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Journal articles on the topic 'Critical thinking environments'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Saadé, Raafat George, Danielle Morin, and Jennifer D. E. Thomas. "Critical thinking in E-learning environments." Computers in Human Behavior 28, no. 5 (2012): 1608–17. http://dx.doi.org/10.1016/j.chb.2012.03.025.

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Macknight, Carol B. "Supporting Critical Thinking in Interactive Learning Environments." Computers in the Schools 17, no. 3-4 (2001): 17–32. http://dx.doi.org/10.1300/j025v17n03_02.

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Todd, Curtis L., Kokila Ravi, and Kenja McCray. "Cultivating Critical Thinking Skills in Online Course Environments." International Journal of Online Pedagogy and Course Design 9, no. 1 (2019): 19–37. http://dx.doi.org/10.4018/ijopcd.2019010102.

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The development and demonstration of students' critical thinking skills is one hallmark of effective teaching and learning. A promising scholarly literature has emerged in addition to webinars, conferences, and workshops to assist in this endeavor. Further, publishers offer cleverly marketed bundle packages with enhanced supplemental materials and instructors contribute instructional strategies and techniques. Nevertheless, gaps still exist in the scholarship related to effective student engagement. The development of higher order thinking skills in online educational settings is one such area

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Bekbayeva, Zhanar Sabyrovna, Temir Tlekovich Galiyev, Nazymgul Albytova, Zhazira Meirhanovna Zhazykbayeva, and Assem Bolatbekovna Mussatayeva. "Fostering post-secondary vocational students’ critical thinking through multi-level tasks in learning environments." World Journal on Educational Technology: Current Issues 13, no. 3 (2021): 397–406. http://dx.doi.org/10.18844/wjet.v13i3.5948.

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In today’s labour market, being competitive requires, in addition to technical skills, several twenty-first-century career competencies, including the capacity to think critically. Although the literature on teaching methods designed for enhancing students’ reflective thinking abounds, the contribution of special tasks with varying complexity to learners’ critical thinking capacity, to our knowledge, has not been earlier investigated. Hence, the present investigation sought to investigate the effect of multi-level critical thinking activities introduced into classes on the critical thinking le

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Mathews, Samuel R., and Katie Lowe. "Classroom environments that foster a disposition for critical thinking." Learning Environments Research 14, no. 1 (2011): 59–73. http://dx.doi.org/10.1007/s10984-011-9082-2.

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Akyüz, Halil İbrahim, Serap Samsa Yetik, and Hafize Keser. "Effects of metacognitive guidance on critical thinking disposition." Pegem Eğitim ve Öğretim Dergisi 5, no. 2 (2015): 133–48. http://dx.doi.org/10.14527/pegegog.2015.007.

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The present study investigated the effect of metacognitive guidance in an online learning environment on the students' critical thinking competency. The research was carried out using experimental design with pretest-posttest control groups. The research group of the study consisted of 60 students studying at Computer and Educational Teaching Department of Educational Sciences Faculty at Ankara University during the fall semester of 2011-2012. The 51 point California Critical Thinking Disposition Inventory was used to collect pretest-posttest data. In terms of total score of critical thinking

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Yazar Soyadı, Bengi Birgili. "Creative and Critical Thinking Skills in Problem-based Learning Environments." Journal of Gifted Education and Creativity 2, no. 2 (2015): 71. http://dx.doi.org/10.18200/jgedc.2015214253.

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Tiruneh, Dawit Tibebu, Mieke De Cock, and Jan Elen. "Designing Learning Environments for Critical Thinking: Examining Effective Instructional Approaches." International Journal of Science and Mathematics Education 16, no. 6 (2017): 1065–89. http://dx.doi.org/10.1007/s10763-017-9829-z.

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Hickey, M. G. "Creating Opportunities and Environments for Critical thinking in the Elementary Classroom." Inquiry: Critical Thinking Across the Disciplines 10, no. 4 (1992): 14–15. http://dx.doi.org/10.5840/inquiryctnews199210434.

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van den Bosch, Karel, and Anne S. Helsdingen. "Improving Tactical Decision Making through Critical Thinking." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 46, no. 3 (2002): 448–52. http://dx.doi.org/10.1177/154193120204600349.

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Expert military commanders construct an initial but comprehensive interpretation of complex or unfamiliar tactical situations (story). They subsequently adjust and refine this story by evaluating available information, by searching for consistency, and by critically testing underlying assumptions. This approach is used to develop critical thinking training. Two effect studies were conducted. Individual commanders (study 1) and commanding teams (study 2) played scenario-based exercises in both simplified and high-fidelity task environments. Half the group received instruction, guidance, and fee

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Meral, Elif, and Yasemin Taş. "Modelling the relationships among social studies learning environment, self-efficacy, and critical thinking disposition." Pegem Eğitim ve Öğretim Dergisi 7, no. 3 (2017): 349–66. http://dx.doi.org/10.14527/pegegog.2017.013.

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This study aims to investigate the relationships among the features of learning environment (investigation, equity, and student cohesiveness) in social studies class, self-efficacy and critical thinking disposition (engagement, maturity and innovativeness) among middle school students. The study group consists of 422 students studying at five middle schools in one of the largest cities located in eastern part of Turkey. The research data was collected by using UF/EMI Critical Thinking Disposition Scale, "What is happening in this class?" Scale and the Motivated Strategies for Learning Question

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Wan Husssin, Wan Tur Tasnim, Jamalludin Harun, and Nurbiha A Shukor. "Online interaction in social learning environment towards critical thinking skill: A framework." Journal of Technology and Science Education 9, no. 1 (2019): 4. http://dx.doi.org/10.3926/jotse.544.

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Interaction is one of the crucial processes in online learning, which is a process derived from a common encouragement among people action that they able to utilize, store, share and construct knowledge. It is believed that the interaction among students is able to train the students to involve in active learning and enhance critical thinking skill. Recently, critical thinking is recognized as one of the 21st-century skills that students must have to do well in the community. The engagement of the students in a learning environment that supports higher-order thinking activity is the most effec

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Pierce, Charles E., Sarah L. Gassman, and Jeffrey T. Huffman. "Environments for fostering effective critical thinking in geotechnical engineering education (Geo-EFFECTs)." European Journal of Engineering Education 38, no. 3 (2013): 281–99. http://dx.doi.org/10.1080/03043797.2013.800021.

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Greene, Jeffrey A., and Seung B. Yu. "Educating Critical Thinkers." Policy Insights from the Behavioral and Brain Sciences 3, no. 1 (2015): 45–53. http://dx.doi.org/10.1177/2372732215622223.

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Proliferating information and viewpoints in the 21st century require an educated citizenry with the ability to think critically about complex, controversial issues. Critical thinking requires epistemic cognition: the ability to construct, evaluate, and use knowledge. Epistemic dispositions and beliefs predict many academic outcomes, as well as whether people use their epistemic cognition skills, for example, scrutinizing methods in science and evaluating sources in history. The evidence supporting the importance of epistemic cognition, inside and outside of the classroom, has led to a growing

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Danczak, S. M., C. D. Thompson, and T. L. Overton. "‘What does the term Critical Thinking mean to you?’ A qualitative analysis of chemistry undergraduate, teaching staff and employers' views of critical thinking." Chemistry Education Research and Practice 18, no. 3 (2017): 420–34. http://dx.doi.org/10.1039/c6rp00249h.

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Good critical thinking is important to the development of students and a valued skill in commercial markets and wider society. There has been much discussion regarding the definition of critical thinking and how it is best taught in higher education. This discussion has generally occurred between philosophers, cognitive psychologists and education researchers. This study examined the perceptions around critical thinking of 470 chemistry students from an Australian University, 106 chemistry teaching staff and 43 employers of chemistry graduates. An open-ended questionnaire was administered to t

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Koh, Elizabeth, Christin Jonathan, and Jennifer Pei-Ling Tan. "Exploring Conditions for Enhancing Critical Thinking in Networked Learning: Findings from a Secondary School Learning Analytics Environment." Education Sciences 9, no. 4 (2019): 287. http://dx.doi.org/10.3390/educsci9040287.

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Networked learning provides opportunities for learners to develop their critical thinking, an important 21st century competency, through dialogue with fellow learners to consider other perspectives and negotiate and critique ideas and arguments. However, much extant literature has not examined networked learning environments among younger learners nor the optimal conditions for enhancing critical thinking. Therefore, a study was carried out to investigate these conditions. A learning analytics networked learning environment was designed and 264 secondary three students participated in the 10-w

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Kadhm, Sherouk J. "Validation of Sherouk's Critical Thinking Test (SH-CTT)." International Journal of Adult Vocational Education and Technology 8, no. 3 (2017): 14–24. http://dx.doi.org/10.4018/ijavet.2017070102.

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This study aimed to examine the psychometric properties (reliability and validity) of the Arabic version of Sherouk's Critical Thinking Test. This test has four parts, each of which provides a story that is divided into an introduction and a scene; each story is then followed by a list of sensitive questions featuring two response options (Agree/Disagree). A sample of 158 university students participated in this study. The results showed that the reliability of the entire scale was 0.885, and the reliability of each of its four parts was 0.885, 0.829, 0.772, and 0.721, respectively. Confirmato

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Elicor, Peter Paul E. "Critical Thinking and Community of Inquiry within Professional Organizations in the Developing World." Journal of Human Values 23, no. 1 (2016): 13–20. http://dx.doi.org/10.1177/0971685816673479.

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In this article, I intend to underscore the importance of critical thinking in rendering invaluable positive contributions and impact within professional organizations in the developing world. I argue that critical thinking treated as a normative principle and balanced with a pragmatic orientation provides a rational framework for resolving conflicts that oftentimes ensue from the incoherence between Western-based organizational theories and the actual circumstances of a developing country. In order to optimize the benefits of critical thinking, I also argue that it should not be expected only

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Blackburn, Greg. "Innovative eLearning: Technology Shaping Contemporary Problem Based Learning: A Cross-Case Analysis." Journal of University Teaching and Learning Practice 12, no. 2 (2015): 51–68. http://dx.doi.org/10.53761/1.12.2.5.

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Preparing students to be critical thinkers and effective communicators is essential in today’s multinational and technologically sophisticated environment. New electronic technologies provide opportunities for creating learning environments that extend the possibilities of ‘old’ but still essential technologies: books, blackboards, and linear, one-way communication media. Such technologies contribute to engagement and meaningful learning in the higher education sector. Greater understanding in educational psychology and the effectiveness of educational interventions has motivated the developme

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Gómez-Rodríguez, Luis Fernando. "Implementing Critical Thinking Tasks to Fostering English Learners’ Intercultural Communicative Competence in a Genre-based Learning Environment." English Language Teaching 11, no. 12 (2018): 154. http://dx.doi.org/10.5539/elt.v11n12p154.

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The development of intercultural communicative competence in EFL (English as a Foreign Language) education in many countries is still a difficult goal to achieve. EFL teachers and learners require more tangible and concrete methodological approaches to foster this important competence in the classroom. Therefore, this reflection article aims at proposing the use of genre-based learning as a significant communicative language approach to foster English learners&rsquo; intercultural communicative competence (ICC) through a Sequence of Critical Thinking Tasks. Through two samples of genres, t

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Chou, Te-Lien, Jia-Jia Wu, and Chin-Chung Tsai. "Research Trends and Features of Critical Thinking Studies in E-Learning Environments: A Review." Journal of Educational Computing Research 57, no. 4 (2018): 1038–77. http://dx.doi.org/10.1177/0735633118774350.

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22

Stretton, Todd. "Do we need to rethink… …critical thinking?" Pacific Journal of Technology Enhanced Learning 2, no. 1 (2019): 17. http://dx.doi.org/10.24135/pjtel.v2i1.36.

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Critical thinking skills are essential for safe and effective healthcare practice (Carbogim et al., 2018; Chan, 2013; Fero et al., 2010). However, recent reports express a growing concern of under-developed critical thinking in graduates (Fero et al., 2010) compounded by the shortage of clinical healthcare practitioners and pressures on educational institutes to meet market demand (World Health Organization, 2019). There is growing evidence to support the development of graduates’ critical thinking by incorporating heutagogical approaches that promote self-determined; social; flexible; situate

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Namsaeng, Pasara, and Apisak Sukying. "The Effect of Group Reading Strategy on Critical Thinking Skills in Thai EFL University Learners." Journal of English Language Teaching and Applied Linguistics 3, no. 2 (2021): 30–40. http://dx.doi.org/10.32996/jeltal.2021.3.2.4.

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Group Reading Strategy (GRS), a collaborative reading activity, offers individual contributions to a shared goal using an active learning approach. This mixed-methods research examined the effect of GRS on the critical thinking skills of Thai EFL university learners and explored learners’ perceptions of the GRS process. The critical thinking self-assessment questionnaire, a logbook, and semi-structured interviews were used to collect data. The analysis of the quantitative findings revealed that GRS fostered critical thinking skills in Thai EFL university learners. The results also showed that

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Dacey, Austin. "Come Now, Let Us Reason Together." Informal Logic 40, no. 1 (2020): 47–76. http://dx.doi.org/10.22329/il.v40i1.6024.

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In defending a new framework for incorporating metacognitive debiasing strategies into critical thinking education, Jeffrey Maynes (2015; 2017) draws on ecological rationality theory to argue that in felicitous environments, agents will achieve greater epistemic success by relying on heuristics rather than more ideally rational procedures. He considers a challenge presented by Mercier and Sperber’s (2011; 2017) “interactionist” thesis that individual biases contribute to successful group reasoning. I argue that the challenge can be met without assuming an individualist ideal of the critical th

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Poce, Antonella, Laura Corcione, and Annalisa Iovine. "Content analysis and critical thinking. An assessment study." CADMO, no. 1 (June 2012): 47–63. http://dx.doi.org/10.3280/cad2012-001006.

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An important passage in the 2010 OECD (Organisation for Economic Cooperation and Development) report Investing in Human and Social Capital underlines the need for formal education to enter the workplace: In the nations where work is organized to support high levels of employee discretion in solving complex problems, the evidence shows that firms tend to be more active in terms of innovations developed through their own in house creative efforts (OECD, 2010, theme 1, p. 10). The key point is in fact that new skills are needed, because traditional skills learnt at school or at university are dis

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Johansen, Pamela Stowers. "Using Reflective Online Journals to Create Constructivist, Student-Centered Learning Environments in Undergraduate Social Work Education." Journal of Baccalaureate Social Work 11, no. 1 (2005): 87–100. http://dx.doi.org/10.18084/1084-7219.11.1.87.

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The purpose of this article is to introduce the use of online reflective journal assignments as a means to develop collaborative, constructivist learning environments in undergraduate social work education. Reflective journals have been used in many academic disciplines as a means to promote critical thinking, to provide feedback to instructors and students, and to integrate theory and practice. The use of technology and constructivist learning theory allows the potential for reflective journal assignments to become part of the development of a student-centered learning community. This article

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O’Beirne-Ryan, Anne Marie. "11. Question Me an Answer: Re-awakening the Art of Inquiry in Post-Secondary Science Education." Collected Essays on Learning and Teaching 1 (July 1, 2011): 66. http://dx.doi.org/10.22329/celt.v1i0.3180.

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In our science learning and teaching environment, how often do we present science as a body of facts, or at best, a compendium of knowledge to which we can add more information, if we ask the “right” questions? In reality, the nature of science is significantly more complex, and the number of iterations we go through to resolve a given inquiry is often considerable. Similarly, how often do we vocalize the hope that our students will develop critical thinking, yet in reality, encourage only logical, linear thinking? Would science become more inclusive if we actually encouraged creative and dive

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Kostolitz, Alessandra C., Scott M. Hyman, and Steven N. Gold. "How Ineffective Family Environments Can Compound Maldevelopment of Critical Thinking Skills in Childhood Abuse Survivors." Journal of Child Sexual Abuse 23, no. 6 (2014): 690–707. http://dx.doi.org/10.1080/10538712.2014.931318.

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Galán-Casado, Diego, Alvaro Moraleda, María Luisa Martínez-Martí, and Miguel Ángel Pérez-Nieto. "Sustainable Environments in Education: Results on the Effects of the New Environments in Learning Processes of University Students." Sustainability 12, no. 7 (2020): 2668. http://dx.doi.org/10.3390/su12072668.

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Within the framework of the Sustainable Development Goals, it is necessary to move towards quality education that promotes opportunities based on the principles of equity and equality. For this reason, the environment where the teaching–learning process occurs plays a fundamental role. Our research shows the results of the effects of the environment in the learning processes of university students (N = 33). Using a method of sampling experiences, the students assessed how the new environment learning (NEL) compared to the traditional classroom (TC) encouraged their attention, participation in

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Munawaroh, Diah Ambarumi. "Implementasi Silent Demonstration pada Open Learning Environments (OLEs) sebagai Penguatan Keterampilan 4C." J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) 7, no. 2 (2021): 70–80. http://dx.doi.org/10.18860/jpips.v7i2.11680.

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The purpose of this study is to describe the implementation of Silent Demonstration in Open Learning Environments and how these activities can integrate students to critical thinking, creative, communication, and collaboration in social studies subjects. The method used by the researcher is a phenomenological qualitative approach by describing the behavior, responses, actions of individuals and groups in the form of words and language, naturally (naturally). Data collection techniques through observations in grades VIII G and VIII H, in-depth interviews with subject teachers and group leaders

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Macauda, Anita. "Augmented reality environments for teaching innovation." Research on Education and Media 10, no. 2 (2018): 17–25. http://dx.doi.org/10.1515/rem-2018-0011.

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AbstractThis contribution presents the results of research on teaching practices supported by augmented reality conducted in school contexts in the three-year period 2015–2017. With reference to the objectives of the National Plan for Digital Education relating to the realisation of innovative learning pathways to promote critical thinking, reflection and creativity, attention is addressed here to the digital environments and in particular to the augmented reality environments for school education.Specifically, the article aims to reflect on the impact of augmented reality in learning for seco

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Bruce, Richard M. "The control of ventilation during exercise: a lesson in critical thinking." Advances in Physiology Education 41, no. 4 (2017): 539–47. http://dx.doi.org/10.1152/advan.00086.2017.

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Learning the basic competencies of critical thinking are very important in the education of any young scientist, and teachers must be prepared to help students develop a valuable set of analytic tools. In my experience, this is best achieved by encouraging students to study areas with little scientific consensus, such as the control mechanisms of the exercise ventilatory response, as it can allow greater objectivity when evaluating evidence, while also giving students the freedom to think independently and problem solve. In this article, I discuss teaching strategies by which physiology, biome

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Uarattanaraksa, Hongsunee, Sumalee Chaijareon, and Issara Kanjug. "Designing Framework of the Learning Environments Enhancing the Learners’ Critical Thinking and Responsibility Model in Thailand." Procedia - Social and Behavioral Sciences 46 (2012): 3375–79. http://dx.doi.org/10.1016/j.sbspro.2012.06.069.

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Yang, Ya-Ting C., Timothy J. Newby, and Robert L. Bill. "Using Socratic Questioning to Promote Critical Thinking Skills Through Asynchronous Discussion Forums in Distance Learning Environments." American Journal of Distance Education 19, no. 3 (2005): 163–81. http://dx.doi.org/10.1207/s15389286ajde1903_4.

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Harris, Kathleen I. "Using Peer-Shared Intervention Strategies for Promoting Math Explorations and Critical Thinking in Early Childhood Inclusive Classrooms." International Journal of Contemporary Education 2, no. 1 (2019): 33. http://dx.doi.org/10.11114/ijce.v2i1.3950.

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Inclusive early childhood settings invite children with and without disabilities to play, learn, and work together in one classroom. Teachers can take advantage of children’s curiosity for math when they organize creative learning environments and develop meaningful critical thinking experiences to increase children’s interactions with peers. Peer-shared activities, including math helpmates and math chats, can offer a hopeful approach for supporting higher order and critical thinking math experiences for young children in inclusive classroom settings. Inviting a math helpmate to explain to a p

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Dowding, Dawn, Russell Gurbutt, Monica Murphy, Margaret Lascelles, Alan Pearman, and Barbara Summers. "Conceptualising decision making in nursing education." Journal of Research in Nursing 17, no. 4 (2012): 348–60. http://dx.doi.org/10.1177/1744987112449963.

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The ability to exhibit sound judgement and decision-making skills is a fundamental requirement of undergraduate nursing curricula. In order to acquire such skills, students need to develop critical thinking ability, as well as an understanding of how judgements and decisions are reached in complex healthcare environments. The use of techniques such as problem-based learning, simulation and feedback has been hypothesised to help with the development of critical thinking skills. In addition, a curriculum that incorporates teaching on different ways in which judgements and decisions are reached c

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Turan, Mehmet Behzat, and Kenan Koç. "The Impact of Self-Directed Learning Readiness on Critical Thinking and Self-Efficacy among the Students of the School of Physical Education and Sports." International Journal of Higher Education 7, no. 6 (2018): 98. http://dx.doi.org/10.5430/ijhe.v7n6p98.

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The aim of this study was to examine the impact of self-directed learning readiness on critical thinking and general self-efficacy among the students of the School of Physical Education and Sports. In line with this aim, the research sample consisted of 419 students who were randomly selected from the School of Physical Education and Sports in Erciyes University. To collect data, the study used Self-Directed Learning Readiness Scale, Critical Thinking Scale, General Self-Efficacy Scale and 'Personal Information Form' created by the researcher.The data obtained through the Personal Information

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Mamaeva, Ekaterina A., Natalya I. Isupova, Tatyana V. Masharova, and Natalia N. Vekua. "Modeling in the environment of three-dimensional graphics as a method of forming students' critical thinking." Perspectives of Science and Education 50, no. 2 (2021): 431–46. http://dx.doi.org/10.32744/pse.2021.2.30.

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The problem and the aim of the study. The formation of critical thinking is one of the most important tasks that teachers face in the vocational education system. The complexity, versatility of the studied objects, phenomena and processes of reality make it necessary for the mentors of the digital school to look for universal methods of cognition. The authors propose to use the modeling method in 3D graphics environments to form critical thinking as an important skill that meets the challenges of globalization and transformation. Research methods. The main method is modeling, as a general scie

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Gou, Zhonghua. "Human Factors in Green Building: Building Types and Users’ Needs." Buildings 9, no. 1 (2019): 17. http://dx.doi.org/10.3390/buildings9010017.

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The Special Issue on “Human Factors in Green Building” addresses the design of indoor environment quality for users’ needs. The collected papers cover various building types and the research highlights the different needs of users. In working environments, employees’ stress is the main concern in the workplace design, especially for open plan offices where lack of privacy and over exposure to environmental stress have been reported. In residential environments, residents have great opportunities to adjust their environments to suit their needs; therefore, passive design such as natural ventila

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Dwyer, Christopher P., Michael J. Hogan, and Ian Stewart. "An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments." Metacognition and Learning 7, no. 3 (2012): 219–44. http://dx.doi.org/10.1007/s11409-012-9092-1.

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Klefstad, Jill M. "Focus on Family: Environments That Foster Inquiry and Critical Thinking in Young Children: Supporting Children's Natural Curiosity." Childhood Education 91, no. 2 (2015): 147–49. http://dx.doi.org/10.1080/00094056.2015.1018795.

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Demiral, Umit. "Examination of Critical Thinking Skills of Preservice Science Teachers: A Perspective of Social Constructivist Theory." Journal of Education and Learning 7, no. 4 (2018): 179. http://dx.doi.org/10.5539/jel.v7n4p179.

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The purpose of this study is to examine the critical thinking skills of preservice science teachers in terms of various variables (gender, grade level, academic grade point average, participation in activities) and their opinions. In the research, sequential explanatory design, which is one of the mixed method research designs, was used. The study was carried out with 200 preservice teachers studying at Science Education Department of a state university chosen at Cappadocia region of Turkey. Interviews were conducted with low-level (f=7) and high-level (f=7) preservice teachers selected by mea

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Drigas, Athanasios, and Maria Karyotaki. "Learning Tools and Applications for Cognitive Improvement." International Journal of Engineering Pedagogy (iJEP) 4, no. 3 (2014): 71. http://dx.doi.org/10.3991/ijep.v4i3.3665.

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Learning technologies are an indispensable tool for students’ cognitive improvement and assessment. ICTs in coordination with a concrete pedagogical framework may provide students and teachers flexible, engaging, cost-effective and above all, personalized learning experiences, which focus on the adoption of the 21st century cognitive skills into the actual learning process. Such higher order thinking skills (HOTS) entail critical thinking, problem solving, independent inquiry, creativity, communication, collaboration, digital literacy. Therefore, technologically-supported educational environme

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Shaaban, Eman. "SCIENCE AND MATH EDUCATORS AND THEIR STUDENTS’ PERCEPTIONS OF ONLINE TEACHING AND LEARNING: CASE OF THE LEBANESE UNIVERSITY." International Journal of Research -GRANTHAALAYAH 9, no. 5 (2021): 86–103. http://dx.doi.org/10.29121/granthaalayah.v9.i5.2021.3918.

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This study investigated the perceptions of science and math educators and their students at the Lebanese University related to online teaching and learning during the Covid-19 lockdown. For this purpose, two questionnaires were elaborated and validated based on two theoretical frameworks: The Community of inquiry for online learning environments and the Online collaborative learning theory. 35 educators (14 math and 21 science) and 245 students (109 math and 136 science) participated. Results showed that both science and math educators, with no significant difference between them, adjusted the

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Lee, Lindsay Ellis, Melanie S. Meyer, and Kacey Crutchfield. "Gifted Classroom Environments and the Creative Process: A Systematic Review." Journal for the Education of the Gifted 44, no. 2 (2021): 107–48. http://dx.doi.org/10.1177/01623532211001450.

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As the expectations for including creativity in K–12 education continually grow, creative process skills equip students with thinking strategies to generate and evaluate ideas. This systematic review explored existing research on elementary and secondary gifted classroom environments that promote creative process skills. A database search yielded peer-reviewed literature, empirical and practitioner-focused, for systematic evaluation. A critical examination of literature published from 2011 to 2019 identified characteristics of educational environments that foster creative processes and highlig

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Daiute, Colette. "Play as Thought: Thinking Strategies of Young Writers." Harvard Educational Review 59, no. 1 (1989): 1–24. http://dx.doi.org/10.17763/haer.59.1.t232r3845h4505q5.

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In this article, the author raises both provocative and necessary questions about the nature of children's play in relation to their classroom learning and writing. Colette Daiute draws from children's transcribed dialogues and written texts to argue that play is critical to a more complex and representative understanding of how children can and do learn. Further, she believes that children's learning ought to be evaluated on its own terms, and not in comparison to adult models of writing proficiency. Her argument is based upon a fundamental belief that children approach learning with a variet

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Franco, Paul F., and Deborah A. DeLuca. "Learning Through Action: Creating and Implementing a Strategy Game to Foster Innovative Thinking in Higher Education." Simulation & Gaming 50, no. 1 (2019): 23–43. http://dx.doi.org/10.1177/1046878118820892.

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Background. Interactive hands-on learning is effective for learners of all ages and professional backgrounds. A shift from traditional didactic classroom models to the adoption of an active learning approach through constructivism in the classroom, specifically, in higher education, is shown to encourage critical thinking and problem solving in learners based on learned experiences. Aim. This article focuses on detailing a game used for healthcare leadership doctoral students that is adaptable and applicable for students in any program focused on teaching strategies in management and leadershi

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Petchtone, Puangtong, Chaijaroen, and Sumalee. "The Development of Web-based Learning Environments Model to Enhance Cognitive Skills and Critical Thinking for Undergraduate Students." Procedia - Social and Behavioral Sciences 46 (2012): 5900–5904. http://dx.doi.org/10.1016/j.sbspro.2012.08.001.

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Lawrence, Japhet E. "Teaching Large Classes." International Journal of Teacher Education and Professional Development 2, no. 1 (2019): 66–80. http://dx.doi.org/10.4018/ijtepd.2019010105.

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Higher education around the world are experiencing significant growth in student enrolment, as a result, educators face the daunting challenge of teaching larger classes, while improving the quality of instruction and subsequent value delivered to students. Large class can become a daunting task to any teacher who has never taught a large class before and teaching a large group of students can be intimidating for both students and lecturers. The purpose of this article is to identify effective teaching and assessment strategies to address the challenges of teaching in large class environment.

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Fernández-Cézar, Raquel, Natalia Solano-Pinto, and Dunia Garrido. "Can Mathematics Achievement Be Predicted? The Role of Cognitive–Behavioral–Emotional Variables." Mathematics 9, no. 14 (2021): 1591. http://dx.doi.org/10.3390/math9141591.

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The current society is based on science and technology, depending partly on mathematics. It leads to citizens’ success in school mathematics, being measured through achievement, which can be predicted by affective, cognitive, and behavioral variables. The aim of this study was to determine the extent to which self-concept, learning strategies, attitude towards science and mathematics, school environment, and previous scores in science and mathematics predict achievement in mathematics. A convenience sample of 352 pupils taking part in a science, technology, engineering, and mathematics (STEM)

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