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Moutsios-Rentzos, Andreas. "University mathematics students : thinking styles and strategies." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2285/.
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This study concentrates on the relationship between the students’ thinking styles (Stenberg, 1999) and the strategies (Kirby, 1988) the students employ when dealing with exam-type questions in mathematics. Thinking styles are the “preferred way[s] of using the ability one has” (Sternberg, 1999, p. 8) and are conceptualised to be relatively stable over time and context. A strategy is the “combination of tactics, or a choice of tactics, that forms a coherent plan to solve a problem” (Kirby, 1988, p. 230-231). The students’ attainment, the nature of task and the students’ views are also considered in this study. A three-phase study including both quantitative and qualitative techniques was designed with the aim of delineating this relationship. The study was conducted with 2nd year students (N=99) following a BSc in Mathematics in the Department of Mathematics of the University of Athens, although, for methodological reasons, additional data were collected from a broader group of undergraduates (NUG=224). The students’ thinking styles were identified through a version of the Sternberg-Wagner Thinking Styles Inventory (Sternberg, 1999), translated into Greek. Two main Style Cores were identified: Core I (creative, original, critical and non-prioritised thinking) and Core II (procedural, already tested and prioritised thinking). Based on these cores, the students were assigned to two clusters: Cluster 1C2C (High Core I/Low Core II) and Cluster 3C4C (High Core II/Low Core I). In order to identify the students’ strategies, the A-B-Δ strategy classification was introduced, expanding on Weber’s (2005) semantic, syntactic and procedural strategies. The AB-Δ strategies were grouped in three Strategy Types depending on their links with truth,memory and flexibility, respectively identified as: α-type, β-type and δ-type. Students assigned to Cluster 1C2C appeared to prefer more α-type and less β-type Initial Strategies than those assigned to Cluster 3C4C. The nature of the task appeared to affect this link. On the other hand, in the context of Back-Up Strategies, stylistic preferences and ‘high’ attainment appeared to regulate a link between the nature of the task and a Back-Up Strategy, rather than forming a style-strategy link (as in the case of Initial Strategy). Drawing from Skemp’s (1979) views about reality (inner and social) and survival (respectively, internal consistency and social survival), it is argued that the students choose different strategies, because they essentially perceive the given task in qualitatively different ways. The students’ different stylistic preferences indicate differences in their inner reality, thus affecting their choice of an ascertaining argument, which in turn determines their selection of Initial Strategy. The failure of the students’ Initial Strategy leads them to re-evaluate the task itself, thus resulting in a change of the reality in which the students have to survive and this, in turn, determines the students’ Back-Up Strategies.
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Kwan, Sze-wai David, and 關思偉. "Thinking styles, learning approaches, and academic achievement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961666.
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Wilkinson, Paul Oliver. "Attention and thinking styles in depressed adolescents." Thesis, University of Cambridge, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.613066.
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Reyes-Santander, Pamela, David Aceituno, and Pablo Cáceres. "Mathematical Thinking Styles of Students with Academic Talent." Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/123827.
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This study explores the predominant mathematical thinking style that students with academic talent used in solving mathematical problems. Thinking styles are preferences by subjects in the way of expressing mathematical skills against a task, in this case, visual, formal and integrated. We assessed 99 students from an academic support talent program, in a retrospective ex post facto study with only one group. We administered the questionnaire mathematical thinking styles of Borromeo-Ferri and determined that these students exhibited mostly an integrated style of thinking, which involves the use of symbols and verbal representations with visual expressions in solving mathematical exercises. They also show a strong orientation to address the problems of combined mode, which involves considering them as a whole at a time.El presente estudio establece el estilo de pensamiento matemático predominante que utilizan los estudiantes con talento académico en la resolución de problemas matemáticos. Los estilos de pensamiento son preferencias por parte de los sujetos en la forma de expresar las habilidades frente a una tarea matemática, en este caso, visual, formal e integrado. En el marco de un estudio ex post facto retrospectivo de grupo único, se evaluó a un total de 99 estudiantes pertenecientes a un programa académico de apoyo al talento con el cuestionario Estilos de Pensamiento Matemático de Borromeo-Ferri. Los resultados indican que los estudiantes declararon orientarse hacia el estilo de pensamiento integrado, que supone el uso de simbología y representaciones verbales junto con expresiones visuales en la resolución de los ejercicios matemáticos, así como una significativa orientación a abordar los problemas de modo combinado, que supone considerar los problemas como un todo.
La présente étude établit le style de pensée mathématique prédominant utilisé par les étudiants ayant un talent académique dans la résolution de problèmes mathématiques. Les styles de pensée sont des préférences de la part des sujets sous la forme d’exprimer les capacités face à une tâche mathématique, dans ce cas, visuelle, formelle et intégrée. Dans une étude rétrospective sur un seul groupe ex post facto, un total de 99 étudiants appartenant à un programme de soutien aux talents universitaires ont été évalués, à qui le questionnaire Styles de Pensée mathématique de Borromeo-Ferri a été appliqué et déterminé que ce type de sujets déclare principalement un style de pensée intégré, ce qui implique l’utilisation de la symbologie et des représentations verbales ainsi que des expressions visuelles dans la résolution des exercices mathématiques. En outre, ils montrent une forte orientation pour aborder les problèmes de manière combinée, ce qui implique de les considérer dans leur ensemble dans le même temps.
Este estudo estabelece o estilo predominante do pensamento matemático usado por os alunos com talento acadêmico na resolução de problemas matemáticos. Os estilos de pensamento são as preferências dos indivíduos sobre a forma para expressar as capacidades em uma tarefa matemática, neste caso, visual, formal e integrada. Como parte de um estudo ex post facto retrospectivo de grupo único, foram avaliados um total de 99 estudantes de um programa de talento acadêmico. Foram aplicados nos alunos o questionário “Estilos de Pensamento Matemático de Borromeo-Ferri” e determinou-se que a maioria dos participantes declararam um estilo de pensamento integrado, que envolve o uso de símbolos e representações verbais com resolução de expressões visuais de exercícios matemáticos. Eles mostram também uma forte orientação para resolver os problemas de modo combinado, o qual envolve a considerá-los como um todo de uma vez.
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Ichihara, Takafumi. "Analysis of Collaborative Problem Solving Based on Thinking Styles." INTELLIGENT MEDIA INTEGRATION NAGOYA UNIVERSITY / COE, 2005. http://hdl.handle.net/2237/10402.
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Cheung, Chi-kit Fritz, and 張志傑. "Thinking styles and achievement in mathematics and language learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962841.
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Fan, Jieqiong, and 范洁琼. "Thinking styles' socialization and their roles in student development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/196455.
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Three of the major controversial issues in the field of intellectual styles are: 1) whether or not styles can be changed; 2) whether or not styles are value-laden; 3) whether styles are distinct from or they are part of personality traits. The main purpose of this research was to address these three issues by 1) exploring the socialization process of students’ thinking styles through tracing the change of thinking styles over one year and examining the competing influence of students’ perceived parenting styles, perceived learning environment, and personality traits on their thinking styles; and 2) exploring the role of thinking styles in students developmental outcomes with regard to career decision self-efficacy and subjective well-being.
The research adopted a quantitatively-driven mixed method design and it involved three phases: the pilot study (a quantitative study), the main study (a longitudinal, quantitative study), and the follow-up study (a qualitative study). The pilot study validated a series of inventories that were subsequently utilized in the main study and preliminarily explored the relevant relationships among three hundred and forty-one Chinese university students from Shanghai, mainland China. In the main study, nine hundred and twenty-six students from the same university responded to a questionnaire consisting of the modified inventories and some demographic information at the beginning of an academic year. One year later, they responded to the same questionnaire again. After that, based on the results of the main study, 29 students were selected to participate in a follow up study that involved individual face-to-face interviews.
Results of the main study generally supported the research hypotheses. With regard to the malleability of thinking styles, the research found that students’ thinking styles changed over one year and the change of thinking styles can be at least partially attributed to the two environmental factors (i.e., parenting styles and learning environments). These findings suggest that, albeit relatively stable, thinking styles can be socialized/changed. With regard to the role of thinking styles in student development, results indicated that mainly Type I thinking styles (characterized by creativity, nonconformity, and autonomy) positively contributed to students’ career decision self-efficacy and subjective well-being. Furthermore, Type I thinking styles were also major mediators in the relationships of parenting styles and learning environments to career decision self-efficacy and subjective well-being. These findings suggest that thinking styles are value-laden, with Type I thinking styles being more adaptive than other styles. With regard to the relationship between personality and thinking styles, results indicated that thinking styles and personality traits overlapped with each other to limited extents and both of them made unique contributions to student development. Moreover, thinking styles were more malleable than personality traits. These findings suggest that styles are distinct from rather than subordinate to personality traits. Results from the follow-up interview study further confirmed the results of the main study and provided explanatory information on how the identified relationships happened.
Generally speaking, the present research has both theoretical and practical implications. It significantly contributes to the discussion on the aforementioned major controversial issues in the field of styles. Furthermore, based on the research findings, specific suggestions on how to optimize the development of students’ thinking styles are provided for parents, teachers, and university administrators. Finally, the limitations of this research and the recommendation for future studies are discussed.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Cheung, Chi-kit Fritz. "Thinking styles and achievement in mathematics and language learning." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25207325.
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Gurel, Nergis Ayse. "Effects Of Thinking Styles And Gender On Psychological Well-being." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12611092/index.pdf.
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The purpose of the current study is to investigate how global and local thinking styles affect psychological well-being among undergraduate students. A total of 372 (213 females and 159 males) students at Middle East Technical University participated in this study. The qualitative data were gathered via self-report questionnaires including Scales of Psychological Well-Being, Thinking Styles Inventory and a demographic information form. To be able to determine the differences between psychological well-being due to global thinking and local thinking scores as well as gender, ANOVA was held. The results revealed a significant difference between high and low scorers of local thinking in terms of psychological well-being when the global thinking style was low. In addition, the findings indicated that for higher levels of psychological well-being individuals need to adopt one of the styles and report higher levels on that adopted style. On the other hand, the statistical analysis revealed no significant differences between high scorers of global thinking and low scorers of global thinking on psychological well-being. Additionally, no significant difference found between high scorers and low scorers of local thinking in terms of psychological well-being. Upon the examination of gender related findings, it was found that females reported higher levels of psychological well-being compared to males while males reported higher levels of global thinking than females did.
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Lampropoulos, Georgios. "Thinking styles, treatment preferences, and early counseling process and outcome." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/99121.
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In this study, two primary hypotheses drawn from Cognitive-Experiential Self-Theory (Epstein, 1994, 1998, 2003) and the treatment preference literature (Arnkoff, Glass, & Shapiro, 2002) were tested in the broader contexts of similarity/matching research and eclecticism in psychotherapy. Specifically, it was hypothesized that client-therapist similarity/dissimilarity in terms of (a) their Rational and Experiential Thinking styles (Pacini & Epstein, 1999), and (b) their preferences for a Cognitive ("Thinking") versus an Experiential ("Feeling") theoretical orientation (Hutchins, 1984), would affect the process and outcome of early therapy. Forty-seven client-therapist dyads participated in the study. In the seven hierarchical linear regressions conducted, no statistically significant effects were found on any of the dependent variables (working alliance, empathic understanding, session depth, session smoothness, satisfaction with treatment, perceived change, and objective change). Study limitations included its modest statistical power to detect small and moderate effect sizes.Three exploratory questions were also investigated in a sample of 89 clients and 79 therapists and were found to be statistically significant. Specifically, client rational and experiential thinking styles made substantial contributions in the expected direction in predicting client preference for a cognitive versus an experiential treatment. Similarly, therapist experiential thinking style was predictive of therapist treatment preference. These findings suggest that client and therapist personality (thinking styles) are more significant predictors of treatment preference than variables such as gender and clinical experience (as a therapist or a client). Last, rational thinking style was predictive of client intrapersonal adjustment, and experiential thinking style was predictive of client social adjustment.Department of Counseling Psychology and Guidance Services
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Lee, Kwan-lai, and 李君麗. "Thinking styles and approaches in teaching among Hong Kong kindergarten teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963043.
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Lee, Kwan-lai. "Thinking styles and approaches in teaching among Hong Kong kindergarten teachers." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25150996.
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Ngan, Man-fong Ophelia, and 顏文芳. "Do local and international school students in Hong Kong have different thinking styles?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198882.
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This study had two objectives. The first objective was to investigate whether or not local and international school students in Hong Kong have different thinking styles. The second objective was to examine the predictive power of socialization variables for thinking styles among students in secondary schools. Three hundred and two students from three schools in Hong Kong responded to the Thinking Styles Inventory – Revised II based on Sternberg’s theory of mental style government, and a survey on two groups of socialization variables: student characteristic and school environment. The student characteristic variables included personological and situational variables, while the school environmental variables included in-class experience and assessment-related variables.
Results indicated that there were statistically significant differences in thinking styles between local and international school students in Hong Kong. Results also indicated that the subgroup of in-class experience was the most powerful in predicting thinking styles at the international school, the subgroup of assessment-related variables was the most powerful in predicting thinking styles at the traditional local school, and the subgroup of personological characteristics was the most powerful in predicting thinking styles at the direct subsidy scheme local school. Implications of the findings are discussed for parents, teachers, school administrators and policy makers.published_or_final_version
Education
Master
Master of Education
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Ng, Siu-ping Connie. "Do students' thinking styles predict students' motivation and performance in project learning?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29793038.
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He, Yunfeng, and 何云峰. "The roles of thinking styles in learning and achievement among Chineseuniversity students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B35762858.
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Fan, Weiqiao, and 范為橋. "Thinking styles among university students in Shanghai: comparing traditional and hypermedia instructionalenvironments." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36653299.
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Singher, Alessandre Singher. "Effects of the Walters Criminal Lifestyle Program on Offenders' Criminal Thinking Styles." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3920.
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Researchers have documented the high prevalence of crime in society and the need for programs to assist in the reduction of crime. Social cognitive and criminal lifestyle theories were the two major theoretical frameworks applied to this study due to their focus on the influence of cognitive change on behavioral modifications. A lifestyle approach in such programs reshapes criminal thoughts and transforms criminal behaviors. The efficacy of a lifestyle program in a community correctional facility outside of federal prison walls, modified to run 3 months with parolees and probationers, lacks evidenced research. Using a 2x3 between groups factorial ANCOVA, archival data, which had not previously evaluated, was used to assess whether there were any treatment or cohort differences in criminal thinking. Archival pre and posttest data from The Psychological Inventory of Criminal Thinking Styles were collected from 3 cohort groups who participated in 5 weeks of the criminality program as compared to 5 weeks of primary group programming. Pretest scores on the criminal thinking inventory were controlled to assess the presence of any posttest differences between treatment conditions and cohorts. This study's findings reported statistically significant differences in posttest scores for the criminality program as compared to the primary group program. Using study's findings, clinicians can develop programs that assist in changing an individual's worth, values, and thinking process, which may assist in building outcomes of lower recidivism rates. These lifestyle changes can promote positive social change within the social structure of offenders, the community, and society.
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Wilson, Tanya. "Exploring Relationships Between Resilience, Thinking Styles, and PTSD Scores in Women Veterans." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5437.
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In 2013, military leadership took action to lift the ban on women participating in combat roles, thus creating a vital need to understand protective cognitive factors in women veterans exposed to combat. There is no prior research examining the relationship between resilience and thinking styles in this population. The purpose of this quantitative survey study was to examine the predictive relationship between resilience, measured with the Connor-Davidson Resilience Scale, and thinking styles, measured with the Thinking Styles Inventory-Revised 2, on posttraumatic stress disorder (PTSD) scores, measured by PCL-5, in women with combat exposure (CE). A cross-sectional design was used. A convenience sample size of 130 female veterans ages 30 to 55 who had been deployed to Iraq and Afghanistan with a spectrum of PTSD scores and CE was recruited through Facebook's various women veterans organizations. The theoretical framework for this study was Sternberg's theory of mental self-government, which suggests there are different ways individuals will organize, govern their lives, and complete tasks. A Pearson's correlation analysis found significant relationships between the criterion (PSTD scores) and predictor variables (resilience, hierarchical, and liberal thinking styles). A multiple regression analysis found only resilience significantly predicted PTSD symptom scores. The results contribute to social change by adding to the limited research on resilience and thinking styles, which may further cognitive treatment for women veterans and, as the military female population increases, promote additional training for women veterans to increase resilience and enhance positive thinking styles.
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Yeung, Shuk-wai Suzanne. "The role of thinking styles in academic achievement among Hong Kong school students." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963596.
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He, Yunfeng. "The roles of thinking styles in learning and achievement among Chinese university students." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B35762858.
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Fan, Weiqiao. "Thinking styles among university students in Shanghai comparing traditional and hypermedia instructional environments /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36653299.
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Schofield, Bertha L. "The relationships between learning styles, critical thinking and teacher instruction in nursing education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0031/MQ62422.pdf.
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Yeung, Shuk-wai Suzanne, and 楊淑惠. "The role of thinking styles in academic achievement among Hong Kong school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963596.
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Duffy, Athena. "Do thinking styles play a role in whether people pathologise their pornography use?" Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/34251/.
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Introduction: The concept of pornography addiction, although widely accepted, continues to be debated, and as such no diagnostic criteria exist. Opponents and proponents of pornography continue to cite evidence that supports the claim that pornography is either harmful or beneficial, respectively. However, a review of the literature pertaining to pornography use revealed conceptual and methodological shortcomings which limit the conclusions made in the existing literature base. Without adequate research to further our understanding of the complex relationship individuals have with pornography, we risk pathologising or condoning behaviours that are legal and consensual, which may cause distress for some individuals, or even divert attention from deeper issues, such as an individual’s thinking styles and feelings of shame. Researchers acknowledge that people’s relationship with pornography is complex (Hardy, 1998) and individuals experience it in different ways, for example the time spent viewing pornography, the environment in which they view it, who they view it with, and the genre of pornography they watch (Attwood, 2005; Hald & Malamuth, 2008; Malamuth, Addison, & Koss, 2000; Poulsen, Busby, & Galovan, 2013; Reid, Li, Gilliland, Stein, & Fong, 2011). Given that additional variables may be involved when people pathologise their pornography use, particularly rigidity of thinking (Reid et al., 2009), it is worth investigating such variables further to help discern differences between those who pathologise their pornography use and those who do not. Aims: The overall aim of this study was to explore whether thinking styles impact on the meaning given to pornography use. The primary objective was to compare participants who perceived their pornography use to be problematic (porn addict) with individuals who did not (non-addict) on the following dependent variables: thinking styles, shame, levels of desirability responding, levels of religiosity, and perceived effects of pornography use. As this was an exploratory approach a two-tailed hypothesis was employed. The secondary objective was to capture in-depth qualitative experiences participants had with pornography, and pornography addiction. Design: This study used a mixed-method sequential explanatory design (MMSE), using questionnaires to collect quantitative data and interviews to collect qualitative data. Method: Participants (n=265) were recruited from both UK National Health Service (NHS) and non-NHS sites. For non-NHS participants, the questionnaires were made available online and advertised through social media. NHS recruitment occurred at a specialist sexual health clinic and was advertised using posters displayed in relevant clinical areas. The study predominantly employed a maximum-variation sampling technique. This is a purposive sampling technique used for this research to ensure that an eclectic sample of diverse demographics was captured. Quantitative data was collected using a demographic questionnaire and four validated measures; the Inventory of Cognitive Distortions (Yurica & DiTomasso, 2001), the Test of Self-Conscious Affect-3 (Tangney, Dearing, Wagner, & Gramzow, 2000), the Balanced Inventory of Desirable Responding (Paulhus, 1991; 1998), and the Pornography Consumption Effects Scale (Hald & Malamuth, 2008). All interviews were conducted either through the audio function on Skype© or over the telephone. Results: Participants reported themselves as belonging to one of three groups; addicts, somewhat addicts, or non-addicts. MANOVA analyses revealed that groups significantly differed in their propensity for cognitive distortions, reported effects of their pornography use, the impact of their religious beliefs, and time spent viewing pornography. Significant differences were not found for the shame scales, or for social desirability. Multinomial logistical regression revealed that negative impact of pornography on participants’ lives in general, on their sex life, dysfunctional thinking styles (overall and externalisation of self-worth, magnification and fortune telling, minimisation and arbitrary inferences, and perfectionism), and impact of religious beliefs significantly predicted group membership. Furthermore, regression analysis supported the hypothesis that thinking styles mediated the relationship between time spent viewing pornography and the overall negative impact of pornography. Qualitative results supported these findings, and thinking styles were revealed to influence the discourses participants had regarding pornography. Primary themes identified were participants’ relationship with pornography and perceived causation of pornography addiction, significance of social norms, and impact of expert opinion. Furthermore, although absent in the quantitative findings, the concept of shame was raised as an influential factor in the pathologising of pornography use, thus supporting the notion that a conflict in values, paired with a relatively inflexible cognitive style, may lead to pathologising, and shame will be a product of that process. Discussion: This study demonstrates the role thinking styles play in how people evaluate their pornography use. Thinking styles both predict whether an individual perceives their pornography use to be problematic or not, and are evident in the discourses people use when discussing their pornography use and the concept of pornography addiction. Specifically, individuals with a propensity for rigid thinking styles are more likely to negatively evaluate their pornography use. Furthermore, the similarities and differences apparent in group comparisons can be understood within a values theoretical framework; it may be that individuals with rigid thinking styles are more likely to endorse particular values that are incongruent with their pornography use behaviours. Conversely, individuals with more flexible thinking styles may be more likely to endorse values which are not incongruent with their pornography use behaviours. This is important from a research and treatment perspective, as it may not be the behaviour itself (pornography use) that is problematic and the target for intervention, but the cognitive framework individuals use in relation to the behaviour. Current treatment offered to those who self-report as pornography addicts often ignore the role of thinking styles and values. In light of this study’s findings, thinking styles should be a focus in future research and treatment as it may help to reduce cognitive dissonance and engender agency.
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Benson, Carol Trinko Jones Graham A. "Assessing students' thinking in modeling probability contexts." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9986725.
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Thesis (Ph. D.)--Illinois State University, 2000.Title from title page screen, viewed May 11, 2006. Dissertation Committee: Graham A. Jones (chair), Kenneth N. Berk, Patricia Klass, Cynthia W. Langrall, Edward S. Mooney. Includes bibliographical references (leaves 115-124) and abstract. Also available in print.
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MacPherson, Randall T. "The relationship among content knowledge, technical experience, cognitive styles, critical thinking skills, problem solving styles, and near transfer trouble shooting technological problem solving skills of maintenance technicians /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841170.
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Cleary, Michael James. "A comparison of selected areas of thinking styles between cooperating teachers and university supervisors." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/514709.
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The purposes of this study were to ascertain the thinking styles of a selected sample group of cooperating teachers and university supervisors and to denote the differences between the thinking styles. The populations included 122 selected cooperating teachers and 31 selected university supervisors.Cooperating teachers and university supervisors completed the Level 1: Life Styles Inventory which contained 240 short phrases and words producing a twelve-dimension thinking style. Seventy-two cooperating teachers and twenty-five university supervisors were included in data analysis.Thinking style profiles of cooperating teachers and university supervisors were derived from mean and standard deviation scores on twelve thinking style scales.Twelve null hypotheses were tested to identify thinking style differences between cooperating teachers and university supervisors on twelve scales. Multivariate analysis of variance (MANOVA) followed by one-way analysis of variance (ANOVA) were the statistical treatments utilized to analyze data at the .05 level. Analysis of data relevant to total Level 1: Life Style Inventory responses and to each hypothesis resulted in the following findings: 1. Mean responses of participating cooperating teachers and university supervisors indicated strong orientations toward humanistic-helpful, affiliative, achievement, and self-actualized dimensions of thinking style.2. No significant differences existed between cooperating teachers and university supervisors on the twelve thinking style scales considered collectively.3. Individual thinking style scales with no significant differences were:(a) humanistic-helpful, (b) affiliative, (c) approval, (d) dependent, (e) avoidance, (f) oppositional, (g) power, (h) competition, (i) competence, (j) achievement, and (f) self-actualization.4. A significant difference existed between cooperatingteachers and university supervisors on the thinking style scale classified as "conventional."
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Lam, Pui-yin Nora, and 林佩賢. "The usefulness of thinking styles in reflecting how individuals think and explaining school performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B3196171X.
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Au, Yee-ling, and 歐綺玲. "Thinking styles and performance in different assessment formats among Hong Kong secondary school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30247548.
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Chan, Ching-yee, and 陳靜怡. "Thinking styles and experiential learning among first-generation university students from low income families." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48364976.
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The purpose of this study was to investigate the effect of experiential learning on thinking styles among first-generation university students from low income families. 93 students were administered Thinking Style Inventory-Revised II (TSI-R2, Sternberg, Wagner & Zhang, 2007) (TSI) and Coopersmith Self-Esteem Inventory-Adult Form (SEI-A). To examine the effect of experiential learning experience on thinking styles, participants responded to the TSI and SEI-A twice and reported the number of extra-curricular activities they joined over a 5-month period. It was found that experiential learning experience was positively correlated with more complex and creativity-generating thinking styles and higher levels of self-esteem for female students and in fact the aforementioned thinking styles were desirable and preferred for students. Findings of this study indicated that different kinds of extra-curricular activities were statistically significant for contributing to the development of certain thinking styles. Such as Volunteering contributed to the Judicial style, Exchange programme facilitated the development of the Hierarchical style and Internship discouraged the Conservative style development. Implications of these findings for teachers were discussed.published_or_final_version
Education
Master
Master of Education
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Lam, Pui-yin Nora. "The usefulness of thinking styles in reflecting how individuals think and explaining school performance." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22277808.
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Stock, R. A. "Adult age differences in thinking styles and probabilistic reasoning : the effect of natural frequencies." Thesis, Liverpool John Moores University, 2012. http://researchonline.ljmu.ac.uk/6111/.
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Probabilistic reasoning is a distinct type of reasoning which previous evidence has found to be particularly difficult for both naive and expert participants in laboratory research. The current study looked at probabilistic reasoning performance in the light of dual- process theories of thinking and reasoning, using thinking style measures to investigate whether normative reasoning is indeed most often associated with a tendency to reason analytically, rather than heuristically. The tasks were presented both as probabilities, requiring participants to think of the chance of a given event happening once and as frequencies, requiring participants to imagine a large number of times or people, and suggesting what number of these might involve the given event. The latter is believed to prime the analytical process of reasoning, particularly when natural, rather than normalised, frequencies are used. Two age groups were used in order to examine the relationship between cognitive ageing and probabilistic reasoning, and to provide greater variability in a range of individual differences. Using samples of young participants (18-32 years) and older participants (>60 years) the studies reported in this thesis did find a consistent effect of format, whereby those in the frequency format showed both fewer fundamental reasoning fallacies on conjunctive and disjunctive tasks, and lower levels of error, as measured by absolute distance from the normatively correct answer. The format of the tasks - whether probability or frequency - was also an effective predictor of responses to two different Bayesian tasks. Many of the findings regarding the format of the tasks were consistent with dual process theories of reasoning. There was no effect of age on reasoning performance, despite predictions that older individuals would show less analytical reasoning than the younger group. There was however an interaction effect between the format of the tasks and age group, whereby older participants' performance did not benefit from the frequency wording, indicating that they were either not primed to reason analytically, or that they were primed to do so but were unable to do so to the extent that they could obtain the normatively correct response. More surprisingly, there was no consistent relationship between thinking styles and reasoning performance. 7 parison between current results and previous literature continues to highlight the . que nature of probabilistic reasoning, and the above findings are considered as providing continued support for dual process theories of reasoning. Future research in this area may need to find more accurate ways of assessing an individual's preferred thinking styles, as well as further investigating the nature of the differences between the processes used in completing inclusive and exclusive disjunctive tasks. The measure of reasoning error developed in this current research would also benefit from greater application and further investigation of possible refinements in order to continue to increase our knowledge of how people reason with probabilities.
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Lam, Chun-hung, and 林振雄. "Learning experience of "six-step reframing" in neuro-linguistic programming and its possible influences on thinking styles." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/210158.
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This is a multiple-case study about 16 university students’ (hereafter called participants) learning experience of “six-step reframing” in Neuro-Linguistic Programming (NLP) and an exploration about whether the practice of such reframing (hereafter called the Practice) could be used to enhance the participants’ Type I thinking styles.
Each participant was treated as a case on his/her own. The researcher met each voluntary participant individually on three occasions. First, each participant was given a pre-test of thinking styles, a NLP workshop, the first NLP “six-step reframing” practice, a first post-test of thinking styles and a first follow-up interview. One week later, the participant was given a second NLP “six-step reframing” practice, a second post test of thinking styles and a second follow-up interview. One month later, the participant was given a delayed final post test of thinking styles and in-depth interview for review of their experience and validation of the observations and measurements made in the entire process. All measurement results and practice and interview transcripts were analyzed quantitatively and qualitatively according to the nature of the data.
Results indicated that all participants felt positively towards the experience of the Practice. Through the Practice, they were able to identify their own limiting beliefs in learning and discover some new learning methods to overcome the problems. Furthermore, a desirable increase in Type I thinking styles was observed for most of the participants after the Practice. 8 of the participants showed marked increase (with effect size≥0.8) and 3 showed slight increase (with effect size <0.8). For the remaining 5 participants, 2 of them showed marked decrease (with effect size≥0.8) and 3 showed slight decrease (with effect size <0.8).
Case-by-case analysis indicated the marked increase in Type I thinking styles could reasonably be explained by certain characteristics of the methods that the participants discovered in solving their problems, as well as characteristics of the processes they experienced in the Practice, such as the internal dialogue among different sensing “parts” within their awareness and the stimulation of multiple perspective perceptions in generating new insights to overcome their limiting beliefs, which share a lot of commonality with the characteristics of Type I thinking styles. In the 2 cases of marked decrease in Type I thinking style, interfering factors like fear and illness were identified.
Based on the results, the researcher argues that in order that the problem solving experience can lead to desirable changes in the participants’ preferred ways of thinking, affective aspects of the experience is also highly important. Salient features in the Practice such as “generation of positive affection”, “provision of serene environment”, “autonomy to choose freely”, “reflection upon past life experiences” and “ownership of the self-identified problems” might have contributed to explain why the Practice was effective to most participants in this research in enhancing their Type I thinking style but similar success had not been observed so far in other intervention studies using problem solving tasks. The thesis also discussed the limitations of the study and implications for further education and psychological research.published_or_final_version
Education
Doctoral
Doctor of Education
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Triantis, Georgios. "The effect of dichotomous/bipolar thinking, rigid thinking, and tolerance of ambiguity on communication styles : a comparative study of American and Japanese students /." View abstract, 1998. http://library.ctstateu.edu/ccsu%5Ftheses/1552.html.
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Thesis (M.S.) -- Central Connecticut State University, 1998.Thesis advisor: Dr. Yanan Ju. "...in partial fulfillment of the requirements for the degree of Master of Science in Communication." Includes bibliographical references (leaves 56-59).
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Mitsianis, Dr Louise. "Relationships Among Patterns of Criminal Thinking Styles and Recidivism in Non-violent Offenders on Probation." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7942.
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The 3-year rate of recidivism in the United States is around 43%, costing taxpayers millions of dollars every year. The purpose of this study was to investigate the relationship between criminal thinking styles and self-reported recidivism, which included crimes committed that were not reported to authorities. According to Ellis' Rational-Emotive Behavior Therapy theory, behavior is a direct result of cognitive activity. The research question asked what relationship existed between criminal thinking styles and recidivism for post-release non-violent offenders on probation. Using the Psychological Inventory of Criminal Thinking Styles, this study used a non-experimental survey approach, correlating scores from this measure with self-reported number of crimes from a sample of males and females ranging in age from18-65 years old (n = 9). Although responses to the recidivism question were obtained, the sample size was insufficient to show a significant relationship between these variables (rs = .45). This effect size suggests that further research could be carried out to determine if, with a larger sample size, a significant relationship might be found. It is important for the criminal justice system and forensic mental health services to gain a better understanding of the relationship between criminal thinking styles and recidivism. This study has revealed that self-report of crimes committed can be collected, enabling greater knowledge of offenders' maladaptive behaviors so that those working in the field to help those offenders to reenter society can do so more efficiently, therefore, reducing recidivism.
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Kutschera, Ida. "Cognitive style and decision making : implications of intuitive and analytical information processing for decision quality /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3061952.
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Thesis (Ph. D.)--University of Oregon, 2002.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 136-142). Also available for download via the World Wide Web; free to University of Oregon users.
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Huber, Florian. "Entrepreneurial teams and design thinking : a longitudinal evaluation of success factors." Thesis, Edinburgh Napier University, 2017. http://researchrepository.napier.ac.uk/Output/976980.
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Design continuously re-defines its meaning. Over the last years, the way designers interpret information, solve problems as well as prototype and express ideas has received increased attention from domains outside of traditional design, especially from the business world. However, much of the design thinking discourse outside of traditional design centres around a few widely-read practitioner books and only builds on a rudimentary understanding of its principles. Likewise, the academic literature only offers a few rigorous investigations of the application of design thinking in the management and innovation domain, especially when it comes to thedevelopment of novice multidisciplinary teams. Therefore, this thesis provides an evaluation of the influence of the following five key themes discussed in the design thinking literature: Team diversity, iteration, learning styles, creative confidence, and team communication. These themes were explored during a quantitative quasi-experimental research study, which was built on a novel research framework. Data wascollected from 42 German research participants over a period of 10 month. The longitudinal perspective enabled the researcher to illustrate how novices develop design thinking competencies in projects over time. While investigating team diversity, multidisciplinary teams were found to produce significantly better project outcomes than single-discipline teams. On the other hand, diversity of personality traits was not found to have a significant effect on the final performance of teams. The exploration of iteration behaviour revealed that multidisciplinary teams did not iterate significantly more than single-discipline teams. In addition, more experienced participants approached design thinking projects slightly less iteratively thannovices. Overall, the degree of iteration was not found to have a significant effect on the final team performance. Regarding the use of different learning styles, it was discovered that, teams with a balance of learning styles achieved significantly better project outcomes than less-balanced teams. In terms of learning styles, participants approached design thinking tasks mainly through rational conceptualisation rather than concrete experience. Theanalysis of individual and team confidence showed that creative confidence developed slowly and linearly over the course of a project, but only partly carried over to new project and team settings. Furthermore, no evidence was found that higher levels of creative confidence directly influenced the quality of the project outcomes. The investigation of team communication revealed that the importance of individuals in design thinking teams significantlychanged over the course of a project. Contrary to previous assumptions, high degrees of internal team cohesion were found to have a significant negative effect on project outcomes. While several of these findings clarify and reiterate existing design thinking theory, others call for an adjustment of theory and highlight the need for more rigorous research. Several recommendations are offered for practitioners, educators, and researchers on how to incorporate the presented findings into practice and future research.
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徐明榮. "A Study of examining the Relations among Teachers’ Thinking Styles, Teaching Styles, and Students’ Thinking Styles." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/14113410895145391427.
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碩士國立新竹教育大學
人資處輔導教學碩士班
94
The purpose study, based on “The Theory of Mental Self-Government” by R. J. Sternberg, is to examine the relations among teachers’ thinking styles, teachers’ teaching styles and students’ thinking styles. The Data was obtained from 434 students and 41 teachers of 4 elementary schools, and tested with Chi-Square Test, ANOVA and Correlation Analysis. The findings of this study were: (1) On functions of thinking styles, male teachers tended to legislative style, while female teachers tended to both legislative and executive style. On forms of thinking styles, both male and female teachers tended to hierarchic style. On levels of thinking styles, both male and female teachers tended to global style. On scopes of thinking styles, no significant differences was found between internal style and external style for male teachers, while female teachers tended to external style. On leanings of thinking styles, female teachers showed a higher tendency than male teachers in both liberal style and conservative style. (2) On functions of teaching styles, both male and female teachers showed an average performance in legislative style, executive style, and judicial style. On levels of thinking style, both male and female teachers tended to local style. On leaning of thinking style, both male and female teachers tended to liberal style. (3) On functions of thinking style, both male and female students showed a higher tendency in legislative style. On forms of thinking styles, both male and female students tended to hierarchic style. On levels of thinking styles, there were no significant differences between global style and local styles for male students, while female students tended to local style. On forms of thinking style, both male and female students tended to external style. On leanings of thinking styles, male and female students tended to liberal styles. (4) The relations between students’ thinking styles and teachers’ thinking styles moved from light positive relations to zero relations or slightly negative relations as a function of grades. The relations between students’ thinking styles and teachers’ teaching styles centered on zero relations, and gradually diverge into slightly positive/negative relations as a function of grades.
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Ho, Yi-Hui, and 何怡慧. "Thinking styles on college students." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/69307542004743520864.
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Chiang, Sui-hui, and 蔣淑慧. "The comparison of students’ thinking styles and their scientific thinking abilities." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/21767227544962766388.
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碩士國立臺北教育大學
自然科學教育學系碩士班
95
The purpose of this research is to compare students’ scientific thinking abilities and their differences in terms of their creative, critical and reasoning thinking styles. Objectives of this study including: 1) To present an overall understanding of students’ performances in thinking style, creative thinking, critical thinking and reasoning thinking, 2) To explore the relationships among creative, critical and reasoning thinking, 3) To analyze their diverse performances in creative, critical and reasoning thinking when the students of different thinking styles are taken into account, and 4) To provide suggestions based on research findings. Samples are consisted of 347 6 th graders in Taipei county. Instruments used in the study include: "The Elementary Schoolchild Thinking Style Inventory", "The Raven’s Progressive Matrices Manual", "The Science and Technology Creativity Test", and "The Critical Thinking Test". Descriptive statistics, independent T-Test, ANCOVA, and Pearson correlation are used. Research findings include: 1. The 6 th graders favor the Legislative style. Girls did better than boys in the Critical Test. Both gender do not have the distinctive difference in terms of reasoning thinking. 2. There are significant correlation among creative, critical and reasoning thinking. Moreover, each two of them have some low-degree positive correlation. It also reveals that the three thinking styles did have some kind of overlapping yet independent characteristics among them. 3. The students of the Legislative and the Judicial thinking styles did better than those of the Executive thinking style in the creative thinking performance. However, the students of the Judicial style were the best of all in the critical thinking performance. . Finally, some suggestions are proposed based on research findings.
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Yi-Chieh, Chen, and 陳怡潔. "A Study on Thinking Styles and Learning Styles of Gifted Students." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/87985684370482526249.
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Williams, Cristina Conroy. "Individual differences in thinking styles and overconfidence." 2002. http://purl.galileo.usg.edu/uga%5Fetd/williams%5Fcristina5F200208%5Fms.
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Harypursat, Rikesh. "The thinking styles of IT students and practitioners." Thesis, 2005. http://hdl.handle.net/10413/1505.
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IT expenditures and organizational performance have been disconnected in the past due to an economic transition from an era of competitive advantage on information, to one based on knowledge creation. The earlier era was characterized by slow change that could not be interpreted by most formal information systems (Lubbe, 1997). IT managers therefore need to develop a greater appreciation of their intangible human assets such as knowledge and inquiring styles. In other words, an investigation into knowledge creation rather than Knowledge Management needs to be undertaken (Lundin et a/., 2000). According to IT managers, attention should be paid to the human aspects of knowledge creation in current formulations of IT enabled knowledge management (Lundin eta/., 2000). This research therefore provides guidelines in overcoming the challenges of miscommunication and misunderstanding of IT people in knowledge creation and management. This research is structured in such a way that students and professionals as well as marketers and IT personnel can use it. This study has been conducted at the University of KwaZulu-Natal (Westville Campus), in the School of Information Systems and Technology. The population included all students studying Information Systems and Technology. The population for the Information Systems and Technology practitioners has been selected from the University of KwaZulu- Natal's School of Information Systems and Technology department.Thesis (M.Com)-University of KwaZulu-Natal, 2005.
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Chou, Yu-Shuang, and 周玉霜. "Thinking Styles and Interactions in Junior high school Classrooms." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/77334456565792574289.
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碩士國立中山大學
教育研究所
89
Abstract The study investigated the thinking styles of teachers and students in junior high schools and, by using R. J. Sternberg’s theoretical framework of thinking styles, further explored (a) their associations with teaching practices as well as students’ performance (i.e., satisfaction of instructional practices, academic achievement), (b) the influence of the similarities of teachers’ and students’ thinking styles on students’ performance, and (c) factors involved in teachers’/students’ thinking styles. A total of 793 participants (277 teachers, 516 7th-grade students) were studied. Data collected through rating scales, self-report, checklist, classroom observation and semi-structured interview of teachers were analyzed with t-test, Pearson product-moment correlation, MANOVA, and canonical correlation analysis. The results indicated : a) among the 5 background variables involved in teachers’ thinking styles, both “parents’ education” and “teaching subjects” did not show significant relations with any of the 7 teachers’ thinking styles, but the other 3 variables (i.e., “gender”, “age”, “teaching experience in terms of years”) did, b) among the 3 background variables involved in students’ thinking styles, “parents’ education” showed no significant relations with any of the 13 students’ thinking styles, but “gender” and “birth order” did, c) teachers’ thinking styles were significantly related with their background variables and teaching practices, d) among the 7 kinds of teaching practices, the “developmental method” showed significant relations with 3 types of students’ thinking styles, including “legislative”, “external”, “liberal”, e) among 7 teaching practices, students showed greatest satisfaction and highest academic achievement in “rote style teaching,” f) academically underachieved students tend to be more of “global style of thinking,” and g) no significant relations between teachers’ and students’ thinking styles were found, nor were the similarities of teachers’ and students’ thinking styles on students’ satisfaction of instructional practices and their academic achievement.
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Chiang, Hsin-Pei, and 江欣蓓. "The Effect of Self-Congruence and Styles of Thinking." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/85194136827961827626.
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碩士中原大學
企業管理研究所
105
The purpose of this study is to investigate the effect of self-congruence and styles of thinking on recipients’ appreciation to gifts. According to previous research, two hypotheses are proposed and conducted by experiments. Results show that the more self-congruence similarity between gifts and giver, the more recipients'' appreciation. Second, the higher the self-congruence of gift and giver, the higher recipients’ appreciation for analytic thinking individuals than holistic thinking individuals. Base on the result of this research, we hope to provide a reference to the giver when they choose the gift for others. So that the gift can be loved by the recipient and achieve effects of gift-giving. Moreover, we hope to offer useful information about the receiver’s tendency to help companies make a better marketing strategy.
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CHIEN-MING, CHEN, and 陳建銘. "Applying Learning Portfolios and Thinking Styles to Adaptive Remedial Learning." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/97519015956097432785.
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碩士中原大學
資訊工程研究所
95
Online learning is different from the instruction provided in traditional classroom lecturing where the teachers and students cannot have actual contact. Thus, the teachers can have little control over the students’ learning situations. However, the teachers can observe the students’ learning activities by analyzing their online learning portfolios, understand students’ learning activities further, and then provide remedial instruction to students who have bad learning situations. Online learning portfolios are complex row data, it will cost much time for observation. So, this study uses data mining algorithm to analyze students’ online learning portfolios,and provide effective information to teachers. This study uses cluster analysis to categorized students with similar learning behaviors into the same group. This study aims at sending adaptive warning messages according to different students’ learning activities, demonstrates the relation between warning message and learning performance. This study used ANOVA evaluation to analyze the relation of students’ learning activities、learning performance and adaptive warning message. Obtaining students’ learning model by observing student’s learning activities, thinking styles and adaptive warning message. The correlations between these factors are also considered. This study implements learning portfolio diagnostic system to handle complex online learning portfolios.Thus, the students’ learning situations can be revealed by the aids of the online learning portfolio diagnostic system. Therefore, the system provides teachers interface to import additional students and curricular information, such as curricular schedule roll call data. By using this system, teachers can observe students’ learning activities and variations, and further find the relations of learning activities and learning performance .
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胡麗娜. "The Influence of Thinking Styles on Problem Solving in Games." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/14158697113536667965.
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碩士國立交通大學
資訊學院碩士在職專班資訊組
95
The study uses computer games as a playing situation. By analyzing the player's behavior, the researcher intends to find out whether thinking styles influence the problem solving process and hopes to use computer games to cultivate students' problem solving abilities. In the study, the researcher designs the machine city as the playing situation. The machine city offers players six posts. In the stage process study, the key sub-target of TOPIC_1 of the machine city is set as an observing point. By setting the observing point, the problem-solving process is divided into six stage processes. Each stage process is defined according to the problem-solving theory and the traits of each stage process. Thinking styles use the three functional styles defined by Sternberg- administrative, legislative, and judicial ones as the research variables. The difference in the problem-solving process depends on how many posts the player can pass, the amount of time consumed on each post, the time spent on each stage process as well as behavior performed in each stage process: the frequency of using tools, final key behavior including cutting ropes and the frequency of launching rockets. The results reveal the following findings. 1. The player's legislative style shows a significant link with whether the player can pass TOPIC_1, the amount of time spent on passing TOPIC_1 and how many posts the player can pass. 2. The player's behavior performed in each stage process shows a positive link with the time spent on each stage process. 3. The player's administrative, legislative and judicial styles toward the analogy in the problem-solving stage process show no great significance to the player's behavior performed and the time spent on each stage process. 4. The player's administrative style toward the regulation in the problem-solving stage process shows a significant link with the player's behavior performed and the time spent on each stage process. 5. The player's legislative style toward the insight in the problem-solving stage process shows a significant link with the player's behavior performed and the time spent on each stage process. The player's judicial style toward the analysis in the problem-solving process shows a significant link with the player's behavior performed and the time spent on each stage process.
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LIN, YI-HUAI, and 林奕懷. "A Study of the Effect on Computational Thinking by Considering the Thinking Styles of Elementary School Students." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/2vvwy6.
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碩士國立臺南大學
數位學習科技學系碩博士班
106
The purpose of the research is to improve the effectiveness of the students’ computational thinking by teaching the elementary students through a specific approach: according to every student’s different thinking styles, making good use of adaptive materials. The study is done with Quasi-Experimental Design, and the study subjects are eighty-two students from three classes in one of Tainan’s schools. The experimental group is consisted of fifty-four students, giving teaching materials based on the student’s thinking styles; the control group is made up of twenty-eight students, undertaking the traditional teaching. The two groups go through the experiment for two weeks, and Bebras’ 2016 Computational Thinking Test will be conducted at the end and comparisons of each group’s grades of pre-tests and pro-tests will also be made as well as observe whether the effect of the students’ thinking reaches the level of significance by paired sample T test. According to the study, several results are revealed. First, based on the students’ different thinking styles, it is effective to improve the students’ computational thinking by taking advantage of adaptive teaching. Second, there is a significant effect on computational thinking between the students of administrative type and legislative type. Third, the adaptive teaching is effective for the students on the intermediate grades and the lower grades.
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HSU, CHEN-HUI, and 徐臻輝. "The Effects of Critical Thinking Training Program on Improving Critical Thinking Abilities and Tendency, and on Affecting the Degrees of Thinking Styles." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/82244912881404645630.
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碩士國立新竹教育大學
人資處輔導教學碩士班
95
Abstract The main purpose of this study was to investigate the effects of critical thinking training program on improving critical thinking abilities and tendency, and on affecting the degrees of thinking styles. A nonequivalent pretest-posttest control group design was used in this study. The subjects were selected from 70 sixth-grade students of an elementary school in Miaoli County. Forty-six subjects were assigned into one of two experimental groups, and the other 24 subjects were assigned into the control group. The experimental groups received the critical thinking training program ten times five weeks, while the control group did not receive any training treatment. The employed instruments included Critical Thinking Test-Level I, Test of Critical Thinking Tendency, and Thinking Styles Inventory. The methods of multivariate analysis of variance were used to analyze the obtained data. The main findings of this study were: (1) The critical thinking training program could improve children’s critical thinking abilities (performances). (2) The critical thinking training program could improve some children’s critical thinking tendency. (3) The critical thinking training program could slightly promote children’s judicial thinking style, yet not significantly. (4) The critical thinking training program did not have significantly effects on the degrees of internal thinking style and external thinking style. Finally, some suggestions for the design and execution of the critical thinking training program, and for future research were proposed.
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巫偉萍. "The Designing Effects of Different Group Interactive Styles and Thinking Styles in the Internet Collaborative Designing Environment." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/51380260050791263605.
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碩士國立交通大學
電資學院學程碩士班
89
The purpose of the study is to explore how to group learners according to their thinking styles for the internet cooperating designing activities in order to improve their interactive relationship and performance. With "Distant Collaborative Design" in the Learning Lab of National Chiao Tung University as a platform, designing effects of different thinking styles in the internet collaborative designing context are analyzed through empirical research methods. Then, the cooperating modes of different groups are analyzed by the data mining technology. At last, the interacting processes and other affecting factors are studied through qualitative research methods. Based on the analysis results of this study, there are three conclusions. One is that the learners of different thinking styles have obvious differences in using "chatting room" as their discussing tool. Another is that the interacting frequency among a group has a positive relationship to their designing performance. The third is that the performance of the heterogeneous group is superior to that of the homogeneous group.