Academic literature on the topic 'Thought and thinking Educational innovations'
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Journal articles on the topic "Thought and thinking Educational innovations"
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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 disappearing and are not deemed useful in facing the needs for innovation and growth that society today demands. The concept behind our project, Contributions for the Definition of a Critical Technology, is therefore that of verifying the effectiveness of a model constructed to increase critical thinking skills, which are essential in environments such as those described by the OECD, in the above-mentioned document. The present contribution aims to describe the results of the study carried out at DIPED - Dipartimento di Progettazione Educativa e Didattica (Department for Educational Design) - Roma Tre University, where the levels of critical thinking skills of students were assessed through an ad hoc content analysis protocol. The different sections explain why content analysis is considered a valid and reliable technique in the assessment of critical thinking skills and how the procedure was used in the above-mentioned project. The research is set within this context and, though being implemented in higher education, aims to project its results into different settings, in order to improve other areas, such as lifelong learning, and enhance development in various fields of knowledge. The project principally aims to assess the hypothesis that, in providing further cultural insights, according to well-defined models on which to undertake guided discussions coordinated by an experienced tutor, critical thinking skills of students increase. This is made possible through the development of an ad hoc online module, Critical Thinking Skills and Reading of the Classics, available to students in Education (Faculty of Education Sciences). In order to assess critical thinking skills, the students' written productions were treated with a lexicometric analysis using the Taltac software, and with content analysis, through an adaptation of the Newman, Webb and Cochrane (1997) model. The main categories of the analysis include relevance, importance, introduction of new ideas, information and solutions, reference to personal experience and opinions, clarification of doubts, new knowledge, elaboration of new solutions, critical evaluation, practical use of new solutions, width of understanding. The ability to think critically and therefore to make functional use of what is learnt is what the OECD report itself mentioned as vital if wanting to enhance the development of new skills and in particular skills that are effective for growth and innovation in complex organisations.
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Boyle, Thomas J. "A New Model of Entrepreneurship Education: Implications for Central and Eastern European Universities." Industry and Higher Education 21, no. 1 (February 2007): 9–19. http://dx.doi.org/10.5367/000000007780222688.
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This paper explains a new model of entrepreneurship education at university level. The early development of potential entrepreneurs through education, experience and nurturing may be one of the most important initiatives that business and other academic schools can pursue, because the role of entrepreneurship in creating new businesses (as well as in innovating within existing companies) can have a profound effect on the national economy. The entrepreneurial ingredients of a university business education include, among other things, a culture of learning in the classroom that fosters entrepreneurial thinking; experience in new business start-ups; and exposure to entrepreneurs through entrepreneurial retreats that ignite the spirit of entrepreneurship. The attributes at the heart of entrepreneurship include creativity, persistence and innovation – attributes that need to be identified, nurtured and freely expressed in the classroom. In order to realize this goal, the professor must be both educator and mentor. A focus on innovation is the most salient feature of an entrepreneurial classroom, wherein the professor's role shifts from the mere delivery of information to the true facilitation of learning. The curriculum and individual courses must be well designed and implemented, and a balance between analytical and creative approaches to instruction must be carefully crafted to tap the inner resources of the mind for creative thought. By leading the efforts for change, universities in Central and Eastern Europe have a great opportunity to capitalize on the market economy. With the advances in innovation, new product development and new management thinking by companies in the global economy, business educators should create new entrepreneurship programmes that are capable of preparing and educating students for a new world. The proposed model includes entrepreneurial retreats for the development of entrepreneurial thinking, since this type of thinking often requires larger doses of educational medicine. Other parts of this integrated model include new curricula and individualized entrepreneurial prescriptions, apprenticeships and opportunity centres.
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Dobronravova, Iryna, and Lyudmyla Gorbunova. "Round-table “Education for the Future: Thoughts on the Jubilee Report of the Club of Rome”." Filosofiya osvity. Philosophy of Education 23, no. 2 (December 27, 2018): 70–99. http://dx.doi.org/10.31874/2309-1606-2018-23-2-70-99.
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Under this title, a meeting of the Round Table organized by the Ukrainian Synergetic Society was held within the framework of the scientific-practical conference "Innovations in Education: Value-Competence Approach", held on May 29, 2018 at the Dragomanov National Pedagogical University.
Participants: I. Dobronravova, L. Gorbunova, I. Drach, L. Bevzenko, L. Bogataya, I. Yershova-Babenko, I. Knysh, N. Kochubey, T. Bilous, O. Komar, Y. Melkov, M. Nesterova, A. Pipich, L. Sidorenko.
Traditionally, for such meetings, the role of moderator was performed by the president of the Ukrainian Synergetic Society, Professor Iryna Dobronravova. The participants expressed views on a certain resonance of the theses of the Rome Club with the ideas of synergetics: a call to abandon reductionism and linear thinking, recognition of a holistic approach to understanding the current situation on the planet and developing an action plan for favorable prospects, calling for synergy of action and a balance of sustainable development , call for disciplinary complementarity in research and training.
It focused on the philosophical foundations of the necessary transformation of thinking, which should become integral, on the ideas of the “new Enlightenment”, the “global citizenship” policy, education strategies as “literacy about the future”, which is based on connectivity, universal values and respect for cultural differences, focuses on sustainable development, on education, which comes from the pluralism of content and is inclusive, that is, it includes the whole range of contradictory and complementary perspectives, not limited to analytical, but cultivates integral thinking.
It is concluded that this report is certainly of great methodological importance for educational research and educational policy, especially in clarifying the problems of sustainable (balanced) development, globalization, internationalization and the development of a global civil society. Education for sustainable development and its component - education for global citizenship are relevant in the context of the problems posed by this report of the planetary development of humanity.
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Donnikova, Irina, and Natalуa Kryvtsova. "Round table «Co-generative knowledge: theoretical, methodological, and practical aspects»." Filosofiya osvity. Philosophy of Education 25, no. 2 (July 3, 2020): 169–210. http://dx.doi.org/10.31874/2309-1606-2019-25-2-10.
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In November 2018 in the National University “Odessa Maritime Academy,” the first round-table discussion “Co-generative Knowledge: Humanism, Innovation, Self-education” was held. One of the inspirations for the discussion was The Club of Rome's 50th-anniversary report calling for “New Enlightenment,” the transformation of thought, knowledge, and education. The Department of Philosophy, together with the International Academy of Psychosynergetics and Alphology (IAPA) presented the new interdisciplinary scientific and educational project with the primary aim of finding and implementing human- and culture-dimensional educational technologies, combining knowledge with human life practices.
The second round-table discussion held at NU OMA on 14 June 2019, involved educators and researchers from universities of Dnipro, Kyiv, Odesa, and Kharkiv. Various theoretical and practical issues of education, thinking, knowledge, and cognition were discussed as related to the concept of co-generative knowledge. Educators and researchers shared their insights on the societal needs in the human-dimensional paradigm of social development; on the features of modern philosophical and scientific thinking, axiological aspects of knowledge, and humanistic intentions of education. The subjects of the discussion were critical and integrated thinking, the problem of systematicity of knowledge in modern education, creative construction of educational process, the use of systemic methodology in teaching philosophical disciplines. The discussion was specifically focused on the problem of formation of an educated person, discovering the resources for his creativity and self-creation. The participants stressed the heuristic potential of philosophical knowledge and the need to adjust the content of Philosophy courses in order to reveal it, the importance of creating humanitarian educational practices based on Philosophy, in particular, philosophical and psychological ones. It was emphasised that they will not only promote individualisation of educational process, but foster students’ and teachers’ self-knowledge and self-actualisation.
The participants have come to a conclusion that the concept of co-generative knowledge reveals the unity of thinking, knowledge, values and practice of human existence. The heuristic potential of the concept was revealed in historical, socio-political, as well as philosophical and psychological aspects. The alternative theoretical and methodological positions presented by the participants support the need for ongoing discussion on co-generative knowledge, thinking, and education.
Round Table Leaders: Irina Donnikova, Natalуa Kryvtsova.
Round table participants: Oleg Punchenko, Nataliia Savinova, Volodymyr Khmil, Alla Nerubasska, Anatolii Malivskyi, Ivan Zagrijchuk, Ievgeniia Ivanova, Pavlo Maiboroda, Yuriy Mielkov, Olga Pavlova, Sergiy Antonyuk, Andrij Serebryakov
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Mushynska, Natalia, and Marianna Kniazian. "SOCIAL INNOVATIONS IN THE PROFESSIONAL TRAINING OF MANAGERS UNDER THE CONDITIONS OF KNOWLEDGE ECONOMY DEVELOPMENT." Baltic Journal of Economic Studies 5, no. 2 (May 13, 2019): 137. http://dx.doi.org/10.30525/2256-0742/2019-5-2-137-143.
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The transformation in the system of business relations in modern times has led to the formation of the economy based on knowledge. Relevant processes place qualitatively new demands to the managerial staff in this system and, consequently, to the technologies of their professional training. Effective usage of innovations in pedagogy for the training of managers becomes one of the fundamental factors in the formation of competitiveness of knowledge economy. The purpose of the paper is to reveal the essential characteristics, generalization and justification of social and pedagogical innovations in the professional training of managers under the conditions of the formation of a knowledge economy. The methodological principles, which the given analysis is based on, include the implementation of a set of universal and special methods of scientific cognition. Results. The role of education is defined as the foundation for the economy based on knowledge. In total, it is possible to distinguish three main areas for optimization of the process of professional and personal development of future managers: expanded implementation to the system of in-class activities forms, methods and technologies that teach to perform practically all managerial functions and actions under different market conditions; implementation to the educational institution of out-of-class forms of practical work that develop market and managerial thinking and other qualities, skills, and abilities; expansion of personality developing space in the educational institution. So, in the context of the knowledge economy formation, important means for the development of managers’ economic knowledge are those that are aimed at studying, analysing the achievements of economic thought, understanding information, and generating their own effective options for management optimization. Based on this, the priority social and pedagogical innovations are: projecting and modelling in management, research, and creative activity. Practical implications. In the project process, a clear formulation of the project’s goals and objectives, development of the final material product (business plan; measures to optimize management of a certain enterprise sector; a set of diagnostic methods for assessing the professional competence of applicants for the position, etc.) were assumed. Modelling allowed developing and exploring models of objects of economic activity, which helped to systematize knowledge about them, to specify their components, to disclose new functions. Research and creative activity allowed students to study at the empirical and theoretical levels in the economic sphere, the laws of its phenomena functioning in the context of their systemic interconnection with the goal of knowledge development about it, generating and implementing effective approaches to solve problems.
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Shamas, Victor, and June Maker. "Mindfulness, learning, and the creative process." Gifted Education International 34, no. 2 (March 15, 2018): 129–43. http://dx.doi.org/10.1177/0261429418763386.
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Based on a unique approach to creativity presented in a revolutionary new book, Deep Creativity, the authors introduce important, often-ignored processes and aspects of processes that are important to both learning and creativity. They focus on the qualities of thoughtfulness, which is complete receptivity to all possible ways of thinking, and sensationality, which is the experience of pure awareness devoid of all thought, as two aspects of mindfulness. They focus more on the underlying experience of mindfulness than on the use of mindfulness meditation methods and provide many ways for educators, parents, and community members to enhance learning and creativity. To stimulate thoughtfulness, the authors propose that students be given the opportunity to expand their receptivity to new ways of thinking through the practice of Repose, a simple technique that can be carried out virtually anywhere with minimal training. Sensationality can be heightened through immersion in free-form, non-competitive forms of play. Throughout this article, the authors offer specific strategies for integrating Repose and play into learning experiences and educational settings, including the exciting new concept of Centers for Creativity and Innovation in ways that increase learners’ productivity as well as their passion for learning.
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Галиева, Светлана Юрьевна, and Айгуль Бактияровна Каметова. "PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT OF CRITICAL THINKING IN MODERN SCHOOLCHILDREN IN THE PROCESS OF STUDYING MATHEMATICS." Pedagogical Review, no. 4(38) (August 9, 2021): 43–53. http://dx.doi.org/10.23951/2307-6127-2021-4-43-53.
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Рассматривается вопрос педагогических условий развития критического мышления у современных школьников в процессе изучения математики. Представлены результаты изучения подходов к определению сущности понятия «педагогические условия», что позволило определить педагогические условия как совокупность объективных возможностей, содержания, форм, методов, педагогических приемов, характера взаимодействия участников педагогического процесса, направленных на решение педагогических задач. Сформулированы современные тенденции нововведений в образовательном процессе. Описана стратегия преподавания и приведены различные этапы формирования для развития критического мышления у современных подростков. Дана характеристика теоретических аспектов, связанных с проблемой развития критического мышления у современных подростков. Приведены примеры реализации педагогических условий для развития критического мышления у подростков. Описаны стратегии формирования опыта критического мышления школьников, в числе которых формирование понятий, интерпретация данных и применение правил и принципов. The question of pedagogical conditions for the development of critical thinking in modern schoolchildren in the process of studying mathematics is considered. The results of the study of approaches to the definition of the essence of the concept of «pedagogical conditions» are presented, which allowed us to define pedagogical conditions as a set of objective possibilities, content, forms, methods, pedagogical techniques, the nature of interaction between participants in the pedagogical process, aimed at solving pedagogical problems. The modern trends of innovations in the educational process are formulated. The strategy of teaching is described and the various stages of formation for the development of critical thinking in modern adolescents are given. The article describes the theoretical aspects related to the problem of the development of critical thinking in modern adolescents. Criticality of the mind is a property when a person can correctly evaluate thoughts, his own and others’, be critical of information, when you can analyze all the assumptions and conclusions made and not take them for granted. Examples of the implementation of pedagogical conditions for the development of critical thinking in adolescents are given. Strategies for the formation of the experience of critical thinking of schoolchildren, including the formation of concepts, the interpretation of data, and the application of rules and principles, are described.
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Dickson, Beth. "ITE Reform at the University of Glasgow: Principles, Research-basis and Implications." Cylchgrawn Addysg Cymru / Wales Journal of Education 22, no. 1 (March 1, 2020): 257–80. http://dx.doi.org/10.16922/wje.22.1.12-en.
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The Faculty of Education at the University of Glasgow's reform of initial teacher education was undertaken on the basis of current research within a mature educational infrastructure. Within the university research knowledge was utilized in two ways: research on teacher education indicated that enquiry could become a key aspect of teacher identity; and it indicated the need for a curriculum for pre-service teachers in schools. Thus enquiry learning was embedded in schools and the new school-based curriculum had three elements: seminars; peer learning through learning rounds; joint-assessed visits. These innovations were positively reinforced by Teaching Scotland's Future (Donaldson, 2011). This series of reforms has implications for Wales and can be usefully analysed against the binary thinking which dominates discourses in teacher education; and Williams's thought on the vulnerability of emergent culture. Four binaries are identified and re-conceptualised: binaries of time, space, content and persons. The binary of time (initial and continuing teacher education is conceptualised a career-long process; the binary of space (school and university) is recast as a third space; the binary of content (theory and practice) is recast as different forms of knowledge permeating space and time; and the binary of persons is recast as a (university-based teacher educator and pre-service teacher) is recast as a triad which sets all three in dialogue. Implications include the deeper consideration of career-long teacher learning; and the role of the teacher educator. This emergent practice may be vulnerable to dominant practice.
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Bates Graber, Robert. "Why is liberal education so incoherent? An anthropological perspective." On the Horizon 22, no. 1 (February 4, 2014): 10–18. http://dx.doi.org/10.1108/oth-09-2013-0030.
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Purpose – This paper's purpose is to account for liberal education's characteristic incoherence. Design/methodology/approach – Its approach is to sketch a dilemma created by cultures being inherently conservative, while nations, in order to be internationally competitive, need to be innovative. The definitional and systemic bases of culture's conservatism offer no point of attack; but a third base is enculturation, which does. Findings – Shortly after puberty, society's more promising young people are strongly urged to leave home for an extended period, and be exposed to ways of acting and thinking that often clash with how they have been brought up. They are encouraged to explore new subjects and indulge their curiosity; they are encouraged to “think outside the box” of their own enculturation. The incoherence of liberal education leaves them not with a sense of closure, but in a state of constructive confusion conducive to innovation in all aspects of life. Liberal education thus serves the social function of countering the anti-innovative tendency of culture. Practical implications – Attempts to impose coherence on undergraduate educational experience by “tying things all together” for students are ill-advised. Originality/value – Seeing incoherence as a desirable rather than deplorable feature of undergraduate liberal education can help us facilitate rather than inadvertently inhibit innovative thought and action in the rising generation.
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Cattafi, Carmelo. "Teaching Methods In International Law." Journal of International Education Research (JIER) 14, no. 2 (December 20, 2018): 9–16. http://dx.doi.org/10.19030/jier.v14i2.10238.
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This research presents the effect of innovation in the educational methodology applied to the teaching of topics in different areas, especially in public international law, trying to demonstrate how learning can be stimulated through artistic awareness. When comparing the different generations of students, we wonder if it is possible for teachers to follow the step of digital natives. In order to fill this generation gap, Tecnológico de Monterrey proposed to support projects of experimentation in educational innovation in various topics related to improving the teaching-learning process. Based on this premise, a group of teachers generate a model of educational innovation training, to facilitate learning for students through the development of creativity in how, when and where to generate learning, integrating challenging and interactive experiences through activities within the teaching practice. The use of traditional methods has led to the overwhelm of teachers, fatigue and pressure, therefore, the contribution of this project is aimed at the teacher to internalize his innovative and creative work, and see himself as a leader transformative in its teaching practice, establishing new teaching-learning spaces. Implementing learning activities through the imagination and measuring the impact on the student of the use of creative activities allows us to improve what we currently do. For this, an interdisciplinary workshop was created (thought and word, mind and body, music, visual arts) where the teacher, through practical and experiential activities, stimulates his imagination, recognizes his talents in creative and innovative thinking and develops resources which then leads to their teaching practice, by designing challenging learning experiences that inspire the student to creatively solve tasks and projects. In order to carry out the objective, we gathered eight professors from different areas (law, international relations, political science, languages, architecture, art, cultural diffusion) convinced that creativity improves the teacher’s performance who rethinks its activities to allow learn more dynamically. It was sought to improve the performance of students who appreciated the approach to the subjects through didactic methods that the teacher had modified according to the passions observed outside the classroom.
Dissertations / Theses on the topic "Thought and thinking Educational innovations"
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Steele-Pierce, Mary Ellen. "Leadership as Teaching: Mapping the Thinking of Administrators and Teachers." [Yellow Springs, Ohio] : Antioch University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1165860089.
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Thesis (Ph.D.)--Antioch University, 2006.Title from PDF t.p. (viewed April 10, 2007). Advisor: Jon F. Wergin . Keywords: leadership, concept mapping, educational administration, teachers' thinking, cognitive map. Includes bibliographical references (p. 148-159).
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Von, Solms Woudi. "Business school creativity amongst MBA students at Nelson Mandela Metropolitan University." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/4255.
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Innovation allows for competitive advantage. Competitive advantage and innovation lead to economic growth. For innovation to occur, creativity is necessary. All individuals are creative, but continuous practice is necessary to be creative. The process from creativity to innovation and competitive advantage and economic growth involves three stages. The first stage involves educating primary and secondary school children to be creative across different domains. Current school systems focus on mathematical and linguistic skills. Examples of domains are linguistic, performance, mechanicalscientific and artistic. These creative domains can be taught through encouraging children to use their imagination and different methods. In primary and secondary education little-c creativity and mini-c creativity are developed. Little-c creativity involves developing problem solving skills. Mini-c creativity involves the ability to recognise personal creative events, not necessarily recognised by others. Tertiary education involves students gaining knowledge in a specific domain. While studying to gain knowledge and conduct research on a specific domain, practicing creativity is still important. Upon completion of tertiary education the second stage in creating economic growth through creativity and innovation commences. This second stage involves organisations hiring creative employees that have knowledge within a domain similar to the organisation‟s industry. Creative employees develop creative ideas. The creative ideas allow for innovative products to be developed. Innovative products satisfy customer needs and lead to competitive advantage. Managers should encourage employees to be innovative. Employees that are motivated and encouraged to take risks develop a talent within the domain that they are employed in. The ability to be creative and innovative leads to pro-creativity and big-c creativity. Pro-c creativity refers to a talent being developed over approximately ten years. Big-c creativity involves creating products that benefits society positively. Upon creating products that benefit society, competitive advantage is created that allows for the third stage of creating economic growth to commence. This third stage involves economic growth that stems from innovation and creative individuals. Countries currently focus on stage two where they aim to encourage innovation amongst organisations. There is a realisation that to be innovative,creativity is necessarily and that creativity must be taught by means of education. This research study will use a questionnaire by Kaufman (2009, 2012, 2013) to determine how creative students perceive they are and whether they are capable of recognising different levels of creativity. A similar study was conducted in Germany and Mexico. Professor Alexander Brem was asked for the questionnaire. The questionnaire was translated from German to English. The objective is to determine whether students perceive themselves to be creative, thus being innovative within their organisations and indirectly allowing for competitive advantage and economic growth. Kaufmans‟ questionnaire was distributed to Nelson Mandela Metropolitan University Masters in Business Administration students. Ethics clearance was granted and answering the questionnaire was optional.To draw conclusions an Exploratory Factor Analysis was done on creative domains and the levels of creativity students are able to recognise. The first Exploratory Factor Analysis revealed performance creativity as the first factor, mechanicalscientific creativity as the second factor, scholarly creativity as the third factor and artistic creativity as the fourth factor. The second Exploratory Factor Analysis grouped pro-c creativity, big-c creativity and little-c creativity as the first factor, not being able to recognise creativity as the second factor and mini-c creativity as the third factor. The individual results from each factor were discussed. Each factor was further analysed by comparing gender, age, year‟s work experience and type of students to the type and level of creativity. The results show three trends. Firstly, results indicated that respondents perceived themselves to be predominantly scholarly and mathematical-scientific creative. This result is synonymous with secondary research that states that educational institutions focus on enhancing linguistic and mathematical skills amongst students and that developing skills in other domains are seen as less important. Secondly, the ability of students to recognise different levels of creativity decreases from big-creativity to pro-c creativity; pro-c creativity to little-c creativity and little-c creativity to mini-c creativity. Students are therefore better able to recognise large inventions than smaller inventions. Thirdly, results indicated that creativity levels do not differ when gender, age, year‟s work experience and type of students are compared. In this research study the above statements will be discussed in detail.
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Rogers, Angela Louise. "NMMU students' perceptions of their creativity." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/8037.
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Creativity is seen as the driving force behind innovation. It can even be said to be the same process. It is critical to implement the creativity in order for innovation to actually take place. This combination of creativity and innovation is required for economic growth, sustainability, continuous improvement and competitive edge for organisations. Creativity is more than just artistic ability but includes scientific and problem solving steps and basic everyday creativity. This combination would be key in government departments, organisations and universities today. People’s perception on creativity could hamper their growth and development in this key area, not only for themselves but of others that they come into contact with. People’s perception on creativity is that it is either a genius form in either artistic or musical terms or it is not at all creative. They do not necessarily view the everyday tasks as creative. The research approach for this study is positivistic and deductive. The students’ perception of creativity is gathered using a quantitative questionnaire, where they rank their perceptions. The questionnaire was from an international study and it was made available to all students at the Nelson Mandela Metropolitan University. The data analysis will be both descriptive and inferential in nature. The research seeks to examine students’ perception of their own creativity and how they rate various creative products or services. Students are on their way to the pinnacle in their fields and the creativity should therefore be at its peak to be able to take full advantage and to get maximum benefit from it. The research will gain insight into their perception via a questionnaire where they need to rate themselves. The literature review will investigate creativity, innovation and the links between them. It will analyse the importance of innovation to business and the unlocking of creativity. There are many differing ways to unlock and stimulate creativity and some of these are addressed.
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Durocher, Elizabeth Antoinette. "Leadership orientations of school administrators : a survey of nationally recognized school leaders /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11895007.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.Typescript; issued also on microfilm. Sponsor: Jonathan Hughes. Dissertation Committee: Thurston Atkins. Includes bibliographical references (leaves 124-134).
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Gonzalez, Eduardo David. "Is there a difference between teacher perceptions about computer lab use in developing higher order thinking skills and actual computer lab practices?" CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2415.
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This study surveyed 15 teachers from an elementary school in Southern California regarding their perceptions of their use of the computer lab as an educational tool to develop student higher order level thinking skills, and compared the results to the actual computer lab activities they assigned. Data regarding actual computer lab practices was collected over a period of one school year. This data was analyzed and categorized by using Bloom's Taxonomy descriptors. Each computer lab activity was scaled and given a value using these descriptors of higher order thinking skills. Results indicated a difference between teacher's perceptions and skills targetted in assigned computer activities.
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Couto, Gabriel Militello. "Pensamento computacional educacional: ensaio sobre uma perspectiva libertadora." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20378.
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This paper situates it self in the line of research Program of Graduate Studies in Education: Curriculum of the Pontifical Catholic University of São Paulo. It aims to reflect on the approximations between the concept of computational thinking and education in a liberating perspective. In order to do so, it leads to qualitative exploratory research on the subject by the survey of academic production of theses and dissertations produced at the Pontifical Catholic University of São Paulo (PUC-SP) and at State University of Campinas (UNICAMP), seeking the concept in titles, abstracts and keywords of 58,871 works carried out from 1965 to 2016. From this survey and analysis, the concept of “Computational Thinking for Education” is coined in a liberating perspective, based on the reflections on technology discussed in the works of Vieira Pinto and Milton Santos, of the concepts on Computational Thinking with the contributions of authors like Papert and Valente and liberating education, in the perspective given by Freire and Shor. This research concludes that computational thinking is an embryonic concept in the researched universities appearing in only one academic work and that it is not only possible to transpose computational thinking to basic education, but it is also possible to do so in a liberating way
Esse trabalho situa-se na linha de pesquisa Novas tecnologias na Educação do Programa de Pós-Graduação em Educação: Currículo da Pontifícia Universidade Católica de São Paulo. Objetiva refletir sobre as aproximações entre os conceitos de pensamento computacional e de educação em uma perspectiva libertadora. Para tanto, realiza uma pesquisa qualitativa exploratória sobre o tema por meio do levantamento da produção acadêmica de teses e dissertações produzidas no Pontifícia Universidade Católica de São Paulo (PUC-SP) e na Universidade Estadual de Campinas (UNICAMP), buscando o conceito em títulos, resumos e palavras chave de 58.871 trabalhos realizados de 1965 a 2016. A partir deste levantamento e análise, é encetada a tessitura do conceito de “Pensamento computacional educacional”, numa perspectiva libertadora, a partir das reflexões sobre tecnologia debatidas nas obras de Vieira Pinto e Milton Santos, dos conceitos sobre Pensamento Computacional com as contribuições de autores como Papert e Valente, e educação libertadora, na perspectiva dada por Freire e Shor. Esta pesquisa conclui que o pensamento computacional é um conceito embrionário nas universidades pesquisadas, aparecendo em apenas um trabalho acadêmico e que não só é possível fazer a transposição do pensamento computacional para o ensino básico, como também é possível fazê-lo de forma libertadora
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Szabados, Cynthia Grassel. "Utilizing the principles and strategies of brain based learning in educating the deaf." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2405.
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Jones, Christene Kay. "Staff Development and the Process of Teacher Change: A Case Study." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/1258.
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This case study documented a staff development program which was the major component of a public school/university partnership between Portland State University and the Lake Oswego School District, a suburb of Portland, Oregon. A select group of 34 Lake Oswego teachers and 4 administrators participated in the Joint Ventures in Instructional Leadership Program which included classes in learning and instructional theory, techniques of peer sharing, instructional strategies and models of teaching, and approaches to the teaching of higher order thinking skills. The program included 7 full days and 4 evenings of instructional training which occurred throughout the 1986-87 school year.
The purpose of the study was to examine the professional growth process of teachers participating in the Joint Ventures Program and determine what effects the program had on instructional decision making and teaching practices. The study provides a full description of the program including: its background; assumptions, goals, and objectives; the selection process and characteristics of teacher participants; the planning process; and the program's content and activities. In addition, the study addresses the following questions: How did teachers perceive their professional growth experience? Did participation in the program bring about any changes in how teachers made instructional decisions? What skills and strategies, acquired through program participation, did teachers use and incorporate into their normal repertoire of teaching practices?
Participant observation was the primary method of data collection used in this study. Other data collection techniques including interviews, questionnaires, video tapes, and documentation were also employed to provide multiple sources of evidence, thereby increasing construct validity of the study. These observational data were integrated and assembled into a chronological, narrative record of events, resulting in a descriptive account of the staff development process as experienced by Joint Ventures Program participants.
The results of this case study indicated that the Joint Ventures Program was effective in promoting desired changes in teachers' approaches to instructional decision making and classroom practices. Several factors were found to influence these changes including a norm of collegiality, School District support, and an ongoing planning process based on participant feedback. The workshop instructor, teacher training activities, and program scheduling also affected the outcomes of the program. Joint Ventures Program participants viewed their overall professional growth experience in a very positive light.
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Bae, Yung-min. "Fostering higher order thinking in a technology-rich classroom environment: learning from an exemplary middle school social studies teacher." Thesis, 2006. http://hdl.handle.net/2152/2660.
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Liu, Yang. "Gestures Can Create Models that Help Thinking." Thesis, 2019. https://doi.org/10.7916/d8-mdj8-7637.
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People gesture every day and everywhere. They gesture in communication, speech, and for themselves while thinking. A large number of studies have explored the gestures in speech and communication under a variety of conditions. However, gestures for thinking did not draw much attention, yet they are natural and spontaneous behaviors of the human being and can reveal the way people process information. Gestures in thinking are also believed to be beneficial in comprehension and memory. Previous studies have demonstrated that people gesture for spatial thinking tasks such as map reading and text navigation test. Theories on embodied cognition and grounded cognition claim that gestures are needed when people visualize the models in mind. What if the models are not inherently spatial? Will people gesture for abstract information? Or on the contrary, what if the models are already presented in visual spatial form that you can simply copy the image, not build one on your own? Will people gesture for diagrams and maps? If so, what kind of gestures will they use? Will gesture improve comprehension and memory?
This work provides evidence that people gesture for not inherently spatial models and spatial models that are presented in diagrammatic format. For information that is not inherently spatial, participants use representational gestures to facilitate the visualization. For instance, a temporal schedule can be visualized into a two-dimension table. For linear order text, people create a list of items that are organized by a certain order. When the spatial and not inherently spatial models are presented in maps or diagrams, representational gestures were still observed and beneficial for the memory test.
Due to the limited sample size and other limitations of the lab setting experiment, these studies did not provide strong results that support the hypotheses that gestures help people comprehend and memorize information. Gestures were found beneficial for only one type of stimuli (mechanical systems) and an overall effect on memory test scores across text and diagram stimuli. Even though the effect of gestures was not significant between different types and formats of stimuli, it was in the right direction. Future research with more sensitive measurements could further explore gestures for thinking.
Books on the topic "Thought and thinking Educational innovations"
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Eggen, Paul D. Strategies for teachers: Teaching content and thinking skills. 3rd ed. Boston: Allyn and Bacon, 1996.
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1946-, Kauchak Donald P., ed. Strategies for teachers: Teaching content and thinking skills. 4th ed. Boston: Allyn and Bacon, 2001.
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Eggen, Paul D. Strategies for teachers: Teaching content and thinking skills. 2nd ed. Englewood Cliffs, N.J: Prentice-Hall, 1988.
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Schön, Donald A. Le praticien réflexif: À la recherche du savoir caché dans l'agir professionnel. Montréal: Éditions Logiques, 1994.
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Schön, Donald A. Educating the reflective practitioner. San Francisco: Jossey-Bass, 1987.
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Schön, Donald A. Educating the reflective practitioner. San Francisco: Jossey-Bass, 1987.
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University of the State of New York. Division of Occupational Education Instruction. Technology education, creativity and innovation: Draft : beyond paper solutions. Albany, NY: University of the State of New York, State Education Dept., Division of Occupational Education Instruction, 1996.
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Fogarty, Robin. Brain-compatible classrooms. 2nd ed. Arlington Heights, IL: SkyLight Professional Development, 2002.
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Brain-compatible classrooms. Arlington Heights, Ill: SkyLight Training and Pub., 1997.
Find full textBook chapters on the topic "Thought and thinking Educational innovations"
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Adrian, Sherry. "Thinking Outside the (Toy) Box, Innovations in Play for Children with Disabilities." In Encyclopedia of Educational Innovation, 1–8. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2262-4_7-1.
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Abusaleh, Sumaya, Eman AbdelFattah, Zain Alabadi, and Ahmad Sharieh. "The Effects of Educational Multimedia for Scientific Signs in the Holy Quran in Improving the Creative Thinking Skills for Deaf Children." In Innovations in Computing Sciences and Software Engineering, 403–8. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9112-3_68.
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Byers, Terry. "What Does Teaching and Learning Look like in a Variety of Classroom Spatial Environments?" In Teacher Transition into Innovative Learning Environments, 187–201. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_16.
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AbstractThe very nature of what constitutes an effective learning environment is undergoing substantial re-imagination. Authors have suggested that the affordances of existing learning spaces, often termed conventional or traditional classrooms, is limited and constrains the possible pedagogies available to teachers. Architects, authors and governments have put forward innovative learning environments (ILEs) as a better alternative. ILEs provide affordances thought to be somewhat better at providing to students learning needs than traditional classrooms, particularly in terms of creative and critical thinking, and collaborative and communicative workers. However, there is little evidence available to show of either spatial type (traditional classroom or ILE) performs pedagogically to either hinder or support the desired approach/es to teaching and learning being sought by current educational policies. One could suggest that a populistic narrative often drives the growing investment in new school learning spaces, facilitated by a vacuum of credible evidence of their impact. This paper will report findings from a three-year study that tracked the practices over time of secondary school Engineering, Mathematics and Science teachers (n = 23) as they occupied two quite dissimilar spatial layouts. The Linking Pedagogy, Technology, and Space (LPTS) observational metric, with its provision of instantaneous quantitative visual analysis, was used to track their practice, and student learning, in a variety of spatial layouts. Subsequent analysis identified broad trends within the data to identify those factors, spatial, subject or confounding teacher factors, which influenced student and teacher activities and behaviours. Importantly, it presented new evidence that works against the current, overt focus on contemporary spatial design. It suggests that greater emphasis on unpacking, and then developing, the mediating influence of teacher spatial competency (how, when and why one uses the given affordances of space for pedagogical gain) is required for any space to performance pedagogically.
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Panneerselvam, Sudhalakshmi. "Teaching English Language and Critical Thinking Through Authentic Short Videos (Ted Talks)." In Innovations and Technologies for Soft Skill Development and Learning, 9–16. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3464-9.ch002.
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This chapter describes how usage of technology in learning becomes common in the current Indian educational scenario. In order to meet the employment expectations, the young students of higher education need to enhance both critical thinking and communication skills. Hence it is essential to develop both productive and receptive skills of English that include not only pronunciation and vocabulary, but also grammar and spelling both in oral and written communications. To manage better communication, learners need to express their thoughts in various ways. Ted Talks, a robust social media platform is proven to be the authentic material for the language learners to develop thought-provoking ideas and express through useful language.
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Iaquinta, Rosa, and Tiziana Iaquinta. "Education Technology Disposable Information." In Wearable Technology and Mobile Innovations for Next-Generation Education, 20–36. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0069-8.ch002.
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The educational comparison between past and present, in information technology, makes obvious how much innovation influences didactics and the relationship students have with knowledge and competences. Tools accelerate relationships and information, often, though; obsessive use of technology determines an impoverishment of one's personal knowledge. This ties young people even more to Internet connections to fill these gaps. Wearable technologies might represent a concrete possibility of overcoming the knowledge gap, by offering, in any place, at any time and in any situation, some definite supports to reassure us about any of our occasional or well-established forms of interaction lack. How much of what we know and take care of, our personal heritage, contributes to determining who we are, our way of acting, thinking, planning, interacting and loving? The article aims to reflect on wearable relationship to education, by offering some data resulting from an Italian experience a secondary high school.
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Elvin, Lionel. "Three Ways of Thinking about Education." In The Place of Commonsense in Educational Thought, 128–36. Routledge, 2019. http://dx.doi.org/10.4324/9780367352035-9.
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Oral, Sevket Benhur. "Thinking Meillassoux's Factiality: A pedagogical movement against ossification of bodymind." In Educational Philosophy and New French Thought, 77–90. Routledge, 2017. http://dx.doi.org/10.4324/9781315113296-7.
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White, Jean. "On ‘Learning’ and ‘Learning about’: W.R.Bion's Theory of Thinking and Educational Praxis." In The Ship of Thought, 84–105. Routledge, 2018. http://dx.doi.org/10.4324/9780429480157-5.
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"Epilogue: The Future of Deficit Thinking in Educational Thought and Practice." In The Evolution of Deficit Thinking, 257–70. Routledge, 2012. http://dx.doi.org/10.4324/9780203046586-14.
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Ktoridou, Despo. "Cultivating Entrepreneurial Thinking through a Management of Innovation and Technology Course." In Advances in Educational Marketing, Administration, and Leadership, 114–33. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2116-9.ch006.
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In recent years, the concept of entrepreneurship and the idea of entrepreneurship education are not novel. Entrepreneurship education at the university level is mostly taught in business schools. Entrepreneurial skills, though, are not only necessary for students who become entrepreneurs. Science and Management Information Systems (MIS) specializations are preparing students to effectively integrate into the competitive working environments of the 21st century. Nevertheless, a common observation is that it is often difficult for students to see any motivation in cultivating mainly entrepreneurial thinking through a course of Management of Innovation and Technology. Academics and practitioners, who teach related topics, especially to multidisciplinary classes, continuously seek innovative teaching and learning approaches to impose more learning responsibility on students, mainly to cultivate their entrepreneurial thinking and acting. This chapter examines the impact of Student-Centered Learning (SCL) introduced in the new multidisciplinary undergraduate course MGT370 Management of Innovation and Technology at the University of Nicosia. The study shows that students and lecturer effectively adopted SCL and commented on its worth for their teaching and learning. Further, the study confirms the implementation of SCL as a significant contribution in cultivating students’ entrepreneurial thinking in meeting the needs of the 21st century.
Conference papers on the topic "Thought and thinking Educational innovations"
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Bal, Harun, Erhan İşcan, and Birgül Katar. "The Importance of Entrepreneurship Education on Economic Growth." In International Conference on Eurasian Economies. Eurasian Economists Association, 2016. http://dx.doi.org/10.36880/c07.01765.
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Entrepreneurship is one of the prominent individual properties in transition from industrial society to artificial intelligence society. It is extremely important to raise entrepreneurs who can easily adapt to changing circumstances, in a society’s economic growth and development. An entrepreneurship has different qualities in terms of manners and attributes such as leadership, ability to see the opportunities, to pursue the innovations, to take risk, independence, diligence, creative thinking, fast problem solving. It is thought to be the economic growth depended on physical capital increase as well as labor and capital. Education is the most crucial component of human capital. In recent years, the most striking result of endogenous growth model of Romer who contributed the improvement of human capital theory is relatively the economies that have higher sum of human capital rate will have higher economic growth rate. The main aim of this study is to determine the impact of the entrepreneurship education on economic growth and development. For this aim a questionnaire is prepared to analyze the potential impact of the entrepreneurship education on economic growth and development. Results of analyze shown that the entrepreneurship education is necessary and important for entrepreneurship. Therefore, entrepreneurship education and training is sufficient for economic growth. The policy makers should spend more resources on the education that increases the human and social capital.
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Groza, Angela. "Development of scientific thinking in the educational process." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p23-28.
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The article addresses the topic of scientific thinking in preschool children, the need to identify objectives for early thought development programs and suggestions for promoting scientific learning programs in early childhood. This complex field of scientific thinking begins with the study of how children identify, observe, record, draw conclusions, make judgments being naturally curious and naturally passionate about learning. Studies in the field have highlighted the real availability of children to learn almost scientific techniques of natural phenomena, the tendency to discover single processes of great complexity to elucidate the "white spots" in their universe. The article highlights the reasons why children come into early contact with science in various domains and the reasons why young children should be exposed to science. The analysis of studies conducted in the area of development of scientific thinking at an early age allowed us to say that there is a real need to develop a curriculum for early stimulation of scientific thinking in children.
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Zvyagin, L. S. "Concept and technology critical thinking as the basis of modern educational technology." In 2016 IEEE V Forum "Strategic Partnership of Universities and Enterprises of Hi-Tech Branches" (Science. Education. Innovations). IEEE, 2016. http://dx.doi.org/10.1109/ivforum.2016.7835850.
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Perepelkina, T. A. "DEVELOPING SPATIAL THINKING OF STUDENTS OF SPECIALTY «DECORATIVE AND APPLIED ART» WITH USING 3D MODELING." In INNOVATIONS IN THE SOCIOCULTURAL SPACE. Amur State University, 2020. http://dx.doi.org/10.22250/iss.2020.17.
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The article is devoted to the development of spatial thinking using 3D modeling for students of the specialty «Applied Art» in art colleges at the initial stages of training. The Sketch Up and Blender3D programs are considered as one of the ways of developing spatial thinking, programs features and the possibility of using them in the educational process.
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Rainho, Conceiçao, Maria Joao Monteiro, Alice Mártires, Zita Castelo-Branco, and Rita Payan-Carreira. "Peer review and critical thinking in nursing students." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2847.
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Different models are available to help engage and motivate students as well as to model professional thinking and action (Irby, 1994). Their effect increases when regularly used, particularly when supplemented with feedback. Among them, the Paul-Elder´s Elements of Thought, or the Ennis´s FRISCO guidelines may be used for develop clinical skills. The objective of this study is analyse the effect of educational intervention on critical thinking, in nursing students of the 2nd year, based on the peer review, using the Cornell test (Level X) before and after intervention. Of the 74 students who participated in the study, 75.7% were female with an average age of 20.8 years. The average scores of critical thinking before intervention was 21.3 and after was 28.5, the average was statistically significant different between the two time points (p <0.01).
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Sanduleac, Sergiu. "Scientific thinking – a fundamental concept in the professionalization of teachers." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p9-15.
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Scientific thinking as a fundamental concept in the professionalization of teachers is a very important element in the problems that have arisen in the 21st century. This article presents the theoretical modeling of the professionalization of the teacher who has a high level of operability in scientific thinking. Several meanings regarding scientific thinking are presented. Likewise, the perspectives of approach in the development of scientific thinking in teachers in relation to Bloom's revised taxonomy are presented. The article concludes with international and national strategies that could be undertaken to contribute to the development of scientific thinking in teachers, in relation to possible problems that could be solved through these educational implications that would help set the standards of scientific thinking as a standard for thought development scientific studies for pre-university teachers.
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Gromyko, Yury Vyacheslavovich, and Vitaly Vladimirovich Rubtsov. "The digital platform of the future school: the digital-cognitive approach against the digital-algorithmic reduction of educational practice." In 4th International Conference “Futurity designing. Digital reality problems”. Keldysh Institute of Applied Mathematics, 2021. http://dx.doi.org/10.20948/future-2021-21.
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The paper differentiates two approaches to digitalization of the educational practice: the digital-algorithmic approach and the digital-cognitive approach. The digital-algorithmic approach puts in correspondence pupil’s answer with described and established rules and operations to achieve “correct” responses. Application of the first approach forces students to guess right operation sequence to find the right solution. The digital-cognitive approach provides a background for modeling, visualizing and making representation of thinking acts and action for school students and teacher. Realization of the second approach aims to organize the digital educational milieu of the new generation. This the digital educational milieu supports and stimulates student work to find types of operations, the operation set and the operation sequence according to student’s understanding of the problem and grasping the situation. The model of the thinking act that is elaborated by Vasiliy Davydov as the “cell” for the interdisciplinary theory of thought processes is considered to be the core for constructing a digital educational milieu of the new generation. Described forms of thinking act with increasing complexity provides organization of digital-cognitive systems in education.
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Escalante, Juan Esteban, and Sara Aguilar-Barrientos. "The CAMBRIA case: Learning through experience." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5381.
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Experiential learning contributes to the development of thought-related abilities, such as critical thinking and creative thinking. This article evinces the contribution of this theoretical and conceptual proposal through a specific experience with the CAMBRIA project, a solar electric vehicle built at Universidad EAFIT, that potentiated aspects related to multidisciplinary work amongst undergraduate students and, in turn, brought about pedagogical changes at the Institution. CAMBRIA opened a panorama for exploring new alternatives in the teaching-learning process and, through participation in non-simulated activities, led to the restatement of certain core aspects of the University’s educational activities. An analysis of this topic also leads to the formulation of a learning and competency acquisition model. Finally, project results and conclusions are presented, which include elements derived from the proposed model and testimonies from some of the participating students, who were interviewed in depth.
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Biloria, Nimish. "Smart Cities: A Socio-Technical Perspective." In International Conference on the 4th Game Set and Match (GSM4Q-2019). Qatar University Press, 2019. http://dx.doi.org/10.29117/gsm4q.2019.0020.
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This research paper elaborates upon the concept of Smart Cities and the evolution of the term itself throughout history in order to outline the emergence of two distinct schools of thought: technocentric and humancentric, which have shaped smart cities. The paper also categorizes smart cities based on these two perspectives and outlines the operational tactics associated with them. After discussing and summarizing the pros and cons of both perspectives, the viewpoint of a socio-technical system-based model for conceptualizing and re-thinking the smart city narrative is presented. This People, Activity, Context and Technology (PACT) based socio-technical ecosystem model and the manner in which it can overcome the shortcomings of the technocentric and the humancentric modes of thinking is thus presented as a way to understand the city and as a laboratory for initiating an ecology of informed smart innovations.
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Williams, Christopher B., John Gero, Yoon Lee, and Marie Paretti. "Exploring Spatial Reasoning Ability and Design Cognition in Undergraduate Engineering Students." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28925.
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This paper presents preliminary results from the first phase of a longitudinal study of design cognition and the effects of design education on design practice. The study aims to monitor the development of engineering design thinking through a three-year protocol study of control and experimental groups of engineering students. Using innovations in cognitive science that include ontologically-based coding of protocols and new methods of protocol analysis, the study is intended to characterize students’ cognitive development, identify differences over time, and relate those differences to students’ educational experiences. The first phase of this study focuses on assessing students’ spatial reasoning ability. Spatial reasoning is the ability to process and form ideas through spatial relationships among objects. It has been found to correlate strongly with the design ability associated with one’s ability to generate, conceptualize, and communicate solutions to problems. Sophomore students entering two different majors took four spatial reasoning tests (Paper Folding, Vandenberg, Mental Rotation, and Spatial Imagery Ability) that addressed their ability to visualize objects and mentally manipulate them over an ordered sequence of spatial transformations. The results of these tests are presented in this paper. Tests were conducted to determine statistical significance in order to evaluate whether a student’s spatial reasoning ability correlates with their choice of engineering major. The students’ test performances are also compared with existing data from other fields (e.g., architecture, visual arts, science, and humanities).