scholarly journals فاعلیة استراتیجیة مقترحة قائمة على مبادئ التعلم البنائی فی تنمیة المفاهیم ومهارات التفکیر الاستدلالی فی التربیة الفنیة لدى عینة من تلامیذ الصف الخامس بالمرحلة الابتدائیة. The Effectiveness of a Proposed Strategy Based on Constructive Learning Principles in Developing Concepts and Inferential Thinking Skills in Art Education among Fifth-Year Primary Sch

2020 ◽  
Vol 39 (2) ◽  
pp. 313-363
Author(s):  
بثینة عبدالله الملا
Keyword(s):  
Art Education ◽  
Thinking Skills ◽  
Constructive Learning ◽  
Inferential Thinking ◽  
Learning Principles

scholarly journals Issue of Integrity of Art Education in the Context of Changes in Art and Visual Culture

Pedagogika ◽  
2014 ◽  
Vol 114 (2) ◽  
pp. 167-179
Author(s):  
Edita Musneckienė
Keyword(s):  
Visual Culture ◽  
Art Education ◽  
Contemporary Art ◽  
Cultural Context ◽  
Arts Education ◽  
New Technologies ◽  
Thinking Skills ◽  
Education Programs ◽  
Creative People ◽  
Wide Range

This article examines a paradigmatic change of contemporary art education in the context of visual culture and focus to the integrity of arts in formal and informal art education. The article is based on an international research “Contemporary art and visual culture in education” which reveals the problematic aspects of contemporary arts and visual culture in education in general. The research method was the discourse analysis of the participants and researchers, who presented the insights in reflective groups and during the interview with teachers and educators.This paper explores how contemporary cultural context and the spread of visual culture provide preconditions for changes in art education. The aim of the article is to analyze theproblems and perspectives of integral arts education in formal and non-formal education: what the educational challenges and opportunities appear in the context of contemporary art and visual culture? How the integral arts could be realized in art education practice in different arts disciplines and areas of education?Contemporary art and visual culture is increasingly multidimensional, the wide range of visual art forms integral with per formative arts, new technologies and media merge the limits between the arts disciplines. That becomes relevant pedagogical problem with the fact that arts education is traditionally allocated to the separate arts subjects such as music, art, theatre, dance, which also can also be divided into separate areas. This subject segregation of the school curriculum and strong subject orientation limits multimodal contemporary arts education. Secondary Education programs provide opportunities for several options of arts education disciplines (photography, cinema art, graphic design, contemporary music technologies), but it needs special resources for the schools and professional teachers. Many schools follow on traditional model of teaching art and still focusing on simple interpretation of modern artworks, different media and technical skills.Contemporary model of teaching integrated arts and visual culture in education is challenging, because it is based on visual literacy and critical thinking skills, it emphasizes inquiry-based education, a critical understanding of contemporary art practices, problem solving and creating new valuable ideas. Knowledge and experiences came from various sources: formal, non-formal, accidental, individual.Great potential for contemporary art education has non-formal art education programs and projects. Successful project-based initiatives in art education have been excellent examples of arts integration.Artists and other creative people involved into a process of education, their collaboration with schools and communities could initiate some interdisciplinary and collaborative practices. Non-formal arts education environment creates more space for creativity, freedom and diversity. Additional arts education programs, museum and gallery education, artistic competitions and international projects allows for the wider development of arts education. Art education in the new age requires changing attitudes towards learning and teaching, changing roles of the educator and new learning environments.

scholarly journals Re-thinking Curriculum Design and Development for Optimizing Change in Education

2021 ◽  
Vol 9 (9) ◽  
pp. 1331-1339
Author(s):  
Haruna Audu Tukurah
Keyword(s):  
Critical Thinking ◽  
Curriculum Design ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Method ◽  
The Enlightenment ◽  
Curriculum Design And Development ◽  
Teaching Learning ◽  
Learning Principles ◽  
Developed World

Abstract: A developing world like Africa inherited an educational system that laid high emphasis on what is known as the 3Rs (reading, writing, and arithmetic). This teaching/learning method was perhaps relevant then, due to the enlightenment gap that existed between learners and their instructors (Missionaries/Colonial masters). The 3Rs known as rote learning regurgitation of facts is teacher-centered that subjects learners to memorization of information for the expansion of knowledge. This learning principle mostly evaluate learners through the use of tests and examinations to ascertain their learning levels. However, as good as the 3Rs learning method is, it only prepares learners for job acquisition, not problem-solving. This paper will argue for a paradigm shift, to key in with the developed world like America and start wrestling with an educational curriculum that is learners focused; a curriculum that is concerned with the ‘how’ to think in learning than the ‘what to think.’ Urbanization, globalization, complex factories/technologies in this dispensation are calling for learning principles that can guide learners on how to move from learning assumptions to the application of daily realities of life using both the cognitive, affective and the psychomotor domains. The paper attempt to define the ‘how’ approach using. the perspective of applying critical thinking skills before drawing a conclusion. Keywords: Curriculum design, the 3Rs and the 4Cs, critical thinking, instructors and learners, reflective teaching.

scholarly journals The effectiveness of an educational program based on constructive learning (CLM) on developing scientific concepts and the skills of scientific thinking in science textbook among students of eighth grade in directorate of education in Al-Mazar Al-Janoubi: فاعلية برنامج تعليمي وفق نموذج تعلم بنائي (CLM) في اكتساب وتنمية بعض المفاهيم العلمية ومهارات التفكير العلمي في مبحث العلوم العامة لدى طالبات الصف الثامن الأساسي في مديرية التربية والتعليم للواء المزار الجنوبي في الأردن

2021 ◽  
Vol 5 (36) ◽  
pp. 139-113
Author(s):  
Lamia' Mohammad Al-Hawwari, Omar Abdul Razzaq Al-Huwaimel Lamia' Mohammad Al-Hawwari, Omar Abdul Razzaq Al-Huwaimel
Keyword(s):  
Educational Program ◽  
Thinking Skills ◽  
Learning Model ◽  
Female Students ◽  
Eighth Grade ◽  
Control Group ◽  
Scientific Thinking ◽  
Scientific Concepts ◽  
Constructive Learning ◽  
Experimental Group

This study aimed at investigating the effectiveness of an educational program based on constructive learning model (CLM) in acquiring and developing scientific concepts the skills of scientific thinking among the female students of the eighth grade in the directorate of education in Al-Mazar Al-Janoubi for the academic year (2020-2021). The study used the quasi approach, where a random sample was selected from the study population that consisted of all the female students of the eighth grade, with a total of (910) female students, while the purposive sample consisted of (57) female students and was randomly distributed to two groups: the experimental group and control group. The study instrument included the test of acquiring scientific concepts, with (32) multiple-choice items and the test of scientific thinking skills, with (30) multiple-choice items distributed to five skills (determining the problem, collecting data, determining hypotheses, testing hypotheses, concluding results); their validity and reliability were verified. The researcher developed the educational program, represented by a number of educational activities in the two units of (living beings and their environment, and motion) from the science textbook of the eighth grade, based on the constructive learning model (CLM). The program consisted of (32) periods and was applied to the experimental group during the academic year (2020-2021). The study results showed that the program, which is based on the constructive learning model (CLM) was effective in promoting the students' acquisition of the scientific concepts and developing their scientific thinking skills, where the mean scores for the experimental group were higher than the control group. The study recommended conducting further experimental studies for similar educational programs that include samples from other educational stages and other textbooks.

Developing Creative and Critical Thinking Skills in an Authentic Learning Environment

2014 ◽  
Vol 68 (2) ◽  
Author(s):  
Heidi Tan Yeen-Ju ◽  
Neo Mai ◽  
Neo Tse Kian ◽  
Kwok Wai Jing ◽  
Lee Kai Wen ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Authentic Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Ministry Of Education ◽  
Group Project ◽  
Web Technologies ◽  
Learning Principles ◽  
The Impact

The Malaysian Ministry of Education has called for a need to produce skilled graduates that are highly employable. In this study, Herrington and Kervin’s Authentic Learning principles were adapted into the design of an Authentic Learning environment that is driven by a problem-based group project.  The impact of this learning environment on engaging students’ creative and critical thinking as well as the students’ perception towards the Authentic Learning environment was studied. The learning environment was designed to center on an authentic problem-based group project and was supported by multimedia and web technologies. Results indicate that Authentic Learning principles, when adapted into a learning environment engaged the use of higher-order thinking skills, encouraged the cultivation of crucial skills, made learning an active process, and enhanced understanding. Students responded positively towards the Authentic Learning environment as learning became more relevant. The positive results of this study provide support for the development of more Authentic Learning environments to engage students’ creative and critical thinking skills, thereby answering the call of the national agenda to produce industry-ready graduates with skills that make them highly employable.

scholarly journals Critical Thinking as a Dimension of Constructivist Learning in Social Studies Education: A Study of Teachers’ Attitudes in Secondary Education

2020 ◽  
Vol 10 (2) ◽  
pp. 1
Author(s):  
Ali Emad Muhammad
Keyword(s):  
Critical Thinking ◽  
Social Studies ◽  
Instructional Strategies ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Social Studies Teachers ◽  
Self Assessment ◽  
Constructive Learning ◽  
Teachers Attitudes ◽  
Self Learning

This study examined social studies teachers’ attitudes towards critical thinking as a dimension of constructive learning. The purpose of this study was indeed to develop a better understanding of the use of instructional approaches by experienced teachers to enhance critical thinking skills and improve student learning of social studies. The study was conducted in the city of Erbil in Iraqi Kurdistan with 20 experienced social studies teachers in 8 public secondary schools. Qualitative approach was preferred for this study. The interview with each of the 20 teachers was conducted individually and their social studies classes are observed separately. The results of this study revealed that teachers have little knowledge and understanding of instructional strategies that foster critical thinking. The teachers believed that students can benefit from using self-learning, self-assessment, involving in peer learning, meaningful and reasonable response process and express curiosity through questioning how and why. This study also explored some obstacles when teachers practice instructional strategies that enhance critical thinking in learning social studies.

scholarly journals The Effectiveness of Teaching Science By Using A Model Based on Constructive Learning in Developing Critical Thinking Skills and Achievement of Second Intermediate Students in Bishah, Saudi Arabia: فاعلية التدريس بنموذج قائم على التعلم البنائي في تنمية مهارات التفكير الناقد والتحصيل في مادة العلوم لدى طالبات الثاني المتوسط في بيشة بالمملكة العربية السعودية

2020 ◽  
Vol 4 (33) ◽  
Author(s):  
Asma Hussein Muhammad Al- Awaid
Keyword(s):  
Critical Thinking ◽  
Science Teachers ◽  
Study Groups ◽  
Thinking Skills ◽  
Teaching Science ◽  
Critical Thinking Skills ◽  
Second Grade ◽  
Constructive Learning ◽  
Model Based ◽  
Before And After

This study aimed to reveal the effectiveness of teaching science by using a Model-based on constructive learning in developing critical thinking skills and achievement of second grade intermediate. The sample of the study consisted of (40) students randomly distributed into two groups: experimental group and the number of its members (20) students studied the third unit of the book of science for the first semester, entitled: (human body organs), using a teaching model based on structural education and the group The officer and the number of members (20) students studied using the usual method of teaching, to achieve the objectives of the study, the lessons of the unit were taught using a constructive learning model. The researcher prepared a critical thinking scale and an achievement test. The two study tools were applied before and after the study groups. Skills of critical thinking and raising the level of educational attainment of second-grade students in science. The study concluded with a set of recommendations, the most important of which are: Developing the programs of preparing teachers of scientific materials and pre-service science, and trying to add courses of teaching methods in the plan of students of the College of Education and the curriculum and methods of teaching science in Saudi universities and holding practical workshops for science teachers at the level of education administration in Bisha governorate. On how to apply the principles of constructive learning in classroom situations.

scholarly journals Academic Learning Outcome And Creative Thinking Skills On Projectile Motion Topic

2019 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
John Rafafy Batlolona ◽  
Natcha Mahapoonyanont
Keyword(s):  
Learning Outcomes ◽  
Creative Thinking ◽  
Thinking Skills ◽  
T Test ◽  
Academic Learning ◽  
Learning Achievement ◽  
Constructive Learning ◽  
Projectile Motion ◽  
Average Value ◽  
The Right

PBL is one of the constructive learning models. Therefore, the purpose of this study was to find out whether PBL was more effective in enhancing academic learning outcomes and creative thinking skills with different classes. This research was began by compiling instruments, carrying out the learning process, analyzing data, and presenting it in the form of reports. The results showed that the average value of student learning achievement was 73.29 in the experimental class and 74.40 in the control class. This average value was then tested by the hypothesis using the right tailed T-test. The right tailed T-test was used to find out whether the learning achievements of students taught with PBL were higher than those taught conventionally were. Through the T-test with the help of SPSS, the results of tcount 0.514 obtained < ttable 1,670. Conclusions from the results of the analysis show that the learning achievement of the experimental class students is smaller or equal to the control class. Data on creative skills were tested by precise nonparametric analysis, the Mann-Whitney test because data was not normally distributed. Through the Mann-Whitney analysis with the assistance of SPSS, it was obtained z values for creative thinking skills 5,608> 1,65 for creative thinking skills data. This means that the creative skills of students taught by PBL were higher than those taught conventionally were.

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