أثر الرحلات المعرفية عبر الويب (Web Quest) في تنمية مهارات التفكير التأملي والاتجاه نحو الإنترنت لدى طالبات كلية العلوم والدراسات الإنسانية بجامعة الأمير سطام بن عبد العزيز = The Impact of Using Strategies' (Web Quest) in the Development of Reflective Thinking Skills and the Trend towards Online Students at the Faculty of Science and Studies, Prince Sattam Bin Abdulaziz University Skills

2016 ◽  
Vol 5 (12) ◽  
pp. 139-152
Author(s):  
أسماء عبد الرحمن نامي الشيخ
Keyword(s):  
Reflective Thinking ◽  
Thinking Skills ◽  
Online Students ◽  
The Impact

scholarly journals THE IMPACT OF TEACHER PROFESSIONAL DIARY ON THEIR REFLECTIVE, COMMUNICATIVE AND PROFESSIONAL SKILLS

2021 ◽  
Vol 79 (2) ◽  
pp. 273-295
Author(s):  
Eka Tkavashvili
Keyword(s):  
Reflective Thinking ◽  
Reliability And Validity ◽  
Thinking Skills ◽  
Special Treatment ◽  
Control Group ◽  
Professional Skills ◽  
Study Results ◽  
Teacher Professional ◽  
The Impact ◽  
Research Studies

Teacher professional diaries are teacher reflections on their own and their colleagues’ observed practice. They are effective tools of increasing teacher qualification. Few research studies worldwide, while no such research studies in Georgia have been conducted on the impact of the application of reflective diaries on teachers’ reflective, communicative, and professional skills. Therefore, the aim of the research was to find out whether teachers’ reflective, communicative, and professional skills developed as a result of the application of reflective diaries, and if so, to what degree they increased. Quantitative research (an experiment with participation of 62 teachers) was held, with an experimental group whose participants wrote reflective diaries for 9 weeks and a control group which did not undergo any special treatment. A 5-point Likert scale questionnaire was developed, and its reliability and validity were assessed. Pre-experimental and post-experimental self-assessment questionnaire was held, the results were assessed and compared through descriptive statistics and a T-test. The results revealed that there was a positive average relationship between the application of diaries and reflective thinking, communicative and professional skills. According to the study results, the application of teacher reflective diary can be recommended as an effective tool for the development of reflective thinking, communication, and professional qualification. Keywords: communicative skills, professional skills; reflection diary, reflective thinking skills

Assessment of a Scenario-Based Approach to Facilitating Critical Thinking Among Paramedic Students

1997 ◽  
Vol 12 (3) ◽  
pp. 42-48 ◽  
Author(s):  
Judy Janing
Keyword(s):  
Critical Thinking ◽  
Test Scores ◽  
Reflective Thinking ◽  
Thinking Skills ◽  
Alternative Methods ◽  
Control Group ◽  
Final Examination ◽  
Higher Level Thinking ◽  
Post Test ◽  
The Impact

AbstractIntroduction:Paramedic practice is shifting from [direct] on-line medical control to protocol-driven care initiated on the paramedic's judgment of the patient's problem(s). Teaching in most paramedic training programs remains grounded in technical rationality. This does not adequately prepare practitioners for current day practice. Medical conditions often present as ill-defined problems. To deal with these situations, practitioners need problem solving and reflective-thinking skills. Methodologies incorporating the use of these skills in a contextual situation similar to actual practice may help paramedics develop these skills.Hypothesis:This study sought to determine the impact of written scenario exercises in the context of clinical problems as a means of learning in order to foster higher level thinking skills and self-directed tendencies. It involved three hypotheses: 1) Post-test scores would correlate with scores attained on the traditional, multiple choice, final examination; 2) Post-test scores would correlate with scores on the critical thinking sub-test of the final examination; and 3) Scores would be better on the post-test compared to thepre-test.Methods:This two year, longitudinal, prospective study was conducted with 55 paramedic students using a pre- and post-test. Post-test scores were compared with final examination scores and scores of the subset of higher level thinking questions within that examination using the Pearson r-test. The relationship between the pre- and post-test scores was analyzed using a one-tailed dependent t-test. Post-hoc analysis of the variables of age, experience, and education was conducted using one-way analysis of variance.Results:The correlation between post-test scores with final examination scores was positive and modestly significant. There was no correlation of post-test scores with sub-test scores. Comparison of pre- and post-test scores was significant. Effects for age, experience, and education were not significant statistically.Conclusion:Using written scenarios increases ability to utilize reflective thinking and self-directed tendencies. However, this ability may not be demonstrated consistently on traditional written examinations. A multi-site study using large numbers and a control group or alternative methods appears to be indicated to demonstrate more accurate effects of the methodology.

scholarly journals The predictive power to mathematical success of belief and reflective thinking for problem solvingProblem çözmeye yönelik inanç ve yansıtıcı düşünme becerisinin matematik başarısını yordama gücü

2018 ◽  
Vol 15 (2) ◽  
pp. 807 ◽  
Author(s):  
Mustafa Albayrak ◽  
Mertkan Şimşek ◽  
Nurullah Yazıcı
Keyword(s):  
Problem Solving ◽  
Predictive Power ◽  
Reflective Thinking ◽  
Thinking Skills ◽  
English Summary ◽  
Critical Thinking Skills ◽  
Problem Solving Skills ◽  
Mathematical Success ◽  
Mathematical Skill ◽  
The Impact

It is known that variables such as attitudes, faith, self-efficacy, critical thinking skills, reflective thinking skills are variables used to explain the students’ mathematical success and the impact rates of these variables are not the same. In this study, students' predictive power towards mathematical achievements of faith and reflective thinking skills were investigated in terms of problem solving as corresponding to these variables. Relational search model was used in the research. The sample of the research is composed of 143 mathematics teacher candidates who are studying in the departmen of Elemantary Mathematics Teaching in a university. Regression analysis was done for predicting students’ mathematical achievement by sub dimensions of belief about problem solving which are mathematical skill, mathematical situation, understanding problem, importance of mathematics, problem solving skills and sub dimensions of reflective thinking ability which are inquiry, evaluation and heuristics. Research findings show that these variables are about 18 percent of the total variance in mathematical success. It is considered that associating the conceptual and operational knowledge during the education periods in order to increase student success of students can affect the student success.Extended English summary is in the end of Full Text PDF (TURKISH) file.ÖzetMatematiğe yönelik tutum, inanç, öz yeterlilik algısı, eleştirel düşünme becerisi, yansıtıcı düşünme becerisi gibi değişkenlerin öğrencilerin matematik başarılarını açıklamada kullanılan değişkenler olduğu ve bu değişkenlerin etki oranlarının aynı olmadığı bilinmektedir. Araştırmada bu değişkenlere karşılık gelecek şekilde problem çözme temalı olarak öğrencilerin matematiğe karşı inanç ve yansıtıcı düşünce becerilerinin matematiksel başarılarına olan yordama gücü incelenmiştir. Araştırmada ilişkisel tarama modeli kullanılmıştır. Araştırmanın örneklemini, bir üniversitenin İlköğretim Matematik Öğretmenliği bölümünde öğrenim görmekte olan 143 matematik öğretmen adayı oluşturmaktadır. Problem çözmeye ilişkin inancın alt boyutları olan matematiksel beceri, matematiğin yeri, problemi anlama, matematiğin önemi ve problem çözme becerisi ile yansıtıcı düşünme becerisinin alt boyutları olan sorgulama, değerlendirme ve nedenleme değişkenlerine göre öğrencilerin matematik başarısının yordanmasına yönelik regresyon analizi yapılmıştır. Araştırmada bu değişkenlerin birlikte matematik başarısındaki toplam varyansın yaklaşık %18’ini açıkladığı sonucu bulunmuştur. Öğrenci başarısının artırılması amacıyla öğrencilerin öğrenimleri süresince kavramsal ve işlemsel bilginin birbirine yakın bir şekilde ilişkilendirilmesinin öğrenci başarısını etkileyebileceği düşünülmektedir.

scholarly journals Mathematical problem-solving abilities and reflective thinking abilities: The impact of the influence of eliciting activities models

2020 ◽  
Vol 11 (1) ◽  
pp. 167-178
Author(s):  
Suci Hartati ◽  
Ratu Ayu Bilqis ◽  
Achi Rinaldi
Keyword(s):  
Problem Solving ◽  
Design Research ◽  
Reflective Thinking ◽  
Mathematical Problem ◽  
Thinking Skills ◽  
Mathematical Problem Solving ◽  
Homogeneity Test ◽  
Model Eliciting Activities ◽  
Quasi Experimental ◽  
The Impact

This study aims to determine the effect of the Model Eliciting Activities (MEAs) learning model to the mathematical problem-solving abilities and the mathematical reflective thinking skills. This research is a type of Quasi Experimental Design research. Data collection techniques in this study in the form of documentation and tests at the public school in Bandar Lampung with 30 students of experiment classes and 30 students of control classes. Data analysis techniques used are the normality and homogeneity test. Testing hypothesis in this study using the Multivariate Analysis of Variance (MANOVA) test. Based on the result of this study, the calculation of the MANOVA test, it was concluded that there was an influence of the Model Eliciting Activities (MEAs) to the mathematical problem-solving abilities and the mathematical reflective thinking skills. The application of the Model Eliciting Activities to the mathematical problem-solving abilities and the mathematical reflective thinking skills has a relatively  high level of effectiveness.

Small Firm Audit Partner Hiring Crisis: A Role Play for Critical Thinking and Negotiation Skills

2015 ◽  
Vol 30 (4) ◽  
pp. 275-296 ◽  
Author(s):  
George R. Aldhizer
Keyword(s):  
Critical Thinking ◽  
Small Firm ◽  
Role Play ◽  
Terminally Ill ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Planning Stage ◽  
Skill Sets ◽  
Final Agreement ◽  
The Impact

ABSTRACT This role play requires students to consider the complexities of a small CPA firm urgently attempting to replace the unique industry knowledge and experience possessed by a terminally ill audit partner. In this role play, students assume the position of either an existing partner or a former partner who is considering rejoining the firm. This role play includes two sections. First, in the planning stage, students brainstorm mutually equivalent options that satisfy their critical financial and nonfinancial interests to address the problem of replacing the terminally ill partner in their respective existing partner and former partner teams. Second, students engage in a “table” negotiation with their assigned counterpart to reach an amicable agreement to this firm crisis and participate in a debriefing session and prepare a debriefing document. The small firm context provides a unique opportunity to make contributions to the existing accounting and auditing literature related to enhancing students' critical thinking and negotiation skills. Distinctive small firm role play elements that should enhance critical thinking and negotiation skills include considering contingent agreements that dovetail differences in future legal liability forecasts, and dovetailing differences to take advantage of complementary skill sets to mitigate industry-specific auditor detection risks and related business risks.1 Critical thinking skills also should be strengthened through negotiating a package of interests and related options including the impact of various tradeoffs that are not fully known until the table negotiation commences so that the final agreement does not exceed the firm's non-negotiable budgetary constraints.

scholarly journals Enhancing Learning Through Reflection– A Case Study of SEEU

SEEU Review ◽  
2017 ◽  
Vol 12 (1) ◽  
pp. 53-68 ◽  
Author(s):  
Brikena Xhaferi ◽  
Gezim Xhaferi
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Thinking Skills ◽  
Careful Consideration ◽  
Critical Thinking Skills ◽  
Good Tool ◽  
Self Reflection ◽  
Positive Attitudes ◽  
Study Results ◽  
The Impact

Abstract Learning through reflection is one of the most interesting experiences that students might have. It is considered a very good tool for self-assessing learning. It is believed that “teachers who promote reflective classrooms ensure that students are fully engaged in the process of making meaning” (Costa and Kallick, 2008, para.5). Dewey (1991) was among the first researchers who based his work and research on the positive roles that reflection plays in fostering self-reflection and critical thinking. He has defined it as an active, persistent and careful consideration of any belief. Reflections give students opportunities to think and reflect about their learning and note down the obstacles they might face during this process. The present study aims to investigate the impact of journal writing in promoting critical-thinking skills, and its impact on enhancing learning. The study uses two instruments, a student refection journal and an interview. Also, Marzano’s New Taxonomy of Educational Objectives developed in 2000 was used in the third phase of the study. This Taxonomy contains Three Systems: the Self-system, the Metacognitive system and the Cognitive system. The overall study results show that reflection journals help students to become more independent learners, reflect on their learning experiences and identify the most useful learning strategies. Most importantly, all study participants hold positive attitudes towards reflection and they consider it as a valuable tool which can increase learning.

The Impact of Live Cases on Student Skill Development in Marketing Courses

2021 ◽  
pp. 027347532110345
Author(s):  
Shannon Cummins ◽  
Jeff S. Johnson
Keyword(s):  
Time Management ◽  
Learning Experience ◽  
Skill Development ◽  
Handling Time ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Small Samples ◽  
Conflict Handling ◽  
Student Skill ◽  
The Impact

Live cases, where students work directly with an outside organization to solve real-world problems, can be an immersive learning experience for marketing students. Current scholarship on live case usage in marketing is limited to small samples from a handful of live case devotees. This article draws from a large, international sample of 169 marketing educators to investigate the perceived educational impacts of live cases on student skill development. Specifically, the paper explores student teamwork, conflict handling, time management, presentation, communication, and critical thinking skills. Additionally, the article explores how student skill development is affected by the amount of course time dedicated to the live case as well as faculty experience with live cases.

scholarly journals The Impact of Scientific Creative Thinking Skills on Scientific Process Skills

2018 ◽  
Vol 48 ◽  
pp. 01060
Author(s):  
Sibel Demir Kaçan ◽  
Fatma Şahin
Keyword(s):  
Teacher Candidates ◽  
Creative Thinking ◽  
Positive Impact ◽  
Thinking Skills ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
Scientific Creativity ◽  
The Impact ◽  
Experimental Group

The research aims to determine “the Impact of Scientific Creative Thinking Skills on Scientific Process Skills”. Thus, the research was performed with 24 teacher candidates in the control group and 24 teacher candidates in the experimental group in the second class of the Department of Science Teaching in a university in Istanbul Province. In the experimental group of the research, the laboratory program to be designed by the researchers on the basis of scientific discussion and research; and in the control group, the conventionally designed laboratory program were applied for an academic semester. The research data was gained through “Scientific Creativity Test” to be developed by Hu and Adey [14] and adapted by Kadayıfçı [16]; “Scientific Process Skills Test” to be developed by Okey, Wise and Burns, and adapted by Geban, Aşkar and Özkan into Turkish. The conclusions to be reached by the research are in favour of the experimental group and the last application, and it has positive impact on the opinions of the teacher candidates related with the development of the scientific creativity skills.

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