scholarly journals Socratic approach for unlocking creative potential in undergraduate research students

2017 ◽  
Author(s):  
Wenfa Ng
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Undergraduate Research ◽  
Research Question ◽  
Research Problem ◽  
Thinking Skills ◽  
Creative Potential ◽  
Pedagogical Tools ◽  
Question And Answer ◽  
Thinking Processes

The final year research project aims to introduce undergraduates to scientific research as well as encourage them to think creatively and critically about problems from different angles. However, most courses in earlier parts of the curriculum focus on well defined problems with clear answers; thus, a huge gap exists between a research project’s desired educational outcomes and the students’ preparation. As a result, students experience significant difficulties in handling ambiguities (i.e., no defined answers) inherent in research, which leads to lack of motivation or trepidation at their projects. Is the above due to students’ lack of creativity? Or does it have more to do with the difficulty of sparking students’ imagination? One possibility for igniting students’ imagination and fascination for their chosen research topic is in using common lab observations and experiences to unlock students’ creative potential. In this abstract preprint, I describe a simple pedagogical tool for helping ignite creative and critical thinking processes in students. Specifically, the Socratic approach of question and answer, used in guiding students to answer their own questions rather than having answers provided to them, helped initiate, in the students, deductive and inductive thinking processes critical to tackling any research problem. This also helps increase students’ self confidence in problem solving. More importantly, the tentative steps taken in independent thinking also helped debunk their misconception that there exists a single correct answer for every research question. Collectively, through simple pedagogical tools such as question and answer, students can be guided to explore different perspectives in problem solving; thus, improving their creative and critical thinking skills.

scholarly journals Socratic approach for unlocking creative potential in undergraduate research students

2017 ◽  
Author(s):  
Wenfa Ng
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Undergraduate Research ◽  
Research Question ◽  
Research Problem ◽  
Thinking Skills ◽  
Creative Potential ◽  
Pedagogical Tools ◽  
Question And Answer ◽  
Thinking Processes

The final year research project aims to introduce undergraduates to scientific research as well as encourage them to think creatively and critically about problems from different angles. However, most courses in earlier parts of the curriculum focus on well defined problems with clear answers; thus, a huge gap exists between a research project’s desired educational outcomes and the students’ preparation. As a result, students experience significant difficulties in handling ambiguities (i.e., no defined answers) inherent in research, which leads to lack of motivation or trepidation at their projects. Is the above due to students’ lack of creativity? Or does it have more to do with the difficulty of sparking students’ imagination? One possibility for igniting students’ imagination and fascination for their chosen research topic is in using common lab observations and experiences to unlock students’ creative potential. In this abstract preprint, I describe a simple pedagogical tool for helping ignite creative and critical thinking processes in students. Specifically, the Socratic approach of question and answer, used in guiding students to answer their own questions rather than having answers provided to them, helped initiate, in the students, deductive and inductive thinking processes critical to tackling any research problem. This also helps increase students’ self confidence in problem solving. More importantly, the tentative steps taken in independent thinking also helped debunk their misconception that there exists a single correct answer for every research question. Collectively, through simple pedagogical tools such as question and answer, students can be guided to explore different perspectives in problem solving; thus, improving their creative and critical thinking skills.

scholarly journals Using question and answer and story telling for unlocking creative potential in undergraduate research student

2016 ◽  
Author(s):  
Wenfa Ng
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Research Question ◽  
Research Work ◽  
Research Problem ◽  
Story Telling ◽  
Creative Potential ◽  
Pedagogical Tools ◽  
Question And Answer ◽  
Thinking Processes

The final year research project, a standard feature of most four year undergraduate curricula, aims to introduce undergraduates to scientific research as well as encourage them to think creatively and critically about problems from different perspectives. However, most courses in earlier parts of the curriculum focus on well defined problems with clear answers; thus, a huge gap exists between a research project’s desired educational outcomes and the students’ educational preparation. As a result, students experience significant difficulties in handling ambiguities (i.e., no defined answers) inherent in research - which, in turn, leads to lack of motivation or trepidation at their projects. Is the above due to students’ lack of creativity? Or does it have more to do with the difficulty of sparking students’ imagination, the reason on which lies in the lack of pedagogical techniques available. Postgraduates are the primary daily point of contact for undergraduates in the research lab; for example, during demonstration of experimental techniques or discussion of new observations. But how can postgraduates encourage undergraduates to think critically and creatively? One possibility is in using common lab observations and experiences to unlock students’ creative potential. In this abstract only preprint, I describe two simple pedagogical tools for helping initiate creative and critical thinking processes in students. Specifically, the Socratic approach of question and answer, used in guiding students to answer their own questions rather than having answers provided to them, helped ignite, in the students, deductive and inductive thinking processes critical to tackling any research problem. This also helps increase students’ self confidence in problem solving. More importantly, the tentative steps taken in independent thinking also helped debunk their misconception that there exists a single correct answer for every research question. Another pedagogical tool used was constructing narratives (unrelated to their subject matter) based on seemingly mundane electron and optical micrographs. For example, an electron micrograph of a collection of particles polydispersed in size and shape was entitled, “Pebbles on the river bed”, with a storyline describing children playing happily in a clear stream and, upon looking down, saw small gravel and pebbles on the stream bed. Besides bringing a light hearted moment into serious research work, such narratives also illustrated the utility of thinking about a problem from multiple angles; specifically, discovering new and creative interpretations of an image. Collectively, through simple pedagogical tools such as question and answer, and open ended story telling, postgraduates can demonstrate the thinking process involved in exploring different perspectives during problem solving, and hence, guide undergraduate students in thinking critically and creatively.

scholarly journals Using question-and-answer and open-ended story-telling for unlocking creative potential in undergraduate research students

2014 ◽  
Author(s):  
Wenfa Ng
Keyword(s):  
Undergraduate Students ◽  
Educational Outcomes ◽  
Research Work ◽  
Research Problem ◽  
Story Telling ◽  
Multiple Perspectives ◽  
Creative Potential ◽  
Pedagogical Tools ◽  
Question And Answer ◽  
Thinking Process

The final year research project, a standard feature of most four year undergraduate curricula, aims to expose undergraduates to research as well as encourage them to use multiple perspectives in thinking creatively and critically about problems. Nevertheless, as most courses in earlier parts of the curriculum focus on well-defined problems with clear answers, a dichotomy exists between the research project’s desired educational outcomes and the undergraduates’ educational preparation. This often manifests as students’ inability at handling the ambiguities of research - which, in turn, leads to lack of motivation or trepidation at their projects. Such unintended negative educational outcomes are not necessarily due to students’ lack of creativity – and may have more to do with the difficulty of sparking students’ imagination with the paucity of pedagogical techniques available. From demonstrating experimental techniques to discussing new observations, postgraduates are the primary daily point-of-contact for undergraduates in the research lab. But how can postgraduates encourage undergraduates to think critically and creatively? One possibility lies in using common lab observations and experiences for unlocking students’ creative potential. In this abstract-only preprint, I describe two simple pedagogical tools for helping initiate the creative and critical thinking process in students. Specifically, I observed that using the Socratic approach – that is, question-and-answer - for guiding students in answering their own questions rather than directly providing the answers to them helped ignite the deductive and inductive thinking processes critical to tackling any research problem, as well as improving the students’ self-confidence in arriving at the answers. More important, the tentative steps taken in independent thinking also helped debunk their misconception that there exists a single correct answer for every question in research. Another pedagogical tool was the creative use of seemingly mundane electron and optical micrographs for constructing narratives unrelated to their subject matter. For example, an electron micrograph of a collection of particles poly-dispersed in size and shape was entitled, “Pebbles on the river bed,” with a storyline describing children playing happily in a clear stream and, upon looking down, saw small gravel and pebbles on the stream bed. Besides bringing a light-hearted moment into serious research work, such stories also illustrated the utility of thinking about a problem from multiple perspectives; specifically, discovering new and creative interpretations of an image. Collectively, through simple pedagogical tools such as question-and-answer, and open-ended story-telling, postgraduates can guide undergraduate students in thinking critically and creatively via demonstrating the thinking process involved in exploring different perspectives during problem-solving.

PERBEDAAN PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI TERMOKIMIA MELALUI PEMBELAJARAN GROUP DAN INDIVIDUAL PROBLEM SOLVING

2017 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
St Fatimah Azzahra
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Problem ◽  
Group Problem ◽  
Control Group Design ◽  
Group Design ◽  
Group Problem Solving

ABSTRACTThis research is aimed to know the differences increase critical thinking skills through learning group and individual problem solving in thermochemical material. This research uses a quasi-experimental design with nonequivalent control group design and study sample consisted of 103 students, divided into the first experimental (group problem solving) (35 students), the two group experimental (individual problem solving) (34 students). The collected through pretest-posttest. The analyzed with the Kruskal Wallis test, the results showed that the learning problem solving as a group or individually can improve students’ critical thinking skills. Statistical test there are significant differences in the students critical thinking skills thermochemical material between students who received group and individual problem solving. Critical thinking skills improvement with problem solving individual learning higher compared with group learning problem solving.Keywords: problem solving learning, critical thinking skillsABSTRAKPenelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan berpikir kritis siswa melalui pembelajaran group dan individual problem solving pada materi termokimia. Penelitian ini menggunakan metode quasi experimen dengan desain Nonequivalent Control Group Design dan sampel penelitian ini terdiri dari 103 siswa yang terbagi ke dalam kelompok eksperimen pertama (pembelajaran group problem solving) (35 siswa), kelompok eksperimen kedua (pembelajaran individual problem solving) (34 siswa).Pengumpulan data dilakukan melalui pretest-posttest. Data dianalisis dengan uji Kruskal Wallis Test, hasil penelitian menunjukkan bahwa pembelajaran problem solving secara group maupun secara individual dapat meningkatkan keterampilan berpikir kritis siswa. Data uji statistik, terdapat perbedaan yang signifikan keterampilan berpikir kritis siswa pada materi termokimia antara siswa yang mendapat pembelajaran group problem solving dan individual problem solving. Peningkatan keterampilan berpikir kritis dengan pembelajaran individual problem solving lebih tinggi dibandingkan dengan pembelajaran group problem solving.Kata Kunci: Pembelajaran Problem Solving, Keterampilan Berpikir Kritis

scholarly journals Beliefs about Critical Thinking among English Teachers in Qasabet Al- Mafraq, Jordan: معتقدات عن التفكير الناقد بين معلمي اللغة الانجليزية في قصبة المفرق، الأردن

2020 ◽  
Vol 4 (8) ◽  
Author(s):  
Zainab Salem Ahmad
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Role Playing ◽  
English Teachers ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The North ◽  
Conceptual Maps ◽  
Asking Questions ◽  
Teacher's Knowledge

This study aimed to investigate the relationships between teachers' knowledge, beliefs and activities about critical thinking. . The study followed the descriptive approach. This research was based on a questionnaire designed to investigate English teachers' points of view about critical thinking for primary and secondary schools in Qasabet Al Mafraq which is a city in the north of Jordan The population of the study is 280 female and male teachers distributed through 160 primary and secondary school. The study sample was randomly selected and it represents 46% of all English teachers in Qasbet Al Mafraq. They are 40 male and 88 female teachers during the second semester 2018/2019. The results of the study indicate that most of the teachers know the higher and lower –order of critical thinking skills. Also, they are inclined to use the critical thinking strategy to achieve certain outcomes in the curriculum. According to the teachers' beliefs, they think critical thinking is an important and effective strategy for problem solving and decision making. On one hand, there is a positive correlation between teacher's knowledge, teachers' belief and critical thinking activitie such as role- playing, asking questions, problem- solving, conceptual maps, debate and game playing. But on the other hand, there are no statistically significant differences at (a= 0.05) due to the variables of gender, experience, number of students, and the stage they are teaching. The researcher recommends that more research should be done on the effect of critical thinking on the four skills reading, writing, speaking and listening.

scholarly journals ANALISIS KONSEP MODUL IPA TERPADU DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA

BIOLOVA ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 56-60
Author(s):  
Atikah Nur Azizah ◽  
Hening Widowati ◽  
Muhfahroyin Muhfahroyin
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Process ◽  
Science Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Materials ◽  
Direct Experience ◽  
Integrated Science ◽  
Module Development

Abstract: The science learning process emphasizes providing direct experience to develop competencies in order to be able to explore and understand the nature around scientifically. students can gain direct experience, so they can add strength to accept and apply the concepts they have learned. Integrated science learning deals with the way students think and develop critical thinking skills. These skills include the ability to think critically, think creatively, and problem solving abilities. Modules are printed teaching materials that are designed to be independently studied by students, Module development is done to improve students' critical thinking skills.

scholarly journals Kemampuan Berpikir Kritis dan Metakognisi Siswa dalam Menyelesaikan Masalah Matematika melalui Pendekatan Problem Solving

2017 ◽  
Vol 6 (2) ◽  
pp. 234 ◽  
Author(s):  
Muhammad Ikhsan ◽  
Said Munzir ◽  
Lia Fitria
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Critical Thinking Ability ◽  
Group Design ◽  
Thinking Ability ◽  
Better Than

The aims of this study are to determine the improvement of critical thinking skills mathematical and metacognition of students who are taught with problem solving approach and the correlation between mathematical critical thinking and metacognition of students. This research is an experimental research with pretest-posttest control group design. The sample this research is the students of class VIII_2 and VIII_3 in SMP Negeri 1 Banda Aceh. Collecting data technique are test and nontest. Data were analyzed using t-test and correlation test. The result of the research shows 1) the critical thinking ability of the students who get the learning through problem solving approach is better than the students who get the conventional learning, 2) Metacognition of students who get the learning by using problem solving approach is better than the students who get the conventional learning, 3) a positive and significant relationship between students' metacognition and critical thinking skills.

scholarly journals MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MELALUI BERMAIN SAINS PADA ANAK TK A DI LABORATORIUM PAUD YASMIN KABUPATEN JEMBER TAHUN AJARAN 2018/2019

2018 ◽  
Vol 2 (2b) ◽  
pp. 30-36
Author(s):  
Misyana Misyana ◽  
Indah Mayasari
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Class Action ◽  
Critical Thinking Skills ◽  
Guided Discovery ◽  
Group A ◽  
The Right ◽  
Academic Year ◽  
Collection Methods

ABSTRAK   Pada abad 21 dimana masyarakat sudah menggunakan teknologi, layak kalau anak-anak usia dini juga dipersiapkan untuk memiliki kemampuan yang lebih baik, utamanya di kemampuan berpikir. Sudah saatnya anak diberikan kegiatan yang lebih menantang dan menggunakan strategi yang tepat sehingga kemampuan anak benar-benar dapat meningkat lebih baik. Salah satu upaya untuk meningkatkan kemampuan berpikir kritis anak melalui bermain sains, salah satu permainan yang disukai anak yaitu bermain balon. Strategi  yang dipergunakan untuk meningkatkan kemampuan anak, pemecahan masalah (problem solving) dan penemuan terbimbing (Guided Discovery). Masalah yang akan dipecahkan pada tindakan ini adalah bagaimana permainan sains dapat meningkatkan kemampuan berpikir kritis anak, pada kelompok A (4-5 tahun) di Laboratorium Paud Yasmin Jember tahun ajaran 2018/2019. Adapun jenis penelitian yang dilakukan peneliti  adalah tindakan kelas, metode pengumpulan data yang digunakan dalam penelitian kali ini peneliti sebagai guru dan guru sebagai observer, wawancara dan dokumentasi. Data yang dikumpulkan berupa aktivitas anak selama kegiatan bermain sains, hasil wawancara dengan anak dan guru kelompok A. Berdasarkan hasil penelitian dapat disimpulkan bahwa bermain sains dapat meningkatkan keterampilan berpikir kritis secara signivikan. Secara klasikal dari 15 anak terdapat 13 anak yang berkembang kemampuan berpikir kritisnya secara individual dan 2 anak yang belum berkembang. Diketahui perkembangan kemampuan berpikir kritis anak secara klasikal yang diperoleh 86,66% yang berarti perkembangan kemampuan berpikir kritis anak kelompok A secara klasikal tercapai.   Kata Kunci: berfikir kritis, bermain sains, PAUD.   ABSTRACT   In the 21st century where people have used technology, it is feasible that early childhood are also prepared to have better abilities, especially being able to think. It's time for children to be given more challenging activities and use the right strategies, and the children ability can really improve better. One of the efforts to improve children's critical thinking skills through playing science, one of the games that children love is playing balloons. Strategies used to improve children's ability, problem solving and guided discovery. The problem that will be solved in this action is how the game of science can improve children's critical thinking skills, in group A (4-5 years) in the Laboratory of Paud Yasmin Jember 2018/2019 academic year. The type of lecturers conducted is class action lectures, data collection methods used in this lecture are observation, interviews and documentation. Data collected in the form of children activities during science playing activities, results of interviews with children and teacher of group A. Based on the results of lecturers, it can be concluded that playing science can improve critical thinking skills in a significant way. Classically from 15 children there are 13 children who develop their critical thinking skills, and 2 children are undeveloped. It is known that the development of children critical thinking abilities classically is 86.66% which means that the development of children critical thinking abilities in group A is classically achieved.   Keywords: Critical thinking, science games, PAUD.

scholarly journals Validity of Multimedia Peat Swamp Forest Concept Based on Problem Solving to Practice Critical Thinking Skills of Chemistry Students

2020 ◽  
Vol 2 (2) ◽  
pp. 91
Author(s):  
Betty Agustina ◽  
Danang Biyatmoko ◽  
Aminuddin Prahatama Putra
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Multimedia Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Design Flow ◽  
Swamp Forest ◽  
Peat Swamp Forest ◽  
Chemistry Students ◽  
Peat Swamp

The wetland learning system is still conventional and lecturer-centered so that students are not accustomed to doing problem solving activities that have an impact on the lack of students' critical thinking skills. This study aims to develop multimedia learning of problem solving based peat swamp forest concepts to determine the validity of multimedia to train students' critical thinking skills. The stages carried out following the ADDIE instructional design flow include analysis, design, development, implementation and evaluation. Data collection techniques used a validation sheet instrument for two material experts from Lambung Mangkurat University and one multimedia expert from Politeknik Hasnur. Readability test was conducted on three active students who had taken a course to introduce the wetland environment in FMIPA ULM. The results showed that the multimedia learning concept of problem solving peat swamp forest to train critical thinking skills of chemistry students of FMIPA ULM Banjarbaru is very valid.AbstrakSistem pembelajaran lahan basah masih bersifat konvensional dan berpusat pada dosen sehingga mahasiswa tidak terbiasa melakukan kegiatan pemecahan masalah yang berdampak pada kurangnya keterampilan berpikir kritis mahasiswa. Penelitian ini bertujuan untuk mengembangkan  multimedia pembelajaran konsep hutan rawa gambut berbasis problem solving untuk mengetahui bagaimana validitas multimedia untuk melatihkan keterampilan berpikir kritis mahasiswa. Tahapan yang dilakukan mengikuti alur desain instruksional ADDIE meliputi analisis, desain, pengembangan, implementasi dan evaluasi. Teknik pengumpulan data menggunakan instrumen lembar validasi terhadap dua ahli materi dari Universitas Lambung Mangkurat dan satu ahli multimedia dari Politeknik Hasnur. Uji keterbacaan dilakukan terhadap tiga mahasiswa aktif yang pernah mengambil mata kuliah pengenalan lingkungan lahan basah di FMIPA ULM. Hasil penelitian menunjukkan bahwa multimedia pembelajaran konsep hutan rawa gambut berbasis problem solving untuk melatihkan keterampilan berpikir kritis mahasiswa kimia FMIPA ULM Banjarbaru sangat valid.

Sign in / Sign up

Export Citation Format

Share Document