scholarly journals The effect of role assignment and personality subtypes in simulation on critical thinking development, situation awareness, and perceived self-efficacy of nursing baccalaureate students.

2017 ◽  
Author(s):  
Dustin Weiler
Keyword(s):  
Critical Thinking ◽  
Situation Awareness ◽  
Self Efficacy ◽  
Role Assignment ◽  
Personality Subtypes

Identifying an Effect of Simulation Role Assignment on Critical Thinking Development in Baccalaureate Nursing Students

2016 ◽  
Vol 60 (1) ◽  
pp. 1818-1822 ◽  
Author(s):  
Dustin T. Weiler ◽  
Jason J. Saleem
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Scenario Analysis ◽  
Baccalaureate Nursing ◽  
Baccalaureate Nursing Students ◽  
High Fidelity ◽  
Role Assignment ◽  
Assessment Scores ◽  
Patient Simulators ◽  
The Relationship

With an increase in the number of nursing students and the limited number of open clinical positions, high-fidelity patient simulators (HFPS) have become the new norm. Multiple studies have evaluated HFPS effectiveness and several suggest that HFPS does has an effect on critical thinking. This study intends to provide data to support that suggestion. In addition, this study was designed to identify a possible correlation between role assignment and improvements in critical thinking after completion of a HFPS scenario. Analysis revealed that role assignment, for most of the roles, did have a statistically significant effect on the post-simulation critical thinking assessment scores. The relationship between role assignments and HFPS scenario outcomes (such as critical thinking), as well as the nature of the correlation, may help scenario developers better understand how critical thinking improvement can be affected by the involvement of the participant based on the roles assigned to them.

scholarly journals HIGHER ORDER THINGKING (HOT) PROBLEMS TO DEVELOP CRITICAL THINKING ABILITY AND STUDENT SELF EFFICACY IN LEARNING MATHEMATICS PRIMARY SCHOOLS

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Triana Jamilatus Syarifah ◽  
Budi Usodo ◽  
Riyadi Riyadi
Keyword(s):  
Critical Thinking ◽  
Self Efficacy ◽  
Primary Schools ◽  
Higher Order ◽  
Critical Thinking Ability ◽  
Learning Mathematics ◽  
Thinking Ability

<p>Kompetensi dalam kurikulum 2013 adalah mengembangkan kreativitas, rasa ingin tahu, kemampuan merumuskan pertanyaan untuk membentuk pikiran kritis yang perlu untuk hidup cerdas dan belajar sepanjang hayat sehingga, siswa perlu dibekali dengan kemampuan-kemampuan tertentu untuk mengembangkan dan mengevaluasi argumen dalam suatu pemecahan masalah tertentu. Salah satu kemampuan yang harus dikembangkan untuk mencapai tujuan tersebut adalah kemampuan berpikir kritis. Kemampuan berpikir kritis adalah kemampuan untuk mengidentifikasi, menganalisis, dan memecahkan masalah secara kreatif dan logis sehingga mampu menghasilkan keputusan yang tepat. Sementara itu, kemampuan berpikir kreatif dipengaruhi oleh keyakinan akan kemampuan diri yang dinamakan <em>self efficacy. </em><em>Self-efficacy </em>ini berbeda dengan aspirasi (cita-cita), karena cita-cita menggambarkan sesuatu yang ideal yang seharusnya (dapat dicapai), sedang efikasi menggambarkan penilaian kemampuan diri. Untuk mengembangkan kemampuan berpikir  kritis dan <em>self efficacy</em>, pembelajaran matematika haruslah mengarah pada soal-soal tidak algoritmik dan komplek dalam menyelesaikan suatu masalah atau tugas, dan juga tidak dapat diprediksi, pendekatan latihan yang tepat, atau petunjuk yang tegas yang disarankan oleh tugas, petunjuk tugas atau contoh jalan keluar. Soal-soal yang seperti itu dikategorikan soal <em>Higher Order Thingking</em> (HOT). Oleh karena itu, soal kategori <em>Higher Order Thingking</em> (HOT) dapat digunakan untuk mengembangkan kemampuan berpikir kritis dan <em>self efficacy </em>siswa dalam pembelajaran matematika siswa di sekolah dasar.</p>

scholarly journals Effect of scientific critical thinking model to train critical thinking skills and student self efficacy

2020 ◽  
Vol 1422 ◽  
pp. 012015
Author(s):  
Rusmansyah ◽  
L Yuanita ◽  
M Ibrahim ◽  
Isnawati ◽  
F Rizkiana ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Self Efficacy ◽  
Thinking Skills ◽  
Critical Thinking Skills

Optimizing K-14 Instruction to Infuse 21st Century Skills

2013 ◽  
Vol 1583 ◽  
Author(s):  
Deborah Day ◽  
Cindy Guo ◽  
Nicole Ferrari ◽  
Heather Edgecumbe ◽  
Christine Broadbridge
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Self Efficacy ◽  
21St Century Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Technological Fluency ◽  
Subject Areas ◽  
K 12 ◽  
The Impact

ABSTRACTThis multi-phased study investigates the learning outcomes of courses taught in the K-14 classroom. Specifically, the methods and practices teachers use to develop and encourage 21st Century Skills including critical thinking skills and technological fluency in all subject areas, STEM and non-STEM related, are of great interest. Currently, these skills are in high demand in fields which develop advanced materials and are the backbone of the National Academiesdeveloped Frameworks for K-12 Science Education. Phase I participants in this study included high school and college educators while Phase II of the study will involve K-14 students. In this study, educators were asked to rate their teaching self-efficacy in two primary areas: critical thinking skills and technological fluency. This included questions related to components in their current curriculum as well as methods of assessment [e.g., rubrics]. The instrument created to measure self-efficacy was based on a modified ‘Science Teaching Efficacy Belief Instrument' (STEBI). All participants were from Connecticut. Results indicate that both STEM and non-STEM related subject areas offer an equally rich array of opportunities to effectively teach critical thinking and technological fluency at a variety of educational levels. The impact of Professional Development on teacher self-efficacy was of particular importance, especially in K-12 education.

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