scholarly journals How Perspectives of a System Change Based on Exposure to Positive or Negative Evidence

Systems ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 23
Author(s):  
Philippe J. Giabbanelli ◽  
Andrew A. Tawfik
Keyword(s):  
Initial Step ◽  
Thinking Skills ◽  
Professional Lives ◽  
Negative Evidence ◽  
Problem Space ◽  
Root Cause ◽  
Starting Point ◽  
Direction Of Causation ◽  
Case Libraries ◽  
Support Students

The system that shapes a problem can be represented using a map, in which relevant constructs are listed as nodes, and salient interrelationships are provided as directed edges which track the direction of causation. Such representations are particularly useful to address complex problems which are multi-factorial and may involve structures such as loops, in contrast with simple problems which may have a clear root cause and a short chain of causes-and-effects. Although students are often evaluated based on either simple problems or simplified situations (e.g., true/false, multiple choice), they need systems thinking skills to eventually deal with complex, open-ended problems in their professional lives. A starting point is thus to construct a representation of the problem space, such as a causal map, and then to identify and contrast solutions by navigating this map. The initial step of abstracting a system into a map is challenging for students: unlike seasoned experts, they lack a detailed understanding of the application domain, and hence struggle in capturing its key concepts and interrelationships. Case libraries can remedy this disadvantage, as they can transfer the knowledge of experts to novices. However, the content of the cases can impact the perspectives of students. For example, their understanding of a system (as reflected in a map) may differ when they are exposed to case studies depicting successful or failed interventions in a system. Previous studies have abundantly documented that cases can support students, using a variety of metrics such as test scores. In the present study, we examine the ways in which the representation of a system (captured as a causal map) changes as a function of exposure to certain types of evidence. Our experiments across three cohorts at two institutions show that providing students with cases tends to broaden their coverage of the problem space, but the knowledge afforded by the cases is integrated in the students’ maps differently depending on the type of case, as well as the cohort of students.

scholarly journals The Effectiveness of STEM-Based PjBL on Student’s Critical Thinking Skills and Collaborative Attitude

2021 ◽  
Vol 12 (1) ◽  
pp. 219-228
Author(s):  
Vera Rosalina Bulu ◽  
Femberianus Tanggur
Keyword(s):  
Critical Thinking ◽  
Quantitative Research ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Homogeneity Test ◽  
Test Results ◽  
Stem Learning ◽  
Learning Models ◽  
Normality Test ◽  
Support Students

PjBL and STEM learning models can overcome the lack of critical thinking skills and collaboration. Those learning models involve 4C that support students’ critical thinking skills and collaboration. This study aimed to identify the effectiveness of STEM-based PJBL models on students’ critical thinking skills and collaborative attitudes. This study was quantitative research with a descriptive method. The data had been collected using a critical thinking skills test, collaborative attitude questionnaires, and learning observation guidelines. Before performing data analysis, the researchers performed prerequisite tests consisting of the normality test, homogeneity test, variance-covariance matrix homogeneity test, N-Gain test, and effectiveness test. The basic assumption test results showed that the MANOVA test could be performed. The MANOVA test results revealed that the STEM-based PjBL learning model effectively improved students' critical thinking skills and collaborative attitudes.

Thinking skills in music education

1996 ◽  
Vol 13 (1) ◽  
pp. 15-20 ◽  
Author(s):  
Christopher Naughton
Keyword(s):  
Music Education ◽  
Cultural Transmission ◽  
Thinking Skills ◽  
Music Teacher ◽  
Value System ◽  
Knowledge And Skills ◽  
Common Value ◽  
Starting Point ◽  
Reuven Feuerstein ◽  
The Holocaust

After working with many groups that have been culturally displaced, from victims of the holocaust to black teenagers from the ghetto, Reuven Feuerstein, an Israeli psychologist, has come to the conclusion that we learn everything through cultural transmission. Without a common value system young people do not have the necessary tools to connect with mainstream education. From this starting point Feuerstein believes learning has to be ‘modelled’ and mediated by the teacher to ensure understanding and progression. Above all, Feuerstein sees knowledge and skills as transferable, so that children who develop skills in one activity should be able to examine what they've accomplished and apply this in other areas of activity. Feuerstein's ideas have been seen to be universally applicable in education as a whole, and these principles have much to offer the class music teacher.

scholarly journals Oppilaiden tuen tarpeet luonnontieteiden opetuksessa opettajaopiskelijoiden näkökulmasta

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Kari Sormunen ◽  
Anu Hartikainen-Ahia ◽  
Teija Koskela
Keyword(s):  
Basic Education ◽  
Interdisciplinary Studies ◽  
Student Diversity ◽  
Starting Point ◽  
Teacher Needs ◽  
Teacher Students ◽  
Need For Support ◽  
Support Students ◽  
Class Teacher ◽  
Teaching Situations

Oppilaiden diversiteetti on inkluusioajattelun lähtökohta. Opettaja tarvitsee tietoja ja taitoja diversiteetin havaitsemiseen ja oppilaiden tukemiseen. Tutkimuksessa selvitämme, millaisia ennakkokäsityksiä opettajaopiskelijoilla on luonnontieteiden opetukseen liittyvistä tuen tarpeista.  Käsityksiä kartoitettiin e-kyselyllä monialaisten opintojen luonnontieteiden opintojaksolla vuosina 2015–2018. Kyselyyn vastasi 491 luokan- ja erityisluokanopettajaopiskelijaa, joista tutkimusluvan antoi 468. Aineisto analysoitiin sisällönanalyysillä. Enemmistö opiskelijoista tarkasteli oppilaiden diversiteettiä ongelmakeskeisesti, jolloin tuki nähtiin ratkaisuna diagnosoituun oppimisvaikeuteen. Opettajaopiskelijat käsittelivät oppilaiden tuen tarvetta myös oppiaineiden sisältöihin ja opetustapahtumaan liittyen. Luonnontieteiden opetustilanteet tulisi rakentaa diversiteettia huomioivaksi, jolloin diversiteetti-käsite kattaa kaikki perusopetuksen oppilaat monipuolisesti ymmärrettyinä yksilöinä. In English Student diversity is the starting point for inclusive thinking. The teacher needs knowledge and skills to detect diversity and support students. In this study, we will investigate what kinds of preconceptions students have about the need for support in science education. Perceptions were surveyed in an electronic questionnaire during the 2015–2018 Interdisciplinary Studies in Natural Sciences. Totally, 491 class and special class teacher students, of whom 468 were granted research permission, answered the questionnaire. The data was analysed by content analysis. Most students looked at student diversity in a problem-oriented manner and support was seen as a solution to diagnosed learning disability. Teacher students also looked at the need for support in terms of subject content and teaching activities. Science teaching situations should be built with diversity in mind, so that the concept of diversity includes all students in basic education as diverse individuals.

scholarly journals Quality Management of Mathematics Manipulative Products to Support Students' Higher Order Thinking Skills

2021 ◽  
Vol 14 (1) ◽  
pp. 537-554
Author(s):  
Isti Hidayah ◽  
◽  
Isnarto Isnarto ◽  
Masrukan Masrukan ◽  
Mohammad Asikin ◽  
...  
Keyword(s):  
Quality Management ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Support Students

scholarly journals A EuroHOPE kutatási program módszertana

2016 ◽  
Vol 157 (41) ◽  
pp. 1619-1625
Author(s):  
Éva Belicza ◽  
Péter Mihalicza ◽  
Judit Lám ◽  
Cecília Surján
Keyword(s):  
Healthcare Personnel ◽  
The European Union ◽  
Health Care Outcomes ◽  
Root Cause ◽  
Indicator Development ◽  
Starting Point ◽  
General Rules ◽  
Care Outcomes ◽  
European Health ◽  
Definition Of

The European Health Care Outcomes, Performance and Efficiency research was financed by the European Union between 2010 and 2013. In this program a new methodology was developed which made the analysis of regularly collected data and international benchmarking of the healthcare results of 5 socially and economically critical diagnosis group between the 7 participant countries possible. This paper presents the most important areas of the development, such as (1) the principles of the methodology, (2) the definition of available databases, code systems, (3) the events to be analysed, (4) the general rules of analyses and indicator development, (5) the exact methodology of data collection, processing, and analysis, (6) the methods of risk adjustment, (7) and the development of the standardised database. The databases which include all information of all patients and healthcare activities serve as perfect inexhaustible data sources for decision makers, healthcare personnel, and researchers. The indicator results of this program serve as starting point for further root cause analysis and development measures based on the results of the abovementioned analyses. Orv. Hetil., 2016, 157(41), 1619–1625.

Intelligente Fehlerdiagnose in Industrie 4.0*/Intelligent fault diagnosis in Industry 4.0 - New opportunities for the sophisticated diagnosis in automated production environments

2015 ◽  
Vol 105 (03) ◽  
pp. 90-95
Author(s):  
H. Fleischmann ◽  
J. Kohl ◽  
M. Schneider ◽  
J. Franke
Keyword(s):  
Industry 4.0 ◽  
Initial Step ◽  
Cyber Physical Systems ◽  
Industrie 4.0 ◽  
Physical Systems ◽  
Automated Production ◽  
Root Cause ◽  
Repair Procedure ◽  
Technical Maintenance ◽  
Assistant Systems

Die zunehmende Komplexität moderner Produktionsanlagen stellt die technische Instandhaltung vor gesteigerte Herausforderungen. Beim Auftreten eines Fehlers ist es im ersten Schritt notwendig, dessen genaue Ursache zu diagnostizieren, noch bevor die eigentliche Reparatur beginnen kann. Als ein Befähiger von Industrie 4.0 bilden Cyber-Physical Systems die Grundlage für ein neuartiges Assistenzsystem, welches die Diagnostik hochentwickelter Produktionsanlagen effizienter gestaltet.   The increasing complexity of sophisticated production plants poses new challenges in the field of technical maintenance. The initial step in the repair procedure is a problem root-cause analysis. As a key enabler of the Industry 4.0 cyber-physical systems form the core of novel assistant systems, which deliver more efficient diagnostic mechanisms for production facilities.

Towards Ultra Thin and High Efficiency ZnxCd1-xS/CdTe Solar Cell by AMPS 1D

2012 ◽  
Vol 622-623 ◽  
pp. 1183-1187
Author(s):  
Md. Sharafat Hossain ◽  
Mahmud Abdul Matin ◽  
M.A. Islam ◽  
Mohammad Mannir Aliyu ◽  
Takhir Razykov ◽  
...  
Keyword(s):  
Solar Cell ◽  
High Efficiency ◽  
Surface Recombination ◽  
Initial Step ◽  
Absorber Layer ◽  
Window Layer ◽  
Back Surface ◽  
Cdte Solar Cell ◽  
Starting Point ◽  
Contact Barrier

The main motivation of this work was to obtain high efficiency at reduced CdTe absorber layer thickness and replacing ZnxCd1-xS as window layer in conventional CdS/CdTe solar cells. The conventional CdTe baseline case was the starting point of this investigation to analyze ultra thin and high efficiency ZnxCd1-xS/CdTe solar cell for optimal value of x. The initial step of the analysis was to decrease the CdTe absorber layer to the extreme limit of 1 µm and at this thickness the proposed cell has shown satisfactory level of efficiencies. The ultimate step was to insert a suitable back surface field (BSF) with As2Te3 to reduce the back contact barrier height and back surface recombination loss of the ultra thin cell. All the analysis was done using the widely used simulator Analysis of Microelectronic and Photonic Structures (AMPS 1D). The conversion efficiency of 18.02% (Voc = 0.89 V, Jsc = 25.34 mA/cm2, FF = 0.78) without BSF and an efficiency of 20.3% (Voc = 0.93 V, Jsc = 25.97 mA/cm2, FF = 0.825) with As2Te3 BSF were achieved for the proposed cells from 1 µm and 0.6 µm CdTe absorber layer respectively. Moreover, the normalized efficiency of the proposed ultra thin cells linearly decreased with the increasing operating temperature at the gradient of -0.35%/°C, which indicates better stability of the ultra thin cells.

scholarly journals The contribution of argumentation and critical thinking skills on students’ concept understanding in different learning models

2020 ◽  
Vol 17 (1) ◽  
pp. 80-91
Author(s):  
Neni Hasnunidah ◽  
◽  
Herawati Susilo ◽  
Mimien Irawati ◽  
Hadi Suwono ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Science Teachers ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Models ◽  
Training And Education ◽  
Concept Understanding ◽  
Skill Test ◽  
Basic Biology ◽  
Support Students

We investigated the correlation between argumentation and critical thinking skills simultaneously on students’ understanding of basic biology concepts in classes taught by Argument-Driven Inquiry (ADI) and conventional learning models. This study involved 180 pre-service science teachers (18-19 years old) who undertook the basic biology course in the Faculty of Teacher Training and Education, University of Lampung. Argumentation skills were measured using the Argumentation Skill Test and critical thinking skills were measured using the Critical Thinking Test, whereas understanding of basic biology concepts was measured using the Concept Understanding Test. Hierarchical multiple regressions revealed prospective effects of argumentation and critical thinking skills to support students’ understanding of basic biology concepts. In addition, the strong correlation between predictors simultaneous to the criteria found in ADI compared to conventional learning models. The lecturers should consider the empowerment of argumentation and critical thinking skills of students through the application of appropriate learning models.

scholarly journals The Justice of Theory: How and What Do Educational Skills Distribute?

2021 ◽  
Vol 11 (9) ◽  
pp. 478
Author(s):  
Andrew John Thomas
Keyword(s):  
Religious Education ◽  
Thinking Skills ◽  
Strategic Choices ◽  
Educational Theories ◽  
Starting Point

Do educational theories affect enfranchisement asymmetrically? This article analyses two sets of thinking skills in religious education as apparatuses, taking observations and political documents as a starting point. The thinking skills are described in terms of the roles they allocate, the attention and affect they direct, values and truth-criteria they foster, and the extent to which they make aspects of religion visible and invisible. Taking a cue from Butler’s question, “When is Life Grievable?”, attention is paid more to the distribution of an apparatus than its validity or effectiveness. How do sets of thinking skills distribute opportunities to make particular strategic choices? When is learning truly and equally shared?

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