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1
Andin, Christina. "Teacher educators' conceptions of thinking skills and practices for modelling thinking skills teaching." Thesis, University of Surrey, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.599917.
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Instructional reform requires learning by those who implement it. Learning involves a process of reconstructing knowledge and beliefs entailed by complex behavioral change. A cognitive perspective of policy implementation underscores that behavioural changes have a fundamental cognitive component. By assuming that policy implementation as a relatively straightforward process of transmitting behavioural rules drawn up by policy-makers to those responsible for implementing the rules, a top-down policy implementation tends to undermine the learning needs of those who are implementing instructional change. This implies a connection between the organisational factor, learning and change. There is a rich base of literature on educational change theory and learning theory. What is lacking is research attempting to link these fields. This case study sheds light on the discussion about organisational factor, learning and change by investigating the implementation of a thinking skills policy in the context of teacher education in a fully centralised education system. This involves the examination of how eight teacher educators conceptualised the thinking skills policy and implemented the intended change in their teaching. Specifically, the research questions seek to examine the acquisition of knowledge and the alteration of belief which guide the change in practice with regard to thinking skills policy. Data were collected through interviews, observations and questionnaires. The study produces three key findings. The first finding concerns the gap and uncertainties of was the absence of the intended change in practice. The third finding relates the many barriers that impede the change in teaching practice to the lack of consideration of systemic factors in the change process. All the results are connected to the issue of the organisational factors as the framing that underlies the change process. The implications of the finding for the policy-making process are discussed
2
Чернець, М. О. "The importance of critical thinking skills." Thesis, Київський національний університет технологій та дизайну, 2017. https://er.knutd.edu.ua/handle/123456789/7237.
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Husband, Gregg. "An analysis of critical thinking skills in computer information technology using the California Critical Thinking Skills Test." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006husbandg.pdf.
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Profetto-McGrath, Joanne. "Critical thinking skills and critical thinking dispositions of baccalaureate nursing students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0025/NQ39582.pdf.
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Brown, Ken. "Education, culture and critical thinking." Thesis, University of Aberdeen, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388942.
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The recent movement to enhance critical thinking through education is not entirely new. However, it differs from an earlier tradition which was concerned broadly with the historical origins and social ramifications of critical thought. The terms of reference of the current 'thinking skills debate' are more narrowly restricted to the objectives and methods of contemporary education systems and there is a characteristic tendency to adopt features of individual psychology and 'cognitive science'. Even where such conceptual perspectives are not made explicit, there is widespread commitment to the idea that it is possible to identify general skills of thought and teach them successfully. Various programmes maintain this commitment, despite a paucity of evidence that the 'skills' thus identified transfer readily between 'cognitive domains'. A powerful and controversial counter-argument has been advanced against this conception of critical thinking skills. The main thrust of 'domain-theory' is that the 'generalist' position is incoherent; thinking skills are specific to subject-matters of 'domains' of thought, and cannot be abstracted from them, a conclusion said to be preordained by the logic of language and thought. The present thesis is that this counter-argument is substantially correct as a refutation of the theoretical basis of many current aspirations for the introduction of 'thinking skills' programmes into education. Formal representations and generalised accounts of thinking fail to address the open-endedness and creativity of genuinely critical thought. Domain-theory falters, however, in its attempt to interpret logically self-authenticating modes of thought. They are not distinguished by seamless, internal logics or methodologies, nor are they radically distinct from common modes of discourse. Indeed, specialised disciplines derive their intelligibility from this common ground of evolving linguistic meaning and imagery. It is from this, rather than from within the constraints of 'logical domains' that some of the most innovatory developments occur; the perception of analogy; the 'thought-experiment' with revolutionary implications for established theory. Paradigms of this kind have universal significance for the elucidation of critical thought.
6
O''''Neill, Mary. "Measuring the predictors of postgraduate nurses' thinking skills." Thesis, Queen's University Belfast, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728388.
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Reflection is an important concept in nursing education, and is regularly used to explore the application of theory to practice and ascertain knowledge arising from practice. The ability to think critically is an essential skill for students to acquire during their education to support effective patient care and evidence-based practice. Today, reflection and thinking skills are commonly embedded in nursing curricula as learning outcomes. This study explored the relationship between reflection and reflective practice as a teaching strategy on the thinking skills of postgraduate nursing students. The study also investigated how students reflected on situations in everyday practice and the factors that motivated them to learn and the approaches they used when studying and learning. A quantitative cross-sectional survey design was used. Participants (n=210) completed four self-reported questionnaires to measure their reflective abilities, motivation, thinking skills and approaches to learning. Data were analysed using descriptive and correlation analyses including multiple regression to explore multivariate relationships between the dependent variable thinking skills and the combined sets of independent variables for reflection, motivation and approaches to learning. A model was created that explained the relationship among the independent variables and their individual and distinct contribution to the model and specifically the predication of thinking skills as postulated in the hypotheses. The model showed that self-efficacy and habitual action were statistically significant and made a unique contribution to the model as predictors of postgraduate nurses’ thinking skills. The findings provide new insights to inform teaching practice and enhance learning experiences for postgraduate students.
7
Coetzee, Carla. "Mathematical thinking skills needed by first year programming students." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60991.
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The aim of this qualitative study is to explore and describe the mathematical thinking
skills that students require for a first level programming subject that forms part of the
National Diploma in Information Communication Technology (ICT) at a University of
Technology (UoT).
Mathematics is an entry requirement for many tertiary programmes, including ICT
courses, unfortunately the poor quality of schooling in South Africa limits learners'
access to higher education. From the literature it is evident that students lack fluency
in fundamental mathematical and problem-solving skills when they enter higher
education.
In this study, the concept of programming thinking skills is explored, described and
linked to mathematical thinking skills. An instrument (Mathematical and Programming
Thinking Skills Matrix for the Analysis of Programming Assessment) has been
developed and used to analyse examination papers of a first-year programming
subject (at TUT) in order to identify mathematical skills as these appear in
programming assessments. Semi-structures interviews were conducted with first-year
programming lecturers, examiners and moderators. The literature as well and the
results of the analysed data indicated and confirmed that mathematical thinking skills
are extremely important when learning to program. The results of the study indicate a
strong relationship between mathematical thinking skills and programming thinking
skills.
The outcome of this study is therefore a set of mathematical thinking skills that needs
to be developed when compiling a mathematics curriculum for first level programming
students studying towards a National Diploma in ICT.<br>Dissertation (MEd)--University of Pretoria, 2016.<br>Science, Mathematics and Technology Education<br>MEd<br>Unrestricted
8
Swiger, Wanda S. "Correlation between critical thinking skills and decision making skills in athletic training and the examination of critical thinking differences across the curriculum." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4259.
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Thesis (Ed. D.)--West Virginia University, 2005.<br>Title from document title page. Document formatted into pages; contains v, 122 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 94-103).
9
Dewey, J. L. "Activating children's thinking skills (ACTS) : an intervention evaluation study." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1444712/.
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This study investigated the impact of an infusion intervention on the cognitive, emotional and social development of Year 4 and Year 5 children across 10 schools in a large county. A two year intervention period was utilised to ascertain effects over time and contexts to monitor transfer and maintenance (Blagg, 1991 McGuinness, 1993 McKinstery & Topping, 2003). The project provided a unique contribution to the specialist sphere of thinking skills by using an experimental and matched waiting list control group to overcome limitations of earlier research design (Blagg, 1991 DfEE, 1999 Gorodetsky et al., 2002 Sternberg & Bhana, 1986). A multi-method pre, post and delayed post test using standardised measures across a range of learner outcomes developed research further in the domain of student effects in the primary age range (Coles, 1999 Nisbet, 1993 McKinstery & Topping, 2003 Watkins et al., 2001 Wilson, 2000). Furthermore, the research offered a distinctive insight into the perceptions of the key players involved through triangulated qualitative analysis which, unlike earlier studies examined the practicalities of the program in real life educational environments (Higgins et al., 2004 McGuinness, 2003 TES, 2002 Topping, 2002 Wilson, 2000). Key findings demonstrate the impact of the ACTS intervention on enhancing children's cognitive abilities over a two year as opposed to a one year intervention period. This resonates with similar studies in which such an extended time period is considered essential to generate cognitive change (Blagg, 1991 Feuerstein et al., 1980 Shayer & Adey, 1993). Correspondingly qualitative data from students and staff illustrate that children were not only able to detail the range of thinking skills taught but describe application. This evidenced transfer in both the near and far contexts an area ignored in prior work (Blagg, 1991 DfEE, 1999 McGuinness, 2003 Wilson, 2000). Additional effects linked the teaching of thinking to social and emotional gains of children in line with the evidence base (Blagg, 1991 Lipman et al., 1980 McKinstery & Topping, 2003). Considerable impact was, likewise, apparent in relation to the professional development of staff in terms of both skills and knowledge as paralleled in other studies (McGuinness et al., 1997 McKinstery & Topping, 2003 Munro, 1999 Stewart & Smardon, 2002). The research is of significance in strengthening both the empirical and theoretical evidence base in the teaching of thinking skills by evaluating infusion. Important implications for both the psychological knowledge base and educational psychology practice are made. Of particular significance are the application of such programmes within curriculum contexts alongside the professional artistry required to ensure effectiveness (McGuinness, 2003 McKinstery & Topping, 2003 Topping 2002). This will form the focus of future studies with evaluation necessitated to determine the relative value of core components within cognitive instruction. The growing interest in the area makes it of particular pertinence for ongoing EP scientific scrutiny. As McGuinness (1999) argues "The idea of thinking classrooms and schools as thinking communities, requires further articulation and interpretation, and the research base is in its infancy' (p.30). This is an area ripe for development and it is argued that educational psychologists should focus their efforts on helping teachers to translate theory into practice into the classroom.
10
O'Hare, Liam. "Measuring critical thinking skills and dispositions in undergraduate students." Online version, 2004. http://bibpurl.oclc.org/web/25083.
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Lee, Mei-yi, and 李美儀. "Enhancing critical thinking skills through ICT in English reading." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29953790.
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ライ・ウェイリン, ポール. "Academic Writing(A) : Logical Thinking Skills In Academic Writing." 名古屋大学オープンコースウェア委員会, 2014. http://hdl.handle.net/2237/20447.
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O'Hare, L. C. "Measuring critical thinking skills and dispositions in undergraduate students." Thesis, Queen's University Belfast, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421013.
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De, Jager C., A. Muller, and G. Roodt. "Developing creative and innovative thinking and problem-solving skills." Journal for New Generation Sciences, Vol 12, Issue 1: Central University of Technology, Free State, Bloemfontein, 2014. http://hdl.handle.net/11462/649.
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Published Article<br>A specific financial services organisation in South Africa realised that they had to join the innovation revolution in order to remain commercially competitive due to unexpected competitors entering the traditional financial services domain. The evaluation question asks whether employees in a financial services organisation can develop creative and innovative thinking and problem-solving skills through an intervention such as a workshop, and can a benefit for the business unit and organisation be identified.
This qualitative study employed Utilisation Focused Evaluation (UFE) to address the evaluation question. Questionnaires, pen-and-paper tests and interviews were used to gather data. Descriptive statistics were applied to report the data. The most critical finding confirmed that individuals can acquire creative and innovative thinking and problem-solving skills. The acquisition of these skills though is not sufficient on its own to establish a culture supportive of creativity and innovation.
The study culminated in the creation of The Triple I Creativity and Innovation Model. The Triple I Creativity and Innovation Model illustrates how a workshop with distinctive training design features can impact the individual, the business unit and the organisation in order to initiate, ideaneer and ignite creativity and innovation.
15
Alosaimi, Khalid Hamoud. "The development of critical thinking skills in the sciences." Thesis, University of Dundee, 2013. https://discovery.dundee.ac.uk/en/studentTheses/f8eb450c-0914-4e1b-aa1c-65dd9d02cfba.
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Traditionally, education in Saudi Arabia has tended to lay considerable emphasis on the correct recall of memorised information. In the early years of the 21st century, education policy in Saudi Arabia began to consider the introduction of the concept of critical thinking into the curriculum. At the same time, the role and place of the sciences in the curriculum have increasingly been emphasized, the aim being to equip future generations with the skills thought important in taking the country forward. This study is, therefore, set in Saudi Arabia and focuses on the nature and development of critical thinking in the context of the current curriculum in the sciences. After describing the educational scene in Saudi Arabia, the thesis focuses on what is known about thinking in general and critical thinking in particular. The aim here is to move towards the development of a model of critical thinking and some kind of operational description against which test material can be developed. At that stage, it was recognised that, while critical thinking might be conceptualized as a set of cognitive skills, there is a strong attitudinal element. In simple terms, the learner needs to know how to think critically but also be willing to use these skills. There is a very brief review of some key research in the area of attitudes, including the principles of measurement which underpin the way the perceptions and attitudes of the learners are considered in this study. The cognitive nature of critical thinking is then related to two key research contributions of the 20th century: the work of Jean Piaget and David Ausubel. Critical thinking takes place in the working memory and the insights from information processing are discussed, looking at the ways information moves around the brain and the implications for the development of critical thinking are discussed. This study aims to explore how to measure critical thinking and to determine whether critical thinking skills can be developed in science subjects in school pupils. To achieve this aim, a model of critical thinking was first developed representing that thinking critically basically involves asking the questions how, what and why of new sources of information, the information itself and the linking processes involved in understanding. A test of critical thinking was developed based on this model. The data from this test were related to several other educational measures: student perceptions, working memory capacity, understanding science, school marks in science. Interviews with teachers and school inspectors were also conducted to explore their perceptions. The researcher is confident that the model and test make a contribution to the literature, as well as being of benefit to Saudi Arabia and to other countries. Critical thinking was measured with a total of 240 pupils, 120 girls and 120 boys, aged between 13 and 15, in classes 1, 2 and 3, in six Intermediate Schools in Saudi Arabia in the academic year 2009-2010. The questions in the test were designed so that success in the test relied on one or more of the aspects of critical thinking. The outcomes were related to working memory capacity and school science performance while student perceptions were measured. Principal Components analysis using Varimax rotation showed that the test designed to measure critical thinking was not measuring either science knowledge or understanding nor was it a measure of working memory capacity, but the school marks were highly correlated with working memory capacity. It was found that the measured critical thinking grew from year 1 to year 3; possible reasons are suggested. While the validity of the critical thinking test is not certain, it is not simply a measure of knowledge and understanding or of working memory capacity although any critical thinking would take place in the working memory. The survey offered many insights but, in particular, it revealed that most pupils had a negative attitude to science and showed broadly negative perceptions of science. The following experiment aimed to determine whether critical thinking skills could be developed in science subjects in school pupils. A fresh sample for the second experiment consisted of 1,600 pupils, from 12 schools, 800 girls and 800 boys, 400 of each in grade 1 (aged 13) and 400 in grade 3 (aged 15). Of these 400, 200 were in control groups and 200 in experimental groups. The pupils in the experimental groups were taught critical thinking skills using teaching material specifically developed for this research (which took 9 weeks to complete) and with a method proposed for it, while those in the control groups were taught in the normal way. The following were measured: student perceptions, working memory capacity, critical thinking, and understanding. The first two tests were identical to those used in experiment 1 and the critical thinking test was only slightly modified. In addition, their school marks were taken to make a fifth data set. Analysis of the data showed that critical thinking skills grew significantly after use of the new materials, with year 3 showing greater growth. Despite attempts to make the material gender neutral, boys were found to be better at critical thinking skills, although this may simply reflect gender-separated education. Principal components analysis again showed that critical thinking test data is unrelated to measured working memory capacity, measures of recall, and measures of understanding. The student survey was carried out with the purpose of examining pupils’ attitudes towards various aspects of thinking and critical thinking in the context of science teaching and some unexpected gender differences were observed. In the test of critical thinking skills, girls and boys in the experimental groups both performed better than did the control groups but the girls did not appear to be convinced that this is the case.A total of 98 science teachers and science inspectors were interviewed in order to explore their perceptions of critical thinking in science education. A range of themes was explored and there were some differences in their views which, in turn, did not seem to match the views of the students. Implications are discussed. The overall conclusions are that critical thinking can be measured and that it can be enhanced with school learners aged in the range 13 to 15. However, it is vital that educational policies, resources, national assessment and teacher training be adjusted if the development of critical thinking is to make much progress in Saudi Arabia. The limitations and implications of the study are outlined.
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Everman, Suzanne R. "Critical thinking skills and the performance on NCLEX-RN." Muncie, Ind. : Ball State University, 2008. http://cardinalscholar.bsu.edu/358.
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Kirby, Matthew. "The Impact of Religious Schema on Critical Thinking Skills." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/10.
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The purpose of this study was to examine the relationship between critical thinking and religious schema as represented by religious orientation. Past research has included religious belief within the larger construct of paranormal belief, and demonstrated a correlation between high levels of paranormal belief and poor critical thinking skills. Studies in the psychology of religion suggested that a more complex religious measure based on religious orientation was necessary to understand these correlations. Additionally, schema theory offered a cognitive framework within which to experimentally test the cause of these correlations. This study found that primed religious schema did not account for the relationship between paranormal/religious belief and critical thinking skills. This study did find that poor critical thinking performance was predicted by higher levels of extrinsic religious orientation.
18
Hurley, Gabrielle C., and n/a. "Towards the 'Smart State': The Teaching and Learning of Thinking Skills." Griffith University. School of Curriculum, Teaching and Learning, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040220.150536.
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In an age of substantial educational reform, the teaching and learning of 'thinking-skills' are considered to be an integral component of a child's education. Further, they are considered an important factor in developing skills which may contribute to increased learning outcomes for all learners. Current reform agenda nominate a range of 'thinking-skills' and processes that inform essential lifelong learnings and that are supported by characteristics that all learners should exhibit. At the heart of such prescription is a vision of a future in which 'process' rather than 'knowledge' will be the focus. A fundamental paradigm shift is pressing, and so too, the revised role of the teacher. Teacher practices that assist students to search for their own understandings rather than follow other people's logic are paramount and essential to the successful implementation of educational change. This case study presents one teacher's approach to the provision of 'thinking-skills' instruction in a primary school classroom for year-six children. The three objectives of the project were first, to trial a different pedagogical approach, second, to influence and change the 'thinking' habits of youngsters, and third, to encourage students to employ 'good thinking' in order to maximize learning outcomes. The model for implementation was underpinned by philosophical approaches gleaned from the literature, which were caring, humane, stimulating and creative. An eclectic mix of insights and strategies were employed to target full immersion of students and teacher into a 'Thinking-Skills Classroom'. Data were gathered from two groups of student participants who represented two discrete learning contexts. One context was that of the Trial Classroom, where the 'immersion' process sought to create a 'culture of thinking', in which 'thinking' was the focus of all teaching, learning, and operating activity. The context of the Control Classroom, was one in which 'thinking' was not the focus of all instruction and learning, but rather, was taught in an incidental and less formal manner. The aim of this study was to determine whether significant educational outcomes would become apparent in the Trial Classroom, that is in a context where children were immersed in, and learned to use, a range of strategies aimed at progressing them as independent, confident and 'accomplished thinkers'. The teaching experiment that was 'The Thinking-Skills Classroom', proved successful. The research has revealed effective 'transfer' after instruction for students in the Trial Classroom. Learners effectively applied new 'thinking understandings' into everyday thinking situations, in addressing real-life problem solving, and in producing evidence of new ways of operating. Across all strata of academic ability students from the Trial Classroom increased their thinking prowess. A category was established for 'excellent thinkers', where students demonstrated acquisition of a different set of skills from those normally associated with 'good thinking'. Students developed increased self-confidence, risk-taking initiatives and independence across the board as a result of increased thinking ability. A study of this kind may be helpful to other teacher/researchers who are considering instructional and curriculum change in light of wider paradigmatic change in education. Although this particular study would be difficult to replicate, this researcher's story can be usefully interpreted to allow insights and generalizations from the case-study to be made. These may serve as a catalyst for other innovative school-based pedagogies to emerge, and for new learning approaches to be considered and trialled, in order to prepare students for life and learning in the Twenty-First Century.
19
Hurley, Gabrielle C. "Towards the 'Smart State': The Teaching and Learning of Thinking Skills." Thesis, Griffith University, 2003. http://hdl.handle.net/10072/367428.
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This case study presents one teacher's approach to the provision of 'thinking-skills' instruction in a primary school classroom for year-six children. The three objectives of the project were first, to trial a different pedagogical approach, second, to influence and change the 'thinking' habits of youngsters, and third, to encourage students to employ 'good thinking' in order to maximize learning outcomes. The model for implementation was underpinned by philosophical approaches gleaned from the literature, which were caring, humane, stimulating and creative. An eclectic mix of insights and strategies were employed to target full immersion of students and teacher into a 'Thinking-Skills Classroom'. Data were gathered from two groups of student participants who represented two discrete learning contexts. One context was that of the Trial Classroom, where the 'immersion' process sought to create a 'culture of thinking', in which 'thinking' was the focus of all teaching, learning, and operating activity. The context of the Control Classroom, was one in which 'thinking' was not the focus of all instruction and learning, but rather, was taught in an incidental and less formal manner. The aim of this study was to determine whether significant educational outcomes would become apparent in the Trial Classroom, that is in a context where children were immersed in, and learned to use, a range of strategies aimed at progressing them as independent, confident and 'accomplished thinkers'. The teaching experiment that was 'The Thinking-Skills Classroom', proved successful. The research has revealed effective 'transfer' after instruction for students in the Trial Classroom. Learners effectively applied new 'thinking understandings' into everyday thinking situations, in addressing real-life problem solving, and in producing evidence of new ways of operating. Across all strata of academic ability students from the Trial Classroom increased their thinking prowess. A category was established for 'excellent thinkers', where students demonstrated acquisition of a different set of skills from those normally associated with 'good thinking'. Students developed increased self-confidence, risk-taking initiatives and independence across the board as a result of increased thinking ability. A study of this kind may be helpful to other teacher/researchers who are considering instructional and curriculum change in light of wider paradigmatic change in education. Although this particular study would be difficult to replicate, this researcher's story can be usefully interpreted to allow insights and generalizations from the case-study to be made. These may serve as a catalyst for other innovative school-based pedagogies to emerge, and for new learning approaches to be considered and trialled, in order to prepare students for life and learning in the Twenty-First Century.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Curriculum, Teaching and Learning<br>Full Text
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Tsoi, Hang-sang, and 蔡恆生. "An investigation on students' critical thinking skills in an online environment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/202304.
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Alvarenga, Denise Maria de Figueiredo. "Developing Young Learners’ Logical/Deductive Thinking Skills and Second Language Skills through a CLIL approach." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2012. http://hdl.handle.net/10362/8651.
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Trabalho de Projecto apresentado para cumprimento dos requisitos necessários à
obtenção do grau de Mestre em Teaching English as a Second / Foreign Language.<br>Este trabalho de projeto procura explorar os enúmeros benefícios do uso de uma
abordagem CLIL no ensino da língua inglesa como língua estrangeira e
simultaneamente avaliar a possibilidade de melhorar competências matemáticas e
competências associadas a uma língua estrageira através de uma abordagem CLIL, com
crianças do 1º ciclo do Ensino Básico. Este action research tem como objetivo
responder à pergunta É possivel melhorar competências matemáticas e competências
associadas a uma língua estrangeiraatravés de uma abordagem CLIL?
Este action research foi estruturado usando uma abordagem CLIL e
desenvolveu-se numa escola privada, envolvendo um grupo de 18 crianças que
frequentavam o 4º ano de escolaridade. Estas crianças inscreveram-se no English Club
que tinha lugar uma vez por semana durante meia hora. As crianças participantes neste
projecto trabalhavam em grupos tendo participado em cinco ciclos de trabalho com
diferentes níveis de dificuldade, onde tiveram de completar atividades matemáticas que
envolviam problemas matemáticos de lógica e dedução. Estes cinco ciclos de trabalho
foram desenvolvidos usando uma abordagem Task-Based Learning.
Tendo em conta toda a informação recolhida neste projeto, é possible concluir
que as crianças foram capazes de combinar a língua inglesa como meio de comunicação
e a linguagem matemática na resolução de todas as actividades proposta. Todas estas
actividades matemáticas tinham como principal objetivo que as crianças deste projeto
progredissem no desenvolvimento das competências matemáticas ligadas à logica e à
dedução e que também desenvolvessem competências associadas à aquisição do inglês
como língua estrangeira.<br>Abstract: This project work seeks to explore the numerous benefits of introducing a CLIL
approach within the ELT classroom, simultaneously evaluating the possibility of
improving mathematical skills and developing second language skills through a CLIL
approach with young learners aged nine and ten. This action research project aims, thus,
to provide an answer to the research question Can young learners improve both their
Mathematical thinking skills and second language skills through a CLIL Approach?
This action research was developed using a CLIL approach and took place in a
private primary school, involving a group of 18 young learners attending the fourth
grade, who enrolled in an English Club, which took place once a week for half an hour.
Young learners participated in groups of three or four in five teaching cycles, with
increasing levels of difficulty, where they were asked to complete a problem solving
task within a task cycle designed in accordance with a Task-Based Learning approach.
Taking into account the findings of this research, it was possible to conclude that
young learners were able to combine English as a means of communication and the
language of mathematics in order to perform problem-solving activities which aimed to
help learners progress in skills regarding a second language and mathematical
reasoning.
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Battle, Danielle Sanders. "Student mathermatics performance in relation to selected causal variables and a teaming process for improving higher order thinking skills." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2009. http://digitalcommons.auctr.edu/dissertations/52.
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It was proposed that student mathematics gain scores on the Georgia Criteria Referenced Competency Test (CRCT], motivation ant1 teacher expectation might be explained by teacher perceptions of the selected independent variables: Instructional I leadership, professional development, teacher methodology, achievement lesson planning, teacher instructional delivery and teacher college preparation. The correlation design did not include a control group. Thirty-seven of the 48 teachers responded to a 51 -item, five-point ordinal scale questionnaire in a metropolitan Atlanta elementary school. Significant correlations were student CRCT performance; motivation and teacher expectations were intercorrelated and all three variables were significantly correlated with the Achievement Lesson Planning system (ALPS), college preparation, instructional supervision, math grouping, and staff professional development. Higher order thinking skills (HOTS) were only significantly related to CRCT and teacher expectation. Based on these results. five third grade teachers were selected for treatment, and were asked to rate their 95 students' ability to respond to higher order thinking skills in addition to providing teacher and student demographic information. Based on the results of both surveys, a treatment was conducted to counteract the identified causal variables for low student responsiveness in teaching of higher order thinking skills in order to improve student mathematic performance. The researcher (the principal) trained the third grade teachers to function as a Grade Achievement 1em (GAT) on the Empowerment Management of meeting (EMOM) model and to utilize the ALPS to plan lessons so as to counteract the causal variables for low student performance and to teach for higher order thinking skills utilizing the Observation Based Instructional Assessment System (OBIA). The results of ANOVA indicated that all teachers made significant gains on the teaching of HOTS in mathematics. In a factor analysis, HOTS gain scores in mathematics were loaded in component I inversely only with teacher gender. The results of regression analysis indicated that student CRCT math performance was significantly predicted only by their Pre-CRCT score and teacher rating of their math performance. It was suggested that the principal provided professional development at the Grade Achievement Team (GAT) level in the Management of Meeting (EMOM) model for conducting Achievement Lesson Planning System (ALPS) and Observation Based Instructional Assessment (OBIA) on the teaching of higher order thinking skills (HOTS).
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Kok, Illasha. "Vraagstelling as effektiewe onderrigleervaardigheid om leerders se hoërorde-denke in die natuurwetenskappe-leerarea te ontwikkel / Illasha Kok." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1544.
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Hermiz, Mary E. "Teaching critical thinking skills to student nurses in clinical settings." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221272.
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What strategies are effective for clinical nurse instructors to use in developing critical thinking in student nurses? Many clinical strategies have been discussed in, literature, but only a few have been verified through research as to their usefulness.This study used the qualitative research methodology of multiple case studies. Participants were six clinical nurse instructors. Nursing experience ranged from 17-27 years, teaching experience involved 2-24 years. Four instructors had doctorates, one nurse had a masters degree, and the sixth nurse lacked two courses before completing a masters degree. The six instructors were from five areas of nursing: medical/surgical (beginning and intermediate level), maternity, mental health, community health and management.Each instructor was interviewed three times during the same semester, approximately two weeks apart. Interviews were audio recorded and transcribed. Spradley's (1979) domain and taxonomic analyses were used to analyze the data.Data analysis showed that some strategies were used by all instructors, with adaptations made for the specialty. The strategies used by all instructors were questioning, nursing care plans and clinical conferences. More than one instructor used student journals, teaching projects, research articles, milieu assessments, and case studies/scenarios.This research strongly supported the use of questioning to help the student progress in critical thinking. Contrary to some research, the present research found that questioning by the instructors was not detached but was situated in the client setting which helped the student synthesize facts into a whole. The research identified many questions used by the clinical nurse instructors.Instructors identified their role in assisting students toward critical thinking as helper, facilitator, coach and guide. Instructors also identified the following characteristics as necessary to help students: caring attitude, creativity, perseverance, knowledgeable, listener, encourager and learning attitude. The instructors motivated students as they progressed in critical thinking through verbal and nonverbal rewards. Students gained self-confidence as they experienced success in their journey towards critical thinking. Implications for nursing practice are provided. The importance of this research lies in the rich depth of discovering how these strategies, roles, characteristics, and motivators assist nursing students in developing critical thinking skills in different clinical settings.2<br>Department of Educational Leadership
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Xie, Benjamin Xiang-Yu. "Progression of computational thinking skills demonstrated by App Inventor users." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/106395.
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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2016.<br>This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Cataloged from student-submitted PDF version of thesis.<br>Includes bibliographical references (pages 81-83).<br>analyze skill progression in MIT App Inventor, an open, online learning environment with over 4.7 million users and 14.9 million projects/apps created. My objective is to understand how people learn computational thinking concepts while creating mobile applications with App Inventor. In particular, I am interested in the relationship between the development of sophistication in using App Inventor functionality and the development of sophistication in using computational thinking concepts as learners create more apps. I take steps towards this objective by modeling the demonstrated sophistication of a user along two dimensions: breadth and depth of capability. Given a sample of 10,571 random users who have each created at least 20 projects, I analyze the relationship between demonstrating domain-specific skills by using App Inventor functionality and generalizable skills by using computational thinking concepts. I cluster similar users and compare differences in using computational concepts. My findings indicate a common pattern of expanding breadth of capability by using new skills over the first 10 projects, then developing depth of capability by using previously introduced skills to build more sophisticated apps. From analyzing the clustered users, I order computational concepts by perceived complexity. This concept complexity measure is relative to how users interact with components. I also identify differences in learning computational concepts using App Inventor when compared to learning with a text-based programming language such as Java. In particular, statements (produce action) and expressions (produce value) are separate blocks because they have different connections with other blocks in App Inventor's visual programming language. This may result in different perceptions of computational concepts when compared to perceptions from using a text-based programming language, as statements are used more frequently in App Inventor than expressions. This work has implications to enable future computer science curriculum to better leverage App Inventor's blocks-based programming language and events-based model to offer more personalized guidance and learning resources to those who learn App Inventor without an instructor.<br>by Benjamin Xiang-Yu Xie.<br>M. Eng.
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Ferguson, Roxanne Alice. "Critical thinking skills in nursing students: Using human patient simulation." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/22.
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The problem investigated by the researcher relates to the development of critical thinking knowledge and skill in nursing students. Traditional approaches to educating nursing students have been used in the past to educate nursing students, but newly licensed registered nurses still have difficulty with critical thinking knowledge and skills. The principal investigator evaluated the use of an alternative method of teaching learning to foster and develop critical thinking knowledge and skills. One suggestion for teaching learning methods is the use of human patient simulation. A pretest/posttest experimental design was used to investigate critical thinking knowledge and skills after using human patient simulation in second semester nursing students. Nursing students from a northern California university were approached to participate in the study in the fall of 2011 and spring of 2012. The WGCTA Form D and the Lasater Clinical Judgment Rubric were used as a method to determine any changes in critical thinking knowledge and skills. No simulation. This study adds to the body of knowledge relating to the use of human patient simulation.
27
Fan, Xuying. "Teacher cognition of thinking skills in Chinese primary EFL classrooms." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/33398.
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Extensive attention is given to the significance of promoting thinking skills in education. However, very little research has attempted to explore EFL (English as a Foreign Language) teacher cognition of thinking skills, even it directly influences children’s thinking and learning. In recent years, promoting thinking skills has become an educational goal in the Chinese English Curriculum (MOE, 2010). In order to bridge the gap between the desired outcome and current practice, this study aims to investigate Chinese EFL teachers’ conceptions and teaching beliefs about thinking skills, and to explore the opportunities for, and obstacles to, developing students’ thinking skills in primary EFL classrooms. Four EFL primary school teachers, with more than three years of teaching experience each, participated in this case study. Semi-structured interviews and video recordings were used to collect the qualitative data. The interview data were analysed using thematic content analysis. Teaching practices were video recorded and examined through a think-led methodological framework developed in this study. The analysis revealed a new concept - “English thinking”, as subject-specific thinking. The findings also showed that teachers’ conceptions of thinking skills were fragmented and that they felt unprepared to teach thinking skills, although they all had a positive attitude towards integrating thinking skills into their teaching. The conflicting beliefs around promoting thinking skills were influenced by teachers' previous language learning experiences and by the challenges they come across. Opportunities for promoting thinking skills are identified from teacher-students interaction, including the use of teacher questioning and feedback, collaborative learning, increase of wait time, authentic topics, and teaching creatively. Teachers’ insufficient knowledge of thinking skills and other contextual factors such as the exam-oriented education system constrained the successful implementation of thinking skills in class. Pedagogical suggestions are put forward for policy makers, teacher educators, and teachers. Implications for future research indicate a need to explore EFL teachers’ perceptions of thinking skills, and to develop a framework for the development of thinking skills in foreign language curricula.
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Aizikovitsh, Einav, and Miriam Amit. "An innovative model for developing critical thinking skills throughmathematical education." Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 19 - 22, 2012. https://slub.qucosa.de/id/qucosa%3A1665.
Texto completoResumen
In a challenging and constantly changing world, students are required to develop advanced
thinking skills such as critical systematic thinking, decision making and problem solving. This
challenge requires developing critical thinking abilities which are essential in unfamiliar
situations. A central component in current reforms in mathematics and science studies worldwide
is the transition from the traditional dominant instruction which focuses on algorithmic cognitive
skills towards higher order cognitive skills. The transition includes, a component of scientific
inquiry, learning science from the student''s personal, environmental and social contexts and the
integration of critical thinking. The planning and implementation of learning strategies that
encourage first order thinking among students is not a simple task. In an attempt to put the
importance of this transition in mathematical education to a test, we propose a new method for
mathematical instruction based on the infusion approach put forward by Swartz in 1992. In fact,
the model is derived from two additional theories., that of Ennis (1989) and of Libermann and
Tversky (2001). Union of the two latter is suggested by the infusion theory. The model consists of
a learning unit (30h hours) that focuses primarily on statistics every day life situations, and
implemented in an interactive and supportive environment. It was applied to mathematically
gifted youth of the Kidumatica project at Ben Gurion University. Among the instructed subjects
were bidimensional charts, Bayes law and conditional probability; Critical thinking skills such as
raising questions, seeking for alternatives and doubting were evaluated. We used Cornell tests
(Ennis 1985) to confirm that our students developed critical thinking skills.
29
Elliott, Brett M. "The Influence of an Interdisciplinary Course on Critical Thinking Skills." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc278389/.
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The effect of an interdisciplinary algebra/science course on students' critical thinking skills was examined. A traditional college algebra course was used as a comparison group. The students in the sample enrolled in college algebra and then half were randomly placed into the interdisciplinary course. A quasi-experimental pretest-posttest comparison group design was used. The Watson-Glaser Critical Thinking Appraisal was used to measure the students' critical thinking skills. This instrument consists of an overall critical thinking score as well as five subscores in the areas of Inference, Recognition of Assumptions, Deduction, Interpretation and Evaluation of Arguments. It was found that the students in the interdisciplinary course made greater gains in the overall critical thinking score as well as in four of the five subscores. However, the differences in the gains made in the two courses were not statistically significant. Disregarding course, other factors that were found to be closely related to critical thinking were Composite ACT, grade received in the course, Math ACT and grade point average. It was also found that students whose majors were in the Schools of Arts and Letters or Science and Technology scored higher on critical thinking than students whose majors were in the Schools of Business or Education. Factors found to have no relationship to critical thinking were ethnicity, gender and classification.
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Kola, Malose Isaac. "How teachers actualise critical thinking skills in the Technology classroom." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/52934.
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The purpose of this study was to investigate the manner in which technology teachers actualise critical thinking skills while supporting learners to solve technological problems. Technology as a subject was introduced in South African schools by the Department of Basic Education (DBE) with the intention to, inter alia, develop learners critical thinking skills while using the prescribed design process. The Curriculum and Assessment Policy Statement (CAPS) for technology stipulates that technology should provide learners with the opportunity to solve authentic problems that are embedded in real-life experiences. Solving these authentic technological problems requires learners to engage with critical thinking skills. This entails learners interpreting, analysing, evaluating information, drawing inferences, providing an explanation, and conducting self-regulations.
While the importance of critical thinking is widely acknowledged, it seems that teachers find it difficult to actualise these critical thinking skills in the classroom. In addition to this, the literature suggests that technology teachers limit their teaching to the lower cognitive levels, failing to develop learners higher-order thinking abilities. This is problematic and a reason for concern. This study thus sought to investigate this problem.
The conceptual framework used in the study was based on the design process as prescribed by the DBE (2011) and Facione s (1990) critical thinking skills framework. The design process involves the following skills, to: Investigate, Design, Make, Evaluate, and Communicate (IDMEC). Facione s critical thinking skills encompass: Interpretation, Analysis, Evaluation, Inference, Explanation, and Self-Regulation. These critical thinking skills were linked to the DBE design process to demonstrate the way in which critical thinking skills could be actualised within the different steps of the design process.
This study engaged in qualitative research using a multiple case study design. Purposive sampling was used to select the participants. Technology teachers who obtained a Bachelor of Education in technology education with at least four years of experience teaching technology were considered as suitable participants. Data was collected by means of structured interviews and observations. Data was analysed using the conceptual framework. The research findings revealed that the sampled technology teachers had a limited understanding of what critical thinking entails. Also, the selected technology teachers were unable to explain how they support their learners in developing critical thinking skills. While the DBE outlines how technology teachers should use the design process, the observations indicated that the participants did not engage with the design process as stipulated in the CAPS document for technology.
This study recommends that technology teachers understanding of critical thinking, critical thinking skills and the disposition of critical thinking should be deepened. A proper understanding of critical thinking, and its associated skills and dispositions, are required to ensure that the specific aims of teaching technology are achieved. It is also recommended that technology teachers use the design process as prescribed by the DBE. Using the design process as intended may provide teachers with opportunities to develop critical thinking skills in the classroom.<br>Dissertation (MEd)--University of Pretoria, 2015.<br>Science, Mathematics and Technology Education<br>MEd
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Specht, Diane Marie. "Probe Method's Impact on Students' Motivation and Critical Thinking Skills." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/383.
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The probe method (PM) is a learning model that equips students with essential learning strategies and skills so they can be successful and competitive in a highly diverse technological global workforce. Although research indicates this learning model was successful at the elementary school level with improving students' motivation to learn, their critical thinking skills, and their ability to solve complex problems, little research has examined the impact of this method at the high school level for students who participated in a career and technical education (CTE) program. The purpose of this qualitative case study was to fill a gap in knowledge about the role and function of the PM on high school students' motivation to learn and their critical thinking skills in a CTE program. Guided by the conceptual framework of constructivism, data were collected through surveys, reflective journals, interviews with 17 students, and a teacher interview. Data were analyzed through descriptive and content analysis using open coding to determine what active learning was taking place, whether authentic project-based and problem-based learning strategies were implemented, and what 21st century workforce skills were being taught. Findings indicated that the PM had a positive impact on high school students' motivation to learn and their ability to think critically in a CTE program. This study supports positive social change by providing high school CTE teachers with a valuable learning model that infuses reflective thought, collaboration, communication, problem solving, and critical thinking into the learning process while at the same time motivating students to learn.
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Nesbitt-Hawes, Philip John. "Higher order thinking skills in a science classroom computer simulation." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16201/1/Philip_Nesbitt-Hawes_Thesis.pdf.
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Education is rapidly moving away from the instructional models of the 19th century and educationalists are now asserting that not only do students need to be able to learn by rote but also to be able to think in a more profound and complex manner. Students are required to develop new processes to handle the rapidly changing world that they are expected to take part in as they complete their formal learning.
This change is evident in all the developed nations and Australian students are finding that they are being asked to demonstrate a range of higher order thinking skills in all their school subjects.
Science courses in Queensland require students to be assessed on both complex reasoning and scientific process skills. Studies have shown that students can develop these skills in a number of ways that include the exposure to appropriate open-ended hands-on tasks. As higher order thinking skills underlie the development of both complex reasoning and scientific process, it is important that science educators take appropriate steps to facilitate the development of this level of thinking.
This study examined the use of some higher order thinking skills by students using Information Technology in their science classroom. It investigated the degree to which students used their higher order thinking skills when engaged in a computer simulation of a complex science task.
The study involved two pairs of Year 9 students, one pair each from the upper and lower quartiles of the year level, in a private Years 4 to 12 boys' school in an inner Brisbane suburb. All students had been immersed in Information Technology in Years 4 to 8 as part of a technology-across-the-curriculum project for all year levels in the school and at the time of the study were at the end of their second semester in Year 9. Students had worked with a large number of computer applications in all their subjects, averaging about one lesson in the computer room per day across all their subjects for the past year of schooling. The school also had a policy for learning and teaching that revolved around the development in students of critical thinking and, specifically in Science, complex reasoning, and scientific process skills.
During this study, students engaged in a computer simulation requiring the application of skills and knowledge already learnt in their science course. The modules of this simulation developed an understanding of the essentials for life and the quantities of a range of items from water to seeds to land areas that would be required for a number of people that would be needed to staff the Lunar Base. Prompts were given on the way, which assisted students in their decision making.
Students progressed through the various areas and stages of the development of the Lunar Base until they were satisfied that each area supported the others and that there was no imbalance that needed to be corrected. Once all stages had been completed, students were free to change variables and experiment further as they saw fit in order that they might produce the most self-sufficient Lunar Base possible.
There was some evidence that the simulation did encourage the students in the pairs observed to think in greater depth about the materials and to argue their convictions in an improved manner.
As well as the students appearing to increase in competency in argument over the period of time, the four students in their final interviews, spoke of feeling satisfied with the results of the lessons. The students also appeared more engrossed in their task and the pedagogy provided in the task was appreciated as it gave meaning to why they were required to learn scientific materials as well also presenting them with ways to find the knowledge for themselves.
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Nesbitt-Hawes, Philip John. "Higher order thinking skills in a science classroom computer simulation." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16201/.
Texto completoResumen
Education is rapidly moving away from the instructional models of the 19th century and educationalists are now asserting that not only do students need to be able to learn by rote but also to be able to think in a more profound and complex manner. Students are required to develop new processes to handle the rapidly changing world that they are expected to take part in as they complete their formal learning. This change is evident in all the developed nations and Australian students are finding that they are being asked to demonstrate a range of higher order thinking skills in all their school subjects. Science courses in Queensland require students to be assessed on both complex reasoning and scientific process skills. Studies have shown that students can develop these skills in a number of ways that include the exposure to appropriate open-ended hands-on tasks. As higher order thinking skills underlie the development of both complex reasoning and scientific process, it is important that science educators take appropriate steps to facilitate the development of this level of thinking. This study examined the use of some higher order thinking skills by students using Information Technology in their science classroom. It investigated the degree to which students used their higher order thinking skills when engaged in a computer simulation of a complex science task. The study involved two pairs of Year 9 students, one pair each from the upper and lower quartiles of the year level, in a private Years 4 to 12 boys' school in an inner Brisbane suburb. All students had been immersed in Information Technology in Years 4 to 8 as part of a technology-across-the-curriculum project for all year levels in the school and at the time of the study were at the end of their second semester in Year 9. Students had worked with a large number of computer applications in all their subjects, averaging about one lesson in the computer room per day across all their subjects for the past year of schooling. The school also had a policy for learning and teaching that revolved around the development in students of critical thinking and, specifically in Science, complex reasoning, and scientific process skills. During this study, students engaged in a computer simulation requiring the application of skills and knowledge already learnt in their science course. The modules of this simulation developed an understanding of the essentials for life and the quantities of a range of items from water to seeds to land areas that would be required for a number of people that would be needed to staff the Lunar Base. Prompts were given on the way, which assisted students in their decision making. Students progressed through the various areas and stages of the development of the Lunar Base until they were satisfied that each area supported the others and that there was no imbalance that needed to be corrected. Once all stages had been completed, students were free to change variables and experiment further as they saw fit in order that they might produce the most self-sufficient Lunar Base possible. There was some evidence that the simulation did encourage the students in the pairs observed to think in greater depth about the materials and to argue their convictions in an improved manner. As well as the students appearing to increase in competency in argument over the period of time, the four students in their final interviews, spoke of feeling satisfied with the results of the lessons. The students also appeared more engrossed in their task and the pedagogy provided in the task was appreciated as it gave meaning to why they were required to learn scientific materials as well also presenting them with ways to find the knowledge for themselves.
34
Pawlak, Patricia A. "Self-Regulated Learning Prompts in the Enhancement of Critical Thinking Skills." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1461712180.
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Alexander, William A. "Workplace skills and the skills gaps related to employee critical thinking ability and science education curriculum." Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1086274816.
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Thesis (Ph. D.)--Ohio State University, 2004.<br>Title from first page of PDF file. Document formatted into pages; contains xiii, 326 p.; also includes graphics. Includes abstract and vita. Advisor: Arthur White, College of Education. Includes bibliographical references (p. 231-244).
36
Kimbrough, Heather E. "What are effective methods of teaching critical thinking skills to middle school students?" Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Kimbrough_H%20MITthesis%202007.pdf.
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Kristensson, Martin. "Critical Thinking in the Classroom : Using Fiction and the Topic of Global Warmingto Develop Critical Thinking Skills." Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-24730.
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The main purpose of this essay is to show the importance of teaching critical thinking. Thisessay looks at how teachers can use a topic such as global warming, where critical thinking isrequired, in the classroom to improve the general knowledge of their students and also theirability to learn. This will be done with help of two books, Forty Signs of Rain by Kim StanleyRobinson and State of Fear by Michael Crichton.In society it is the school’s responsibility to prepare children for their future, to make themable to adapt to society and cooperate with other people. In order to prepare the children,communication between the students themselves has to work, but more importantly thecommunication between the teachers and the students have to work. This essay argues thatteachers have a responsibility to create an environment that gives the students the opportunityto practice their communication skills.
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Miller, Deborah Ann 1952. "Critical Thinking Skills Related to Pre-Clinical Medical School Course Examinations." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc279394/.
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The major purpose of this study was to determine if pre-clinical medical school course examinations reflect critical thinking skills. The entire second year class from a medical school in the southwest made up the population. Student examination results from the first two years as well as scores on the Watson-Glaser Critical Thinking Appraisal were used in this study.
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Deuchar, Annelize. "Opportunities for the development of critical thinking skills in the mathematics classroom / Annalize Deuchar." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4823.
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The nurturing of critical thinking skills is one of the cornerstones of Outcomes Based Education (OBE). This study investigated to what extent teachers provide opportunities for the development of critical thinking skills in Grade 8 in Mathematics classrooms. A literature study was undertaken to highlight the importance and nature of the development of critical thinking skills in the Mathematics classroom, and to establish how critical thinking could be nurtured during the teaching, learning and assessment of Mathematics. Various teaching methods and assessment strategies, types of learning material, a variety of classroom activities and how to create a classroom conducive to the development of critical thinking skills were explored. The literature review provided the framework to design a questionnaire that was utilized to obtain the perceptions of Grade 8 Mathematics teachers and learners regarding the opportunities provided for the development of critical thinking skills in Mathematics classrooms. By means of quantitative, non-experimental descriptive research, the self constructed, closed-ended questionnaire was administered to a convenient sample of a purposively selected group of Mathematics teachers (n = 92) and learners (n = 204) in the Ekurhuleni District of Gauteng, South Africa. The triangulation of learner and teacher data revealed that teachers do have an understanding of the importance of critical thinking in the Mathematics classroom, but that their understanding is not always fully translated into practical opportunities for the development of critical thinking skills. It was revealed that teachers do make use of questioning and allow learners to communicate during problem-solving, which are important strategies for the development of critical thinking. However, it was evident that teachers appear to be inhibiting the development of critical thinking skills by relying heavily on the use of textbooks and transmission of knowledge during teaching, and seem not to acknowledge the merits of cooperative learning and real life experiences during the teaching and learning of Mathematics. The study is concluded with recommendations on how to nurture and improve critical thinking in the Mathematics classroom.<br>Thesis (M.Ed. (Learning and Teaching)--North-West University, Vaal Triangle Campus, 2010.
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Fisher, Robert. "Philosophy for children : fostering communities of philosophical enquiry and reflection in primary and secondary schools." Thesis, Brunel University, 1996. http://bura.brunel.ac.uk/handle/2438/4375.
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The publications in these two volumes reflect the author's work over the past ten years in the development of teaching thinking through philosophical enquiry in primary and secondary schools. Philosophy as an essential aspect of education for all young people was first considered in the US by Professor Lipman in the early 1970s, and is now established in more than thirty countries around the world. The publications presented here represent key documents in the author's involvement in the development of a curriculum for teaching thinking through philosophical enquiry in UK schools. The publications are organised under two themes relating to teaching thinking and philosophical enquiry which are seen as vital elements of children's learning, and are presented as a contribution to curriculum development in schools, including the developing of pedagogic methods and teaching materials, and as a contribution to the professional development of teachers. Fifteen sole-author publications are included, comprising two books, excerpts from four books, and nine published papers. In addition to the publications this volume contains the author's commentary which provides an introduction to the publications and an assessment of their significance.
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Kwong, Siu-po Eve. "The use of variation theory in developing students' critical thinking skills." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3554207X.
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Aizikovitsh, Einav, and Miriam Amit. "An innovative model for developing critical thinking skills through mathematical education." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79308.
Texto completoResumen
In a challenging and constantly changing world, students are required to develop advanced
thinking skills such as critical systematic thinking, decision making and problem solving. This
challenge requires developing critical thinking abilities which are essential in unfamiliar
situations. A central component in current reforms in mathematics and science studies worldwide
is the transition from the traditional dominant instruction which focuses on algorithmic cognitive
skills towards higher order cognitive skills. The transition includes, a component of scientific
inquiry, learning science from the student's personal, environmental and social contexts and the
integration of critical thinking. The planning and implementation of learning strategies that
encourage first order thinking among students is not a simple task. In an attempt to put the
importance of this transition in mathematical education to a test, we propose a new method for
mathematical instruction based on the infusion approach put forward by Swartz in 1992. In fact,
the model is derived from two additional theories., that of Ennis (1989) and of Libermann and
Tversky (2001). Union of the two latter is suggested by the infusion theory. The model consists of
a learning unit (30h hours) that focuses primarily on statistics every day life situations, and
implemented in an interactive and supportive environment. It was applied to mathematically
gifted youth of the Kidumatica project at Ben Gurion University. Among the instructed subjects
were bidimensional charts, Bayes law and conditional probability; Critical thinking skills such as
raising questions, seeking for alternatives and doubting were evaluated. We used Cornell tests
(Ennis 1985) to confirm that our students developed critical thinking skills.
43
Kwong, Siu-po Eve, and 鄺小寶. "The use of variation theory in developing students' critical thinking skills." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B3554207X.
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Rucker, Minder. "Using Microcomputer Software To Remediate Critical Thinking Skills In Disadvantaged Students." NSUWorks, 1990. http://nsuworks.nova.edu/gscis_etd/810.
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This study was conducted to test the claim that some critical thinking software may facilitate the improvement of reasoning skills of a group of disadvantaged students. These students were participants in an Upward Bound project in Atlanta, Georgia. After an extensive search and review of numerous thinking and reasoning software programs, four promising programs were selected for a thorough evaluation. After several weeks it was perceived that one particular software package had revealed the qualities necessary for success in this project. The package chosen was Critical Thinking I & II by Compris, Inc. The major reason for its selection was that it employed many artificial intelligence features that the author felt would cause the students to question their own thinking in a friendly and non-threatening manner.
The subjects participating in this study were sixty randomly chosen tenth grade students. From this group, thirty students were randomly chosen to become the experimental group and received computer assisted instruction. The remaining thirty students became the control group and received traditional instruction. The instructional time line for the project was three months of Saturday sessions with forty-five minutes of instruction for each session. The only difference in the treatment of the two groups were the methods of instruction and the time and place each group met. The experimental group met in a computer laboratory at 8:45 a.m. each Saturday, while the control group met at 9:45 a.m. in a regular classroom adjacent to the computer laboratory. The author taught, monitored and collected data on both groups. Upon completion of the instructional period the Watson-Glaser Critical Thinking Appraisal form ZM was administered to each group under normal classroom conditions.
A t-test conducted on the posttest means showed a significance difference at the .05 level significance. This study employed an experimental posttest only design.
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Magee, Robert Coleman. "Perceived use of thinking skills in customer service aspects of banking." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/40111.
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The purpose of this study was to identify instances when workers in a business environment used thinking skills, including creative thinking, decision making, and problem solving in a manner that was beneficial and to examine how they perceived they acquired thinking skills. Twenty-seven banking employees from nine branches were interviewed using the behavioral event interview method. The nine branches represented three banks operating in Virginia. At each branch, a manager, a new account representative, and a teller were interviewed.
The behavioral event interview method was selected as it has been a successful tool in both industrial and educational settings. Additionally, its purpose is to identify competencies necessary to do a given job well. The tape recorded interviews were transcribed and yielded a total of 55 behavioral events. The events were reviewed and instances of creative thinking, decision making, problem solving, and combinations of the three were identified and coded according to definitions presented in the study. Sixty-two instances of thinking skill use were identified within the events.
Instances from the interviews of creative thinking, decision making, problem solving, and combinations of these were presented. Further, two interrelated themes emerged from the instances of thinking skill use. The first theme involved the generation of new ideas, determining the best alternative, implementing an alternative, or a combination of these in order to generate business or sales for the bank. The second theme involved the generation of new ideas, determining the best alternative, implementing an alternative, or a combination of these in order to solve a known problem.
This study revealed that the interviewees did not receive formal thinking skill preparation from education or work training programs. They attributed most of their thinking skill development to experience. Outcomes of this study can be used to teach thinking skills by the infusion approach, the most commonly used method for teaching these skills. It relies on the skills being taught in real-life contexts.<br>Ph. D.
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Franklin, Megan Armbruster. "The Impact of Non-Academic Involvement on Higher Order Thinking Skills." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/51792.
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External and internal stakeholders in higher education are asking for accountability about what takes place in the classroom (Alexander, Clinton, and Kean, 1986; Hart Research Associates, 2010; Spellings, 2006). They want to be assured that the learning institutions claim is occurring on campus is in fact happening (Alexander, 2000). In response, academic leaders have produced information about active learning strategies in classrooms (Seifert, Pascarella, Wolniak, and Cruce, 2006; Tsui, 2002; Umbach and Wawrzynski, 2005), student approaches to learning (Biggs, Kember, and Leung, 2001), and faculty-student interaction that lead to increased use of higher order thinking skills (Kuh, 1995; Pascarella and Terenzini, 1991; Reason, Terenzini and Domingo, 2007).
Although there is extensive literature on learning that occurs in academic settings on college campuses, data on whether students are engaging in higher order thinking skills in non-academic settings are less prevalent. This study sought to understand whether students' higher order thinking skills (HOTs) are influenced by their involvement in non-academic activities (NAIs).
I analyzed data from college seniors who completed the 2010 National Survey of Student Engagement (NSSE) to address two questions. First, I explored what factors emerged from the items about non-academic involvement (NAI) on the NSSE. Second, multiple regression models were employed to determine the extent to which variance in HOTs could be explained by these NAI factors.
There were 14 items on the 2010 NSSE that, based on literature, measured frequency with which students engaged in NAIs. Exploratory factor analysis revealed two independent factors consisting of 7 items: Relationships (3 items) and Diverse Perspectives (4 items). These two factors explained 21% of variance in students' higher order thinking skills. Students who are exposed to diversity and develop close relationships use HOT skills more frequently. This suggests implications for those who work in admissions, student affairs, and human resources, among others. The findings also inform policies related to promotion and tenure as well as student involvement.<br>Ph. D.
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Blanchfield, Joan Clare. "Critical thinking skills at entry and exit of Master's Nursing Program /." Staten Island, N.Y. : [s.n.], 1998. http://library.wagner.edu/theses/nursing/1998/thesis_nur_1998_blanc_criti.pdf.
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Richards, Tanya Alexandra. "Creative Thinking: Through Vibrant Materials." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/25944.
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Creative Thinking: Through Vibrant Materials investigates how to bridge the gap between cognitive science, humanities and creative thinking through materials. Research explores creativity as new knowledge, guided by the power of haptic surfaces, searching for something new through repetition. The poised question is: What happens within a moment of losing a sense of self in art-making?
The hypothesis is that concepts of philosophy and the function of art can create specific aesthetic figures of colour, line, texture, and forms through materiality. The tacit skills play a crucial role for the artist to know when to resist and surrender to the materials. Bridging the gap between philosophy and practice allows aesthetic figures to emerge effortlessly, taking the path of least resistance. These figures are not of beauty per se; they translate thoughts without images, although not as conventional shapes known in advance, but instead as blocks of haptic sensation.
This enquiry formulated a research problem of 'thought without image' – thinking that goes beyond recognition and originates in practice. The study has been to understand and create connections between Gilles Deleuze and Felix Guattari's concepts thoughts without images, Maurice Merleau-Ponty's phenomenology, John Dewey's aesthetics, and the Taoist concept of Wu Wei and its connections to Mihaly Csikszentmihalyi's mindset of flow. The overall study focuses on how Csikszentmihalyi states of flow can condition creative thinking. The research illustrates that creative thinking is shaped by social, cultural, and philosophical influences. It also shows that the eyes are neither cameras nor windows and instead interpret meaning based on past experiences.
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Tell, Marsha Pflaum Godbold John V. "The impact of a thinking skills curriculum on selected cognitive processes of intermediate grade students." Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8818721.
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Thesis (Ed. D.)--Illinois State University, 1988.<br>Title from title page screen, viewed September 13, 2005. Dissertation Committee: John V. Godbold (chair), Dennis G. Kelly, Patricia H. Klass, Walter D. Pierce. Includes bibliographical references (leaves 100-108) and abstract. Also available in print.
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Towne, Forrest S. "Is adolescence a critical period for learning thinking skills? a case study investigating the development of formal thinking skills in a short-term inquiry-based intervention program /." Diss., [Missoula, Mont.] : The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-10132009-112934.
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