pertencentes à área de Ciências da Natureza. Assim, de modo concomitante foi realizada a coleta seletiva de pilhas e baterias e duas visitas técnicas ao Centro Regional de Ciências Nucleares do Centro Oeste (CRCN-CO). A metodologia utilizada foi estruturada em uma abordagem qualitativa, por meio de discussões dialógicas, questionários, áudio e observação participativa que possibilitaram a elaboração de relatórios para a análise dos dados obtidos nesta pesquisa. Com isso, a pesquisa foi elaborada, devido o ensino interdisciplinar e a EA serem citados em vários documentos oficiais do Ensino Médio. Porém, sem uma estratégia de proposta pedagógica bem definida sobre a sua aplicação na Educação Básica ao ensino de Ciências da Natureza de modo a formarem cidadãos críticos. Portanto, para lidar com esses desafios, esta pesquisa foi realizada sob o propósito da EA em um ensino interdisciplinar de pilhas e radioatividade. Todo o processo educativo, esteve envolvido por esse espírito da EA, possibilitando uma melhor integração no ensino interdisciplinar de Ciências da Natureza para desvelar a racionalidade econômica no ensino de Química. Isso possibilitou propor uma formação de sujeitos críticos, por meio da transformação da curiosidade ingênua em uma curiosidade crítica, através do pensar certo de Paulo Freire. Assim, os resultados permitiram realizar inferências do pensamento crítico na relação entre homem e natureza no âmbito de uma proposta dialógica, desvelando a objetivação dos indivíduos.
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Welman, Magdalena. "Die bevordering van omgewingsgeletterdheid by graad ses-leerders deur middel van wateraktiwiteite / M.E. Welman." Thesis, North-West University, 2013. http://hdl.handle.net/10394/9733.
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The study focuses on the role of water activities in the advancement of environmental literacy in grade six learners. The study is important as South Africa is experiencing a water crisis due to below average rainfall, overpopulation and poor management of water sources.
The implementation of water activities in primary and secondary school education is needed for the development of environmentally literate citizens who understand the connection between the environment, available water and poverty and who possess the skills to sustain water sources.
Environmental problems can be solved through environmental literacy (UNESCO, 1994:11). The purpose of the study is to determine how environmental literacy can be advanced by means of water activities carried out by grade six learners. The study is quantitative and a before- and after test questionnaire was used to compile data from an experimental and control group.
Five schools that are located near water sources took part in the research. The biotic water testing methods and light intensity measurements were used as water activities.
Active participation of learners in water activities contributed to the expansion of knowledge, skills and values regarding water in the environment.<br>Thesis (MEd (Curriculum Development))--North-West University, Potchefstroom Campus, 2013.
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Ramos, Ricardo Luiz de Souza. "The critical reflection as a key element in the improvement of the organizational learning capacity: a case study in a Brazilian organization." reponame:Repositório Institucional do BNDES, 2015. https://web.bndes.gov.br/bib/jspui/handle/1408/7561.
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This paper analyzes the relevance of having an environment that encourages critical reflection in a way to enhance organizational learning capacity. It focuses particularly on the organization's ability to deal with organizational cross-cutting issues (human resources, information technology, innovation, etc.) on a state-owned enterprise, the Development Bank, in Brazil. Although the bank has a culture of collegiate decisions, it´s possible to say that this feature is not enough to have an authentic and public reflection environment due to the power relations influence in the organization's ability to reflect, innovate and learn.<br>Dissertação (mestrado) - Lancaster University, Reino Unido, 2015.<br>Bibliografia: p. 67-69.
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Soares, Ana Paula Fleury de Macedo. "Desenvolvimento sustentável e gestão socioambiental empresarial: uma abordagem crítica sobre as concepções, políticas e práticas de sustentabilidade no mundo corporativo." reponame:Repositório Institucional do FGV, 2016. http://hdl.handle.net/10438/17813.
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Previous issue date: 2016-11-30<br>O objetivo da presente tese é analisar, de forma crítica, a relação entre as concepções e políticas que fundamentam as estratégias e as práticas de Desenvolvimento Sustentável e de Gestão Socioambiental Empresarial. Discussões sobre a atuação das empresas na sociedade ocupam grande parte da agenda de debate público, principalmente quanto à sua capacidade de conce-ber diretrizes que contribuam para um crescimento econômico capaz de equilibrar o desenvolvimento econômico, ambiental e social. A literatura divide-se em duas vertentes. A primeira, que pode ser chamada de dominante ou mainstream, tem por base os estudos no campo de gestão de operações e aposta na capacidade das empresas de prover soluções para problemas referentes ao Desenvolvimento Sustentável. Essa corrente de conhecimento assume como princípio que há uma dinâmica progressiva de evolução da Gestão Socioambiental Empresarial, e que quanto maior o estágio de desenvolvimento das empresas, maior seria o enraizamento da sustentabilidade em seu interior. Dessa forma, esse pensamento propõe uma série de etapas a serem percorridas pelas empresas para que estas alcancem um nível de excelência. Nota-se que essa literatura é de natureza normativa e técnica, e não aborda conflitos e contradições nessa trajetória. A segunda literatura é de natureza crítica, tem base em estudos organizacionais e aponta a existência de paradoxos, contradições e conflitos entre os stakeholders, suas posições e necessidades envolvidas, indicando que a discussão sobre Desenvolvimento Sustentável e Gestão Socioambiental Empresarial não pode ser elaborada sem levar em conta essas divergências e a necessidade de escolhas. Também se identificou que o Desenvolvimento Sustentável não se restringe à garantia dos recursos naturais, mas inclui a necessidade de distribuição mais equânime do acesso aos recursos e possibilidades de participação social. A pesquisa consiste na identificação dos conteúdos que o pensamento normativo não aborda, e que podem ser considerados lacunas nas reflexões sobre o Desenvolvimento Sustentável e a Gestão Socioambiental Empresarial. Tais conteúdos foram sistematizados em categorias e analisados por meio de entrevistas em profundidade, utilizando-se o método do estudo exploratório. Como resultado, destaca-se que o driver da sustentabilidade é a busca por desempenho econômico, sendo que aspectos ambientais e sociais podem ser considerados subitens desse tópico. No âmbito da sustentabilidade, as relações entre empresa e sociedade são mol-dadas pelo mercado, sendo que as empresas têm ascendência na dinâmica da vida social. Por fim, considerando que o modo de produção contemporâneo se organiza em redes de supri-mento, muitas vezes “coordenadas” pelas corporações, quanto maior o tamanho da empresa, maior sua capacidade de arbítrio, seja em relação às comunidades do entorno, seja em relação aos fornecedores ou até mesmo ao Estado.<br>The objective of this thesis is critical analysis of the relationship between the conceptions and policies that underlie the strategies and practices of Sustainable Development and Corporate Social and Environmental Management. Discussions about the performance of companies in society occupy a large part of the public debate agenda, mainly regarding their ability to design guidelines that contribute to economic growth capable of balancing economic, environmental and social development. Literature is divided reflecting two different approaches: the first one, which may be called the dominant or mainstream, focuses on the ability of companies to provide solutions to problems related to sustainable development. It assumes a principle that there is a progressive evolution of Corporate Social Environmental Management, and that the more developed companies are in their stages, the deeper sustainability is rooted within them. In this way, this thinking proposes a series of steps to be followed by companies so that they reach a level of excellence. This literature is normative and technical, and does not address conflicts and contradictions in this trajectory. The second approach found in literature may be called the critical one. It points out the existence of paradoxes, contradictions and conflicts among stakeholders, their positions and needs, indicating that Sustainable Development and Corporate Social and Environmental Management can not be discussed without taking into account these divergences and the need for trade off. The thesis consists in the identification of the issues that normative thinking does not address, and that can be considered gaps in the reflections on Sustainable Development and Corporate Social and Environmental Management. These issues were systematized in categories, and analyzed through in-depth interviews. As a result, the driver of sustainability is the pursuit of economic performance, and environmental and social aspects can be considered sub-items of this topic. In the context of sustainability, the relations between company and society are shaped by the market, and the companies have ascendancy in the dynamics of social life. Finally, considering that the contemporary mode of production is organized in supply chains, often 'co-ordinated' by the corporations, the larger their size, the greater their negotiating power in relation to surrounding communities, suppliers, or even to the State.
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Marques, Ronualdo. "Pegada ecológica do lixo: desenvolvimento crítico, analítico e científico na educação ambiental de estudantes do 6º ano do ensino fundamental." Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2964.
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Acompanha produto:"Pegada ecológica do lixo"<br>A Educação Ambiental de forma transversal no currículo escolar contribui para contextualização do ensino. Além da ótima receptividade, as discussões dos temas ambientais trazem para o Ensino de Ciências contribuições que permitem despertar o sentido de pertencimento e tomada de responsabilidade em relação ao meio ambiente. Nessa dissertação o objetivo foi analisar o desenvolvimento crítico, analítico e científico de estudantes do 6ºano do Ensino Fundamental do Colégio Estadual Júlia Wanderlei, de Curitiba-PR. Para isso foi desenvolvido um Recurso Educacional Aberto com o tema “Pegada Ecológica do Lixo” e aplicado numa Sequência Didática para uso nas aulas de Ciências com enfoque na Educação Ambiental. A metodologia da pesquisa foi qualitativa na modalidade pesquisa participante. Os dados foram coletados através da aplicação de um questionário inicial antes da aplicação da Sequência Didática e outro depois. A análise dos dados teve como método a Análise de conteúdo onde se constatou no questionário inicial pouco ou quase inexistente alfabetização científica relacionada à temática estudada, além de uma crítica moderada, carente de argumentos e pouco analítica quanto à problemática do lixo. O questionário final permitiu verificar que as discussões acerca da Educação Ambiental de forma contextualizada no Ensino de Ciências possibilitaram a sensibilização dos estudantes quanto ao Meio Ambiente evidenciando suas potencialidades, suscitando a adoção de posturas pessoais e comportamentos sociais construtivos, colaborando para a construção de um ambiente saudável. Pôde-se concluir que é preciso inserir a Educação Ambiental no currículo escolar e no Ensino de Ciências de forma contextualizada e romper com práticas isoladas e pontuais e com a Educação mecanicista e conservadora, visto que o desenvolvimento de ações integradas e participativas potencializa as discussões que emergem das relações entre os seres humanos, sociedade e natureza. Além disso, a sensibilização dos estudantes quantos aos problemas da geração e destino do lixo os tornam em cidadãos críticos, analíticos e conhecedores das ciências, sendo ativos na preservação do Meio Ambiente.<br>Environmental Education across the school curriculum contributes to the contextualization of education. Besides the great receptivity, the discussions of the environmental themes bring to Science Education contributions that allow awakening the sense of belonging and taking responsibility in relation to the environment. In this dissertation the objective was to analyze the critical, analytical and scientific development of students from the 6th grade of Elementary School of the Júlia Wanderlei State College, Curitiba-PR. For this, an Open Educational Resource with the theme "Garbage Ecological Footprint" was developed and applied in a Didactic Sequence for use in Science classes focusing on Environmental Education. The research methodology was qualitative in the participant research modality. The data were collected through the application of an initial questionnaire before the application of the Didactic Sequence and another one afterwards. The analysis of the data had as a method Content analysis where the initial questionnaire found little or almost no scientific literacy related to the subject studied, as well as a moderate criticism, lacking in arguments and little analytical regarding the problem of garbage. The final questionnaire allowed us to verify that the discussions about Environmental Education in a contextualized way in Science Teaching made it possible to raise students' awareness about the Environment, highlighting their potentialities, leading to the adoption of personal postures and constructive social behaviors, collaborating to construct an environment healthy. It could be concluded that it is necessary to insert Environmental Education in the school curriculum and in the teaching of science in a contextualized way and to break with isolated and punctual practices and with the mechanistic and conservative Education, since the development of integrated and participative actions potentiates the discussions that emerge from the relationships between human beings, society and nature. In addition, the students' awareness of the problems of the generation and destination of garbage make them critical, analytical and knowledgeable citizens of the sciences, being active in the preservation of the Environment.
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Rumpagaporn, Methinee Wongwanich. "Students' critical thinking skills, attitudes to ICT and perceptions of ICT classroom learning environments under the ICT schools pilot project in Thailand." 2007. http://hdl.handle.net/2440/37896.
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This portfolio of research aimed to examine the integration of Information and Communication Technology ( ICT ) into computer-based classroom learning environments in Thailand. The study was exploratory, investigating to what extent schools in the Thai ICT schools pilot project had classroom learning environments which were related to two student outcomes ( critical thinking skills and attitudes to ICT ) ; and to what extent the classroom learning environments were associated with certain teacher characteristics. The portfolio is presented in three parts. Part 1 reviewed the research literature related to the importance of ICT in education ; the ICT classroom learning environments ; student attitudes to ICT ; students' critical thinking skills ; and the role of the teacher in the ICT classroom. From this review, a theoretical research model was developed, based on teacher characteristics, student characteristics and student perceptions of ICT classroom learning environments as predictors of the two student outcomes. Four specific research propositions were formulated from the model to guide the investigation. Part 2 of the research portfolio reports the quantitative investigation of the ICT schools pilot project in Thailand. Data were collected by means of questionnaires from 150 students in eight of the ICT pilot project schools in relation to students' background characteristics, their perceptions of actual and preferred classroom learning environments, students' critical thinking skills and attitudes to ICT. In addition, questionnaire data on teachers' background characteristics were collected from 16 teachers involved in the project. The associations among the teacher, student and classroom environment predictor variables in relation to the two student outcomes were analysed using SPSS and HLM software programs. The results, discussed in relation to the four research propositions, generally supported the research model. A complementary qualitative investigation of the Thai ICT schools pilot project is reported in part 3 of the portfolio. This involved an analysis of school based documents, which had been collected officially in the course of the project, in order to identify school level outcomes. In addition, 30 students and five teachers from 10 schools in the ICT pilot project were interviewed to ascertain their views on the advantages, the limitations and the future of the project. The interview transcripts, translated into English, were analysed thematically. The researcher was also able to observe ICT integrated into various subject lessons in 22 classrooms, from each of the schools in the ICT project, and to evaluate them according to Bloom's Taxonomy of learning outcomes. The qualitative results provided important insights into the quantitative study in Part 2. In the conclusion to the portfolio, the results of the quantitative and qualitative studies are synthesised in a discussion of the four research propositions. Importantly, the findings led directly to useful recommendations on how computer-based learning environments can be improved. The findings of this study have major implications for the role of teachers in ICT classrooms and for school management in providing the necessary equipment and support.<br>Thesis (D.Ed.)--School of Education, 2007.
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Flanagan, Wayne Gary Theo. "Creating authentic learning environments in a grade 10 Economics classroom via a progressive teaching design." Diss., 2014. http://hdl.handle.net/10500/19574.
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The researcher wants to create a learning environment where learners are much more involved in their own learning. The progressive teaching design implies that the contribution of the learner to the development of knowledge is recognised. The educator also acknowledges the learner as a social being reliant on interaction with others to generate meaning.
The problem statement for this study is based on the researcher’s opinion that In South African schools rote learning and memorisation are still the main methods of learning. The reason for this is because the majority of educators have been schooled in the traditional educational paradigm where the teaching process essentially revolves around the educator. In such a system learners who can recall facts best and obtain the best grades are regarded as having learnt well. The researcher contests the assertion that the learners learnt authentically. The progressive teaching approach is proffered by the educator as an alternative for the attainment of authentic learning in a grade 10 Economics classroom.
In an authentic learning environment learners are prepared to face challenges in the real world through the development of critical thinking and problem-solving skills.
Learners collaborate and cooperate as members of a group to unravel problems.
The researcher makes use of a qualitative research design for this study. The grade 10 Economics class of the researcher is used a case study to ascertain whether a progressive teaching approach can enhance authentic learning. Twelve learners out 26 that indicated that they would participate eventually took part in the study. The research instruments used were the video recorded lessons, teacher observation sheets and learner focused-group interviews.
One of the findings from the study was that authentic learning skills such as problem-solving and critical thinking can be developed through the educator using the progressive teaching approach. This is in line with the principles of the CAPS for Economics. Another finding is that although more learner involvement is required for the progressive approach, the role of the educator remains crucial as a knowledge expert and a facilitator in the classroom. A further finding was that learners embraced the co-operative learning strategy which is one of the fundamentals of authentic learning. They enjoyed teaching to and learning from one another in group work. Finally, learners appreciated the use of cartoons and team-games by the progressive educator as additional strategies to further authenticate and enhance the learning experience.
In summary the researcher wants to contend that from the literature study, the findings of the empirical research and the recommendation of this study that by working within the parameters of the CAPS for Economics, authentic learning can be achieved via a progressive teaching design.<br>Curriculum and Instructional Studies<br>M. Ed. (Curriculum Studies)
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"Critical thinking as an outcome of distance learning: A study of critical thinking in a distance learning environment." THE GEORGE WASHINGTON UNIVERSITY, 2008. http://pqdtopen.proquest.com/#viewpdf?dispub=3315179.
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Jin, Yuan Lin, and 林瑾沅. "Critical Thinking and Participation of Learners in a WWW Learning Environment." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/81399883766528731741.
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碩士<br>國立中正大學<br>教育研究所<br>88<br>Critical Thinking and Participation of Learners in a WWW Learning Environment
Jin Yuan, Lin
National Chung Cheng University, Institute of Education, 2000
Abstract
The study is to understand the degree of learner participation and the use of critical thinking in a WWW learning environment. The main purposes includes (1) to study the degree of learner participation, (2) to find the differences between learner characters and learner participation, and (3) to analyze the use of critical thinking on web-based course.
The research method of this study is content analysis. According to “Critical Thinking Analyzing Category” advised by the researcher, the researcher analyzed the use of critical thinking of learners. According to “learning tracing” function which offered by “Distance Education” web site, the researcher collected the data of learner participation.
According to the main findings of this study, there are five conclusions:
1. The learner participation almost over the least requirement of the course.
2. Beside student status, learner characters have no significant differences in learner’s participation.
3. Learner used most of critical thinking skills in a WWW learning environment.
4. The most use of critical thinking skills by learners is “clarification”.
5. The use of critical thinking skills by learners could be change by instructor’s teaching strategy.
According to main conclusions, there are suggestions as follows:
1. Suggestions of this study:
(1) Consider the individual differences and needs of learners.
(2) Using strategies such as basic requirement to promote the
learner participation.
(3) Using appropriate teaching strategies to promote the
learner’s using of critical thinking skills.
2. Suggestions for the future studies:
(1) The messages posted by learners offered rich study material.
(2) To find the factors which effect the learner participation.
(3) To find the factors which effect the use of critical
thinking skills.
(4) To analyze the relationship between learning participation
and the use of critical thinking.
(5) Using multiple approaches to understand the degree of
learner’s critical thinking.
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Alvarado-Boyd, Susan Esther. "Exploring and situating the experience of learning to think critically : a case study highlighting the student voice." Thesis, 2006. http://hdl.handle.net/2152/20985.
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A 2003 review of the literature shows a lack of formal institutional research focusing on the development of critical thinking as a situated experience--occurring in a specific context with a complex set of dynamics. Rather, much of the emphasis has been on learning outcomes as measured by various psychometric-approaches or an instructor's assignment, exam, or course grade. The problem with sole reliance on numerical data is that in it sheds little light on why or how a student performed the way her or she did in class, on an exam, or a standardized test in the first place. The purpose of this case study is to explore the experiences of students as they are situated in a first-year seminar that focuses on the development of their ability to think critically. Thus the author constructed a study that attended to both the content (critical thinking) and the context (the learning environment) in a way that presents students subjective experiences, and for the most part, articulated in their own words. The students were participants in a college success program, which requires that they take a first-year seminar in critical thinking. Constructed as a two-phase, sequential mixed methods design, statistical results from the College Classroom Environment Scales (CCES) are primarily used for descriptive purposes. Administered at the end of the semester, the CCES includes the following six constructs: cathectic learning climate, professorial concern, inimical ambiance, academic rigor, affiliation, and structure. The content and structure of the questions, however, were primarily used to guide the second phase of the research. During this qualitative phase, the researcher conducted personal interviews to probe deeper into students' experiences. After reconstructing the three classroom environments, the researcher focuses on students' preferences for and challenges in learning to think critically through discussion and the instructor's role in mediating safe, comfortable discursive environments conducive to risk-taking through public reasoning. Data interpretation is guided by work in discourse analysis as well as theoretical work in rhetoric and philosophy. Framed within a social, political, and ethics approach, the dissertation is largely influenced by American philosopher and education theorist John Dewey. Detailed recommendations for instruction and future research close the dissertation.<br>text
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Jue, Melody Christina. "Wild Blue Media: Thinking Through Seawater." Diss., 2015. http://hdl.handle.net/10161/9891.
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<p>Dwelling with the alterity of the deep sea, my dissertation, "Wild Blue Media: Thinking Through Seawater," considers how the ocean environment produces cognitively estranging conditions for conceptualizing media and media theory. Concepts in media theory have thus far exhibited what I call a "terrestrial bias," theorizing primarily dry technologies through a language whose metaphorics have developed through human lives lived on land, rather than in the volume of the sea. In order to better understand the "terrestrial bias" in media theory, I develop a critical method of "conceptual displacement" that involves submerging key concepts in media theory underwater, engaging both literary texts and digital media. Specifically, I turn to Vilém Flusser's speculative fiction text "Vampyroteuthis Infernalis" to rethink "inscription"; ocean data visualizations to rethink "database"; and Jacques Cousteau's diving narratives to rethink "interface." Focusing on the ocean expands the critical discussion of the relation between embodiment and knowledge taken up by feminist science studies, and necessitates the inclusion of the environmental conditions for knowing; our milieu determines the possibilities of our media, and the way that we theorize our media in language. The ocean thus serves as an epistemic environment for thought that estranges us from our terrestrial habits of perception and ways of speaking about media, providing an important check on the limits of theory and terrestrial knowledge production, compelling us to have the humility to continually try to see--and describe--differently. </p><p>Turning to the ocean to rethink concepts in media theory makes apparent the interrelation between technology, desire, ecology, and the survival of human communities. While media theory has long been oriented toward preservation and culture contexts of recording, studying media in ocean contexts requires that we consider conditions that are necessarily but contingently ephemeral. Yet to engage with the ephemeral is also to engage with issues of mortality and the desire towards preservation--of what we want to remain--a question that especially haunts coastal communities vulnerable to sea-level rise. What the ocean teaches us, then, is to reflect on what we want our media technologies to do, as well as the epistemological question of how we are habituated to see and perceive. By considering the ocean as a medium and as an estranging milieu for reconsidering media concepts, I argue for an expanded definition of "media" that accounts for the technicity of natural elements, considering how media futures are not only a matter of new digital innovations, but fundamentally imbricated with the archaic materiality of the analog.</p><br>Dissertation
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Lu, Chih-Lan, and 陸智蘭. "The critical thinking teaching about environmental issue for social subject of sixth graders by action research." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/38560583747781956507.
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碩士<br>國立花蓮師範學院<br>生態與環境教育研究所<br>93<br>In domestic, the discovery is engaged in the critical thinking teaching about environmental issue the correlation research to be very few. This research is to discuss and record educational model of critical thinking teaching about environmental issue for the sixth graders by action research. The researcher plans a set of critical thinking teaching about environmental issue based on concepts of critical thinking and related teaching theories. I hope develops a set of educational model that critical thinking teaching about environmental issue.
According to literature discussion, the researcher selects “critical thinking disposition” and “critical thinking skills” as two factors of this research. The first factor can be divided as four aspects such as “Gets to the heart of the matter curiosity”, “Exchanges the opinion with the person the modest mind”, “Self Refraction”, and “Self Confidence”. The second factor can be divided as “Listens and Confirm Question”, “Information of Judgement ”, and “Reasonable Inference” , and “Reasonable Value of Judgement ”.
It wants to train the student the environment which locates in view of at present in the teaching process. To find and analyze environment question on own initiative, then raise solution environment question ability. By action research method, the researcher has further understood that student's critical thinking and environmental cognition and caused the researcher to obtain the self growth by the following ways: feedback notes, tape recording, learning diary, learning process sheets, checking table and semi-structured interview.
The main findings of this study were as follows: 1. The critical thinking teaching on environmental issues can effectively promote students’ environment cognition. 2. The critical thinking teaching on environmental issues can effectively establish the students’ self-values. 3. The student likes the critical thinking teaching on environmental issues. 4. Good mechanisms of discussion cause a great effect upon the critical thinking teaching on environmental issues. 5. Teachers can promote the students’ critical thinking effectively by using good questioning skills 6. Critical thinking is suitable to teaching on environment issues.
Based on the findings, implications and suggestions for critical thinking teaching and future research were discussed： 1. The curriculum can coordinate the environment current event to carry on, when the subject and student's life more appropriate result is better. 2. Cooperates with the associates, to develop critical thinking teaching plan for the varying degree student's. 3. Suggested the following researcher after the implementation critical thinking teaching about environmental issue, carry on the discussion about student's environment manner and the skill.
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Chen, Chien-Hsin, and 陳建興. "The Effect of a Digital Game on Students’ Learning in Scientific Critical Thinking and Environmental Education." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/15913817110895606579.
Full textAbstract:
碩士<br>國立臺北教育大學<br>自然科學教育學系碩士班<br>100<br>This study aims at investigating the effect of a digital game learning system on the learning performance of student’s critical thinking ability and environmental education. The research instruments in this study include （2003）。instrument for instruction and evaluation: The instructional instrument is the self-developed “3D Computer Educational Game, Mangrove Environment Tour (CEG_MET), which is a critical thinking emphasizing game; evaluation instruments include: “Mangrove Environment and Ecological Knowledge Scale”, “Environmental Attitude Scale”, “Environment Behavior Scale”, “Scientific and Technological Critical Thinking Scale”.
In this study, quasi-experiment design, including pre and post test, is adopted, and the CEG_MET is implemented on the experiment group; for the contrast group, the critical thinking teaching method is implemented by a teacher. The subjects of this study are fifth grade students in the elementary school of New Taipei City, in which the Wetland Education has been emphasized. The experimental group contains two classes, and the control group contains two classes, that is, a total of 109 students, and all the students were implemented with teaching course of 10 classes for five weeks, and four classes of mangrove field-teaching. Students in the experimental group learn with the CEG_MET; students in the contrast group are taught by a highly experienced teacher who has 20 years of teaching experience in Wetland Education. The research method is mainly qualitative research, and qualitative research is used as assistance. The quantified statistical methods used are: factorial analysis method, paired sample T test and ANCOVA. Qualitative data include students’ feedbacks in semi-structured interview, content analysis of students’ responses and students’ ideas and suggestions after the learning of CEG_MET.
The findings include:
1.Students learned with computer educational game, CEG_MET, did significantly better than those with the contrast teaching, in terms of the environmental knowledge.
2.When students learned with computer educational game, CEG_MET, their learning in environmental attitude aspect, does not show significant difference to contrast teaching.
3.When students learned with computer educational game, CEG_MET, their learning in environmental behavior aspect, does not show significant difference to contrast teaching.
4.When students learned with computer educational game, CEG_MET, their learning in critical thinking competence aspect, does not show significant difference to contrast teaching.
5.Students of different learning achievements show differences in computer educational game learning achievements; students of high achievement are significantly superior to students of low achievements in terms of environmental knowledge, environmental attitude and critical thinking, however, while there is no significant difference in environmental behavior.
In this study, the CEG_MET shows equal or better effectiveness than highly experienced teachers. This indicated that the computer educational game is potential in helping students to learn.
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Chiu, Yung-wei, and 邱勇維. "Integrating critical thinking and WebQuest with STSE teaching modules into environmental education for the sixth grade." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/61361075682962054513.
Full textAbstract:
碩士<br>國立中山大學<br>教育研究所<br>100<br>Abstract
This study was mainly to explore the different teaching strategies to the effect of Environmental Education. The subjects were three sixth-grade classes of an elementary school in Kaohsiung. The experimental group was implemented Critical e-STSE teaching (Critical Thinking and Web Quest Information Tool were integrated into e-STSE teaching), the control group one was implemented Critical Thinking integrated in lecture teaching, and the control group two was implemented e-STSE teaching (Web Quest Information Tool was integrated in e-STSE teaching), conducting Environmental Education based on the Issues of Petrochemical Industrial Park. The teaching effects were analyzed quantitatively and qualitatively. On the aspect of quantity, the pretest and posttest of Environmental Education Sub-target Questionnaire of students’ grades were evaluated and analyzed by ANCOVA for the learning differences of three groups. On the aspect of quality, the students’ discussions of K12 issues, learning sheets and tasks of Web Quest were analyzed. In addition, the kids’ feedback forms, interviews and teachers’ journals were analyzed.
The results based on the analysis were as below:
1. Three different groups all had significant results on the students’ Environmental Education Performances.
2. Web Quest teaching design promoted the two groups-Critical e-STSE teaching and e-STSE teaching-on the learning results of the Educational Awareness and Sensitivity, and the Educational Action Skills, better than Critical Lecturing Teaching group.
3. Critical Thinking teaching activities promoted the two groups-the Critical e-STSE teaching and Critical lecture teaching- on the learning results of the Educational Ethical values, better than the e-STSE teaching group.
4. Critical Thinking and Web Quest Informational Tool integrated in e-STSE Environmental Educational Program promoted students’ learning interests and abilities to the Science and Environmental Education.
5. Web Quest teaching design combined with K12 network classroom enhanced students’ autonomous learning abilities and motivations.
6. The Curriculum design of games and group cooperation enhanced students’ learning outcomes.
7. Field study and Observation were suited to apply to the Critical Thinking and Web Quest Informational Tool integrated to e-STSE Environmental Educational Program.
Finally, based on the results, the researcher make recommendations on the future teaching design and implement, and the further relevant study direction.
Keywords：Critical Thinking、Web Quest、STSE、Information Education、Environmental Education
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KUO, YU-CHUN, and 郭育君. "Explore 6th to 8th grades students' critical thinking about environmental and nuclear energy issues by WISE." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/55266309058830561717.
Full textAbstract:
碩士<br>國立高雄師範大學<br>科學教育暨環境教育研究所<br>104<br>The purpose of this study is to investigate 6th to 8th grades students’ critical thinking about environmental and nuclear energy issues by Web-based Inquiry Science Environment (WISE). In WISE, this study integrated the issues about environmental education into 6th to 8th grades curriculums, such as “divergence and precaution curriculum” and “biology and environmental currirulum”. Besides, students need to play opposite roles of benefits to bring up their comments about environmental and nuclear energy questions. There are ninty-seven students participated in this study (6th grade students = 45 students; 7th to 8th grades students = 52 students). The results of this study show that elementary school students can suggest multiple reflect comments, but the qualities of comments are not good enough. On the other hand, the junior high school students’ comments are more coherence and higher quality than elementary school students. The furtherdiscussions and implications will be discussed in this study.
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Pienaar, Gregory Edward. "Critical thinking of adolescents with regard to political issues." Thesis, 1998. http://hdl.handle.net/10500/15774.
Full textAbstract:
Summaries in English and Afrikaans<br>The second fully democratic election in South Africa is scheduled to take place in May 1999.
In the five years since the first election, it appears that very little attention has been paid to the
political literacy of the electorate in general, and the youth in particular. The purpose of this
study was to establish adolescents' level of political knowledge and whether they are able to
think critically about political issues or not.
The first part of the literature study which was concerned with critical thinking revealed that
the major aspects of critical thinking are: deductive reasoning, inductive inference, recognition
of assumptions, credibility, and problem solving. The second part of the literature study was
an analysis of which factors may play a role in the development of critical thinking of an
adolescent. with particular reference to a political context. The third part was an examination
of important current political and social issues. These were: the new Constitution. Truth and
Reconciliation Commission, housing, land redistribution, education, labour, health, crime,
political violence, environment, and the next election.
A reliable measuring instrument was developed in order to measure adolescents' knowledge
of political issues, and their ability to think critically about these issues. The results of the
empirical study revealed that intellectual potential and academic achievement were
significantly related to critical thinking ability, while gender, environment, and personality
appeared not to play a role. There was a significant correlation between political knowledge
and critical thinking in a political context, implying that critical thinking is subject-specific.
Cultural background also played a significant role in critical thinking in a political context.
In terms of political knowledge, boys were found to be at a significantly higher level than girls.
The subjects from urban areas were also at a significantly higher level than those from rural
areas. There was also a positive correlation between intellectual potential, academic
achievement, and political knowledge.
Finally, some recommendations for improving the levels of political knowledge and critical
thinking abilities with regard to political issues of South African adolescents were given.<br>Die tweede ten valle demokratiese verkiesing in Suid-Afrika is geskeduleer om in Mei 1999
plaas te vind. In die vyf jaar sedert die vorige verkiesing is baie min aandag gegee aan die
politieke geletterdheid van die verkiesingspubliek in die algemeen en die jeug in besonder. Die
doel van hierdie studie was om adolessente se vlak van politieke kennis te bepaal en om vas
te stel of hulle in staat is om krities oar politieke kwessies na te dink.
Die eerste deel van die literatuurstudie wat verband hou met kritiese denke het uitgewys dat
die hoofaspekte van kritiese denke die volgende is: deduktiewe redenering, induktiewe
inferensies, herkenning van aannames, geloofwaardigheid en probleemoplossing. Die tweede
deel van die literatuurstudie behels 'n analise van die faktore wat 'n rol kan speel in die
ontwikkeling van die kritiese denke van die adolessent, met spesifieke verwysing na 'n
politieke konteks. Die derde deel is 'n ondersoek na belangrike teenswoordige politieke en
sosiale kwessies. Hierdie kwessies sluit in: die nuwe Grondwet, die Waarheids- en
Versoeningskommissie, behuising, herverdeling van grand, opvoeding, arbeid, gesondheid,
misdaad, politieke geweld, die omgewing en die volgende verkiesing.
'n Betroubare meetinstrument om adolessente se kennis van politieke kwessies asook hul
vermoe om krities daaroor na te dink, is ontwikkel. Die resultate van die empiriese ondersoek
het aangetoon dat intellektuele potensiaal en akademiese prestasie betekenisvol verband hou
met kritiese denkvermoe, terwyl geslag, omgewing en persoonlikheid klaarblyklik nie 'n rol
speel nie. Daar is ook 'n betekenisvolle korrelasie tussen politieke kennis en kritiese denke
in 'n politieke konteks wat impliseer dat kritiese denke vakspesifiek is. Kulturele agtergrond
speel ook 'n betekenisvolle rol in kritiese denke in 'n politieke konteks.
Ten opsigte van politieke kennis is daar bevind dat seuns op 'n betekenisvolle hoer vlak is as
dogters. Respondente uit stedelike gebiede is oak op 'n betekenisvolle hoer vlak as diegene
uit plattelandse gebiede. Oaar is oak 'n betekenisvolle korrelasie tussen intellektuele
potensiaal, akademiese prestasie en politieke kennis.
Ten slotte is aanbevelings gemaak om die vlakke van politieke kennis en kritiese
denkvermoens met betrekking tot politieke aangeleenthede by Suid-Afrikaanse adolessente
te verbeter.<br>Psychology of Education<br>D. Ed. (Psychology of Education)
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Simpkins, Nancy S. "Critical thinking development and application of a conceptual model for occupational and environmental health nursing : a thesis submitted in partial fulfillment ... for the degree of Master of Science, Community Health Nursing ... /." 2000. http://catalog.hathitrust.org/api/volumes/oclc/68902767.html.
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Sharma, Priya. "The evolution of critical thinking and use of scaffolding in a technology-mediated learning environment : an exploratory study." 2001. http://purl.galileo.usg.edu/uga%5Fetd/sharma%5Fpriya%5F200112%5Fphd.
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Shiau, Je-shing, and 蕭哲雄. "The Influence of WebQuest on Critical Thinking Skills and Learning Behavior for High-Grade Primary School Students in Environment Courses." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/69824385993541294332.
Full textAbstract:
碩士<br>國立臺南大學<br>數位學習科技學系碩士班<br>98<br>The purpose of the study was to investigate the Influences of WebQuest on students’ critical thinking skills, learning behavior and learning effects in high-grade primary school Environment Courses. The main research method was a qualitative one , and a quantitative method was incorporated in the study. The 14 participants were categorized into three groups, low, medium, high, based on their academic performances. The study was conducted for four months. The results showed that WebQuest instructions can enhance critical thinking skills of children. Especially, high academic achievement children were outstanding in discussion about environmental issues; low academic achievement children had most progresses. The WebQuest instruction helped children to get the knowledge from the Internet quickly, change the fixed interaction-model and formed new interpersonal relation. The children have positive responses to the WebQuest instruction. Children integrated environmental education information into the presentation and interactive discussion. Those results showed the WebQuest was the practical teaching method.
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"Asynchronous Discussion Board Facilitation And Rubric Use In A Blended Learning Environment." Doctoral diss., 2012. http://hdl.handle.net/2286/R.I.15982.
Full textAbstract:
abstract: The purpose of this study was to investigate the effects of instructor response prompts and rubrics on students' performance in an asynchronous discussion-board assignment, their learning achievement on an objective-type posttest, and their reported satisfaction levels. Researchers who have studied asynchronous computer-mediated student discussion transcripts have found evidence of mostly mid-level critical thinking skills, with fewer examples limited to lower or higher order thinking skill demonstration. Some researchers suggest that instructors may facilitate increased demonstration of higher-order critical thinking skills within asynchronous discussion-board activities. However, there is little empirical evidence available to compare the use of different external supports to facilitate students' critical thinking skills performance and learning achievement in blended learning environments. Results of the present study indicate that response prompts and rubrics can affect students' discussion performance, learning, and satisfaction ratings. The results, however, are complex, perhaps mirroring the complexity of instructor-led online learning environments. Regarding discussion board performance, presenting students with a rubric tended to yield higher scores on most aspects that is, on overall performance, as well as depth and breadth of performance, though these differences were not significant. In contrast, instructor prompts tended to yield lower scores on aspects of discussion board performance. On breadth, in fact, this main effect difference was significant. Interactions also indicated significant differences on several aspects of discussion board performance, in most cases indicating that the combination of rubric and prompt was detrimental to scores. The learning performance on the quiz showed, again, the effectiveness of rubrics, with students who received the rubric earning significantly higher scores, and with no main effects or interactions for instructor prompts. Regarding student satisfaction, again, the picture is complicated. Results indicated that, in some instances, the integration of prompts resulted in lower satisfaction ratings, particularly in the areas of students' perceptions of the amount of work required, learning in the partially online format, and student-to-student interaction. Based on these results, design considerations to support rubric use and explicit feedback in asynchronous discussions to support student learning are proposed.<br>Dissertation/Thesis<br>Ph.D. Educational Technology 2012
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Chen, Chi-Jen, and 陳麒仁. "Effects of intergrating peer assessment functionality into a HTML5 website building course's mobile learning environment on students' achievement, motivation, and critical thinking disposition." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/9435j6.
Full textAbstract:
碩士<br>國立臺灣科技大學<br>數位學習與教育研究所<br>106<br>With the popularity of digital and mobile devices, web programming has become an important skill nowadays, especially RWD (responsive web design) which can prevent user not to be interfere by bad browsing experience due to screen size differences. However, few studies have discussed how to improve students' skills through digital aids. This study designed a peer review system which can preview web pages on different devices. The goal for this study is to know the influence for student’s learning motivation, learning achievement and critical thinking during the time that they’re using this web programming system, hoping to teach students to master various devices in web design. In this study, a quasi-experimental design was used. We chose junior high school student as test subjects, and each of the experimental group and control group are both 28 people, and they learned web programming separately. After completing the project, the experimental group used peer review and evaluation system to give peer ratings and feedbacks. On the other hand, the control group used the general feedback grading method. The result for the experiment shows that the use of peer assessment system can enhance students' learning achievements, however, there is no significant difference in the aspects of learning motivation and critical thinking.
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Van, Graan Anna Catharina. "Clinical judgement in nursing : a teaching-learning strategy for South African undergraduate nursing students / Anna Catharina van Graan." Thesis, 2014. http://hdl.handle.net/10394/15686.
Full textAbstract:
Recent reforms in the South African health care and educational system were founded in the ideal that the country would produce independent, critical thinkers. Nurses need to cope with diversity in a more creative way, defining their role in a complex, uncertain, rapidly changing health care environment. Learning facilitators are held accountable for finding adequate learning experiences to prepare nursing students for such practice demands so that newly qualified nurses do meet expectations for entry level clinical judgement ability. Quality clinical judgement is therefore imperative as an identified characteristic of newly qualified professional nurses.
There is a scarceness of information on the concept of clinical judgement especially within the South African nursing environment. Relevant information in this regard can assist in clarifying the meaning, which will facilitate a common understanding of the concept within the clinical nursing environment. This in turn can lead to the formulation of a teaching-learning strategy to facilitate clinical judgement in undergraduate nursing students, which would be of benefit in the nursing care environment.
The objective of this study was addressed in three phases. The first phase of this research analysed the concept of clinical judgement through various data sources and a review of literature to clarify the meaning and facilitate a common understanding through identification of the characteristics and to develop a connotative (theoretical) definition of the concept. The second phase of the research investigated professional nurses‟ understanding of the meaning of clinical judgement, as well as the factors that influence the development of clinical judgement within the nursing environment. During the third phase a conceptual framework for an enabling teaching-learning environment was constructed from a modern day constructivist approach to facilitate clinical judgement. The section included a description and diagrammatic presentation of the framework. The conceptual framework formed the scientific basis from which a teaching-learning strategy for the creation of an enabling teaching-learning environment to facilitate clinical judgement in undergraduate nursing students within the South African nursing environment was synthesised.
A qualitative design was used for the study. During the first phase (manuscript 1) an explorative, descriptive qualitative design was used to discover the complexity and meaning of the phenomenon. Multiple data sources and search engines were consulted for the time frame 1982-2013. An extensive concept analysis resulted in a theoretical definition of the concept „clinical judgement‟, a complex cognitive skill to evaluate patient treatment alternatives within the clinical nursing environment. The second phase (manuscript 2) is qualitative in nature and explored professional nurses‟ understanding of clinical judgement, as well as the factors influencing the development of clinical judgement in undergraduate nursing students.
The findings emphasised clinical judgement as skill within the nursing environment. This assisted in the development of teaching-learning strategy for the creation of an enabling teaching-learning environment to facilitate clinical judgement in undergraduate nursing students within the South African Nursing environment as the third phase (manuscript 3). Such an environment should impact positively to promotion of autonomous and accountable nursing care.<br>PhD (Nursing), North-West University, Potchefstroom Campus, 2015
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Noble, Michael-Anne. "Characterization of critical thinking indicators in problem-based learning online discussions of blended and distance undergraduate environmental science students using the community of inquiry model." Thesis, 2017. https://dspace.library.uvic.ca//handle/1828/8516.
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This mixed methods study compared distance and blended undergraduate environmental students at Royal Roads University (RRU) as they participated in online asynchronous PBL case discussion forums as part of an Ecotoxicology course. This study examined the differences between distance and blended teams in their activity, approaches, and levels of critical thinking in an online PBL activity. Critical thinking was evaluated using the cognitive presence indicators of the community of inquiry framework developed by Garrison, Anderson and Archer (2001). An organization indicator was added to the framework to capture posts that organized the discussion forum layout or the team and the distribution of work. The use of the organization indicator in the thread map analysis revealed that teams adopted one of two approaches to the online PBL activity, either an organic approach or an organizational scaffold approach. An open coding approach to content analysis of the posts was used to develop two coding schemes to capture the use of learning scaffolds and degree of online collaboration respectively. These coding schemes were used to compare scaffolding and collaboration behaviours of distance and blended students during the online PBL activity. The study found that whether teams used the online discussion forums or face-to-face discussion as their primary communication method influenced both the timing and the critical thinking content of the online discussion forums. Student moderators’ choices influenced the structure and approach to the PBL activity, as well as the form of document assembly that was observed in the online discussion forums. The learning scaffolds coding scheme demonstrated that both distance and blended students were reading beyond the assigned reading list. Both distance and blended students appeared to develop skills in identifying information gaps over the progression of the PBL case problems as their observable level of critical thinking remained consistent as the problem scaffolding was faded. Although both environmental and non-environmental work experience may be used to scaffold team learning, they are used differently. Online PBL is a good fit for the Royal Roads University Learning and Teaching Model and may be used to provide some consistency across blended and online course content.<br>Graduate
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Li, Pei-chuan, and 李佩娟. "A Study on The Big Six Skills of Web Based Assisted Instruction Environment promote University Students in Information Problem-Solving Skills, Critical Thinking of Dispositions and Ability." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/77383217594436991449.
Full textAbstract:
碩士<br>國立臺南大學<br>科技發展與傳播研究所<br>94<br>The main purpose of this study was according as The Big Six Model to build Web-Based Assisted Instruction Environment, through designed teaching activity the solving of information problem progress to lead learners to understand and make the best of the internet resources to promote students information problem-solving skills, critical thinking of dispositions and ability.
The participants were 22 Students, three and four grade in Department of Education of National University of Tainan, whom were required to engage in a course, named ‘Application and Evaluation of The Internet Resources ’, for 8 weeks. The research used questionnaire, interview, and document to collect information for analysis. The findings showed that:
1. The students had significant positive effect in information problem-solving skills and that of ‘ability degree’ and ‘confidence degree’ to increase with the proportion.
2. The students had significant positive effect in critical thinking dispositions after 8 weeks instruction, it was strongest a factor of ‘systematicness and analysis’.
3. The students had significant positive effect in critical thinking ability after 8 weeks instruction, it was strongest factors of ‘inference’ and ‘interpretations’.
4. Students have not forced to make a speech to each discussion question in the big six skills web based assisted instruction environment and theme not living of the discussion topic, made the discuss that is not so good as expectancy. But they still had exercise activities in the web-based assisted instruction environment.
Finally, according to these research results, the researcher suggests some recommendations for teachers in instruction and researches needed in the future.
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Levasseur, Élène. "Les expériences photographiques formatrices de Melvin Charney : contours et contributions d’un outil de la pensée en architecture." Thesis, 2019. http://hdl.handle.net/1866/23918.
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Des architectes et artistes ont utilisé la photographie comme outil de la création et de l’analyse en architecture. Ce postulat est à la base de ce projet de thèse qui a pour sujet général la contribution de l’expérience photographique à la pensée en architecture. Ici, la notion d’expérience photographique est comprise dans un sens proche de l’expérience artistique selon le philosophe John Dewey. Dewey considérait l’expérience d’un art comme un outil pédagogique permettant d’apprendre à penser et à développer un sens critique. L’expérience était pour lui une manière d’approcher esthétiquement le monde et de le comprendre en dehors d’un cadre strictement scientifique.
Si des travaux de recherche antérieurs ont permis de retracer l’histoire d’expériences photographiques d’architectes, dont Mies van der Rohe, Le Corbusier et Stirling et, aussi, de mieux cerner leurs rôles dans la construction de leur pensée architecturale respective, les origines des expériences photographiques de l’architecte, artiste et théoricien de renom Melvin Charney (1935-2012) et leurs contributions dans la construction progressive de sa pensée n’ont pas été clairement circonscrites. L’objectif spécifique de cette thèse est, en conséquence, de clarifier les contours des expériences photographiques de Charney et offrir une compréhension plus large de leur contribution dans l’histoire de sa pensée.
Le dépouillement d’archives personnelles de Charney conservées au Centre canadien d’architecture et l’analyse du contenu de documents produits avant et pendant ses études en architecture ont permis d’identifier pour quels les motifs et sous quelles influences la photographie s’est introduite dans son œuvre. En particulier, mais non exclusivement, ont été mises en relief, dans l’œuvre – déjà largement étudiées - de Charney, des ramifications d’expériences photographiques de László Moholy-Nagy, d’Erich Mendelsohn, de James Stirling, de Walker Evans et d’Edward Ruscha.
Enfin, en partie grâce aux apports de ses expériences photographique, Charney a appris de l’environnement bâti et, aussi, à penser sur l’environnement bâti. Plus spécifiquement, cette étude démontre qu’en travaillant avec la photographie Charney a appris à analyser ce qui est déjà là pour mieux comprendre l’origine des formes bâties. Également, la photographie a été omniprésente dans ses approches de la figuration critique de l’environnement bâti, de la réévaluation des bases de la discipline architecturale et de l’enseignement critique de l’architecture – l’architecture étant pour lui une pratique résolument sociale.
Plus largement, cette thèse contribue à la connaissance de la production artistique comme stratégie de recherche dans les disciplines de l’architecture et du design de l’environnement et à l’essentielle reconnaissance d’expériences autres, entre art et architecture, comme leviers d’une pensée architecturale critique.<br>Architects and artists used photography as a tool for creating and analyzing architecture. This postulate is the basis of this thesis project whose general purpose is the contribution of photographic experiences in architectural thinking. Here, the notion of photographic experience is used in a sense comparable to the artistic experience defined by the philosopher John Dewey. Dewey understood the experience of an art as an educational tool to learn to think and develop a critical sense. Experience was for him a way to aesthetically approach the world and understand it outside a strictly scientific framework.
If historians have already traced the history of photographic experiments of architects, including Mies van der Rohe, Le Corbusier and Stirling and, also, have identified the roles of photography in the construction of their respective architectural thinking, the origins of photographic experiments by renowned architect, artist and theorist Melvin Charney and their contributions in the progressive construction of his thought have not been clearly circumscribed. The specific purpose of this thesis is, consequently, to clarify the surrounding of Charney's photographic experiences and offer a broader understanding of their contributions in the history of his architectural thinking.
Charney's motifs and influences in his photographic experiments and reflections on photography were identified through an investigation into his personal archives held at the Canadian Center for Architecture and the analysis of the content of documents that he produced before and during his studies in architecture. In particular, ramifications in Charney's work of photographic experiments of Laszlo Moholy-Nagy, Erich Mendelsohn, James Stirling, Walker Evans and Edward Ruscha have been revealed.
Finally, partly thanks to the contributions of his photographic experiences, Charney learned from the built environment and to think about the built environment. More specifically, this study demonstrates that working with photography Charney has learned to analyze what is already there to better understand the origin of built forms. Also, photography was for him a tool for the critical figuration of the built environment, for the re-evaluation of the bases of the architectural discipline and, moreover, for the critical teaching of architecture.
More broadly, this thesis contributes to the knowledge of artistic production as a research strategy in the disciplines of architecture and environmental design and to the essential recognition of other experiences, between art and architecture, as catalyst of a critical architectural thinking.