Dino Lab

Dino Lab is a serious game designed to explore the potential of using games in scientific domains to support critical thinking. Through collaborations with educators and scientists at the Natural History Museum of Utah (NHMU), game designers and learning scientists at the University of Utah, and Title I middle school teachers and students, the authors have developed a beta version of Dino Lab that supports critical thinking through engagement in a simulation-based game. Dino Lab is organized around four key game stages that incorporate high-level goals, domain-specific rule algorithms that govern legal plays and resulting outcomes, embedded reflection questions, and built-in motivational features. Initial play testing has shown positive results, with students highly engaged in strategic game play. Overall, results suggest that games that support critical thinking have strong potential as student-centered, authentic activities that facilitate domain-based engagement and strategic analysis.

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Dino Lab

Advances in Game-Based Learning - Handbook of Research on Serious Games for Educational Applications ◽

10.4018/978-1-5225-0513-6.ch006 ◽

2017 ◽

pp. 115-148

Author(s):

Kirsten R. Butcher ◽

Madlyn Runburg ◽

Roger Altizer

Keyword(s):

Critical Thinking ◽

Student Centered ◽

History Museum ◽

University Of Utah ◽

Domain Specific ◽

Simulation Based ◽

Teachers And Students ◽

Specific Rule ◽

High Level ◽

The University

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Guided Inquiry Based Students’ Worksheet to Grow Students’ Critical Thinking and Communication Skills

Indonesian Journal of Science and Mathematics Education ◽

10.24042/ijsme.v3i1.5146 ◽

2020 ◽

Vol 3 (1) ◽

pp. 18-26

Author(s):

Trimo Saputro ◽

Kartini Herlina ◽

I Wayan Distrik

Keyword(s):

Critical Thinking ◽

Communication Skills ◽

Learning Process ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Guided Inquiry ◽

Student Centered ◽

Student Responses ◽

Teachers And Students ◽

The Ideal

Weak learning process is one of the problems in education. Therefore, to create the ideal learning process, interactive teaching materials are needed to make student-centered learning.This study aims to describe and analyze teacher and student responses to the development of guided inquiry students worksheets, as well as see their effectiveness in growing critical thinking skills and student communication skills. The research method used is the Mix method with Research and Development type. The instrument used in the form of a feasibility questionnaire and tests of critical thinking skills and communication skills. Based on the research results obtained that the development of worksheets got very valid results from the validators, got very good responses from teachers and students and proven able to foster critical thinking and communication skills.

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Research on the Student-centered Learning in Mass Media Reading Course

Theory and Practice in Language Studies ◽

10.17507/tpls.0703.09 ◽

2017 ◽

Vol 7 (3) ◽

pp. 227

Author(s):

Xue Zheng

Keyword(s):

Mass Media ◽

Course Design ◽

Classroom Performance ◽

Student Centered ◽

Student Centered Learning ◽

English Reading ◽

New Information ◽

Teachers And Students ◽

Push Forward ◽

The University

With China’s impressive development in all fields, the need for all-round talents is becoming increasingly eminent. The society and our country demand that university students should not only be an expert in their own specialization, but also they be able to communicate cross cultures. Mass Media Reading course, as an integral part of the university English courses, is designed to serve that purpose. Through this course, students are supposed to broaden their minds and push forward the frontiers of knowledge by learning the culturally-loaded information embedded in the foreign news. They are also expected to sharpen their minds by exchanges of ideas and by comparing different perspectives. They are to hone their skills in English reading, speaking and translation through this course. The current course design is not successful in fulfilling all the purposes, and previous classroom performance shows the students are reluctant to receive new information and know the outside world through newspaper reading which they think is beyond their reach. However, studies and papers analyzing this issue are lacking. Therefore, research on how to improve students’ enthusiasm and motivation in this course should be conducted. This paper tries to shed some light on the modes of student-centered learning that arouse students’ interest in and enthusiasm for this course. Hopefully, this will be helpful to the teachers and students learning this course.

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Validation and minimum important difference of the UCSD Shortness of Breath Questionnaire in fibrotic interstitial lung disease

Respiratory Research ◽

10.1186/s12931-021-01790-0 ◽

2021 ◽

Vol 22 (1) ◽

Author(s):

Tao Chen ◽

Amy Po Yu Tsai ◽

Seo Am Hur ◽

Alyson W. Wong ◽

Mohsen Sadatsafavi ◽

...

Keyword(s):

Interstitial Lung Disease ◽

Lung Disease ◽

Internal Consistency ◽

Shortness Of Breath ◽

Minimum Important Difference ◽

Domain Specific ◽

St George's Respiratory Questionnaire ◽

High Level ◽

The University ◽

Eq Vas

Abstract Rationale The University of California, San Diego Shortness of Breath Questionnaire (UCSDSOBQ) is a frequently used domain-specific dyspnea questionnaire; however, there is little information available regarding its use and minimum important difference (MID) in fibrotic interstitial lung disease (ILD). We aimed to describe the key performance characteristics of the UCSDSOBQ in this population. Methods UCSDSOBQ scores and selected anchors were measured in 1933 patients from the prospective multi-center Canadian Registry for Pulmonary Fibrosis. Anchors included the St. George’s Respiratory Questionnaire (SGRQ), European Quality of Life 5 Dimensions 5 Levels questionnaire (EQ-5D-5L) and EQ visual analogue scale (EQ-VAS), percent-predicted forced vital capacity (FVC%), diffusing capacity of the lung for carbon monoxide (DLCO%), and 6-min walk distance (6MWD). Concurrent validity, internal consistency, ceiling and floor effects, and responsiveness were assessed, followed by estimation of the MID by anchor-based (linear regression) and distribution-based methods (standard error of measurement). Results The UCSDSOBQ had a high level of internal consistency (Cronbach’s alpha = 0.97), no obvious floor or ceiling effect, strong correlations with SGRQ, EQ-5D-5L, and EQ-VAS (|r| > 0.5), and moderate correlations with FVC%, DLCO%, and 6MWD (0.3 < |r| < 0.5). The MID estimate for UCSDSOBQ was 5 points (1–8) for the anchor-based method, and 4.5 points for the distribution-based method. Conclusion This study demonstrates the validity of UCSDSOBQ in a large and heterogeneous population of patients with fibrotic ILD, and provides a robust MID estimate of 5–8 points.

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METHODOLOGY OF DEVELOPING CRITICAL THINKING OF FUTURE TEACHERS

BULLETIN Series of Pedagogical Sciences ◽

10.51889/2021-3.1728-5496.13 ◽

2021 ◽

Vol 71 (3) ◽

pp. 132-143

Author(s):

M.Zh. Sultanbek ◽

◽

G.T. Sadvakas ◽

А.Т. Аkzholova ◽

◽

...

Keyword(s):

Critical Thinking ◽

Initial Level ◽

Future Teachers ◽

Reading And Writing ◽

University Teachers ◽

Elective Course ◽

Points Of View ◽

The Individual ◽

High Level ◽

The University

The article describes the methodology of the development of critical thinking of the individual in the conditions of the university. The essence, the hierarchy of the categories "criticism", "critical thinking" are analyzed from the philosophical, psychological and pedagogical points of view. The levels of development of critical thinking of future teachers (initial level, intermediate level, high level) are characterized. The content of the methodology for the development of critical thinking of future teachers is offered on the model of the elective course program "Fundamentals of critical thinking" for students of 2-3 courses of higher education institutions. The content of the elective course, which we offer in the article, covers several topics. These are: "the content of normative legal acts related to the development of critical thinking of future teachers"; the philosophical Genesis of the concept of "critical thinking"; psychological and pedagogical features of the development of critical thinking; the main categories of the concept of critical thinking ("criticism", "thinking", etc.); the concept of D.D. Kluster's The methodological significance of the development of critical thinking of the individual; the principles of the development of critical thinking through reading and writing; critical thinking – a means of forming a methodological base; identification of critical thinking, special diagnostics". The methodology proposed in the article is intended for students and university teachers, including 15 hours of lectures, 30 hours of practical classes.

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Validation and minimum important difference of the UCSD shortness of breath questionnaire in fibrotic interstitial lung disease

10.21203/rs.3.rs-523917/v1 ◽

2021 ◽

Author(s):

Tao Chen ◽

Amy Po Yu Tsai ◽

Seo Am Hur ◽

Alyson W. Wong ◽

Mohsen Sadatsafavi ◽

...

Keyword(s):

Interstitial Lung Disease ◽

Lung Disease ◽

Internal Consistency ◽

Shortness Of Breath ◽

Minimum Important Difference ◽

Domain Specific ◽

St George's Respiratory Questionnaire ◽

High Level ◽

The University ◽

Eq Vas

Abstract Rationale: The University of California, San Diego Shortness of Breath Questionnaire (UCSDSOBQ) is a frequently used domain-specific dyspnea questionnaire; however, there is little information available regarding its use and minimum important difference (MID) in fibrotic interstitial lung disease (ILD). We aimed to describe the key performance characteristics of the UCSDSOBQ in this population. Methods: UCSDSOBQ scores and selected anchors were measured in 1933 patients from the prospective multi-center Canadian Registry for Pulmonary Fibrosis. Anchors included the St. George’s Respiratory Questionnaire (SGRQ), European Quality of Life 5 Dimensions 5 Levels questionnaire (EQ-5D-5L) and EQ visual analogue scale (EQ-VAS), percent-predicted forced vital capacity (FVC%), diffusing capacity of the lung for carbon monoxide (DLCO%), and 6-minute walk distance (6MWD). Concurrent validity, internal consistency, ceiling and floor effects, and responsiveness were assessed, followed by estimation of the MID by anchor-based (linear regression) and distribution-based methods (standard error of measurement). Results: The UCSDSOBQ had a high level of internal consistency (Cronbach’s alpha=0.97), no obvious floor or ceiling effect, strong correlations with SGRQ, EQ-5D-5L, and EQ-VAS (|r|>0.5), and moderate correlations with FVC%, DLCO%, and 6MWD (0.3<|r|<0.5). The MID estimate for UCSDSOBQ was 5 points (1-8) for the anchor-based method, and 4.5 points for the distribution-based method. Conclusion: This study demonstrates the validity of UCSDSOBQ in a large and heterogeneous population of patients with fibrotic ILD, and provides a robust MID estimate of 5 to 8 points.

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A Longitudinal Curriculum for Quality Improvement, Leadership Experience, and Scholarship in a Family Medicine Residency Program

Family Medicine ◽

10.22454/fammed.2020.679626 ◽

2020 ◽

Vol 52 (8) ◽

pp. 570-575

Author(s):

Susan D. Pohl ◽

Sonja Van Hala ◽

Dominik Ose ◽

Benjamin Tingey ◽

Jennifer P. Leiser

Keyword(s):

Quality Improvement ◽

Family Medicine ◽

Residency Program ◽

Leadership Skills ◽

Family Medicine Residency ◽

University Of Utah ◽

Leadership Experience ◽

High Level ◽

The University ◽

Scholarly Projects

Background and Objectives: The Accreditation Council for Graduate Medical Education (ACGME) requires all residents be trained in quality improvement (QI), and that they produce scholarly projects. While not an ACGME requirement, residents need leadership skills to apply QI knowledge. We developed the Skills-based Experiential Embedded Quality Improvement (SEE-QI) curriculum to integrate training in QI, leadership, and scholarship. Methods: The University of Utah Family Medicine Residency Program began using the novel curriculum in 2012. The aim of the curriculum is to tie didactic teaching in quality improvement, leadership, and scholarship with skills application on multidisciplinary QI teams. Coaching for resident leaders is provided by faculty. Third-year resident leaders prepare academic presentations. Results of the ACGME Practice-Based Learning and Improvement (PBLI) 3 scores and number of scholarship presentations are described as a measure of efficacy. Results: Two cohorts of residents completed the curriculum and all competency assessments. The average initial and final competency scores for competency PBLI-3 showed improvement and the average final competency for each cohort was above the proficient level. The residency requirements for QI scholarship did not change with introduction of the curriculum, but the amount of optional curricular QI scholarship and independent QI scholarship increased. Conclusions: The SEE-QI curriculum resulted in a high level of resident QI competency, opportunity for leadership training, and an increase in scholarship. We studied the results of this curriculum at one institution. Efforts to tie QI, leadership, and scholarship training should be evaluated at other programs.

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Kung Fu as critical thinking: An ethnographic analysis

Journal of Philosophy in Schools ◽

10.21913/jps.v2i1.1102 ◽

2015 ◽

Vol 2 (1) ◽

Cited By ~ 1

Author(s):

Olivier Habimana ◽

Amy Stambach

Keyword(s):

Critical Thinking ◽

Problem Solving ◽

Participant Observation ◽

Interview Data ◽

Alternative View ◽

Student Centered ◽

Kung Fu ◽

The University ◽

Ethnographic Analysis

This paper offers an alternative view of critical thinking beyond that which stresses student-centered instruction. It draws on participant-observation and interview data collected from a Kung Fu course held at the University of Rwanda to highlight how students use Kung Fu to make decisions in other domains of their lives. Analysis suggests that direct instructional modes facilitate students’ independent reasoning and their approaches to problem solving. In exploring how Rwandan students apply Kung Fu, the paper questions whether critical thinking and student-centered activities necessarily go hand-in-hand.

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Problem based learning (PBL) in Organic Chemistry

International Journal of Medical Sciences ◽

10.32441/ijms.v1i2.79 ◽

2018 ◽

Vol 1 (2) ◽

pp. 64-69

Author(s):

Amina Alobaidi

Keyword(s):

Organic Chemistry ◽

Critical Thinking ◽

Problem Solving ◽

Concept Mapping ◽

Problem Based Learning ◽

Student Centered ◽

Student Centered Learning ◽

Problem Solving Skills ◽

Educational Methods ◽

Online Communications

Background: PBL appears to answer many concerns regarding educational methods, encourages students to look for new solutions to relevant problems using available knowledge and resources. The process expands students' critical thinking and problem solving skills while enhancing their creative capabilities Objective: To develop a PBL modules for teaching of organic chemistry. Methods: This module was developed for implementation in the curriculum of Chemistry Departments in Colleges of Sciences and Education. This is an innovations to be developed for increasing the wide-ranging abilities of students. A series of strategies which are involved in PBL, concept mapping and online communications, are suggested and discussed in terms of encouraging student-centered learning.

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ПРАГМАТИЧНИЙ ПОТЕНЦІАЛ НАТИВНОЇ РЕКЛАМИ: ФОРМИ, ТРЕНДИ (НА ПРИКЛАДІ НАТИВНОГО КОНТЕНТУ В СОЦІАЛЬНІЙ МЕРЕЖІ FACEBOOK ЩОДО БРЕНДА ФАКУЛЬТЕТУ ЖУРНАЛІСТИКИ ЗНУ)

State and Regions. Series: Social Communications ◽

10.32840/cpu2219-8741/2020.1(41).18 ◽

2020 ◽

pp. 113

Author(s):

V. Kovpak ◽

N. Trotsenko

Keyword(s):

Social Network ◽

Professional Training ◽

Educational Process ◽

Communication Strategy ◽

Student Centered ◽

Teacher Student ◽

The Social ◽

National University ◽

High Level ◽

The Impact

<div>The article analyzes the peculiarities of the format of native advertising in the media space, its pragmatic potential (in particular, on the example of native content in the social network Facebook by the brand of the journalism department of ZNU), highlights the types and trends of native advertising. The following research methods were used to achieve the purpose of intelligence: descriptive (content content, including various examples), comparative (content presentation options) and typological (types, trends of native advertising, in particular, cross-media as an opportunity to submit content in different formats (video, audio, photos, text, infographics, etc.)), content analysis method using Internet services (using Popsters service). And the native code for analytics was the page of the journalism department of Zaporizhzhya National University on the social network Facebook. After all, the brand of the journalism department of Zaporozhye National University in 2019 celebrates its 15th anniversary. The brand vector is its value component and professional training with balanced distribution of theoretical and practical blocks (seven practices), student-centered (democratic interaction and high-level teacher-student dialogue) and integration into Ukrainian and world educational process (participation in grant programs).</div>And advertising on social networks is also a kind of native content, which does not appear in special blocks, and is organically inscribed on one page or another and unobtrusively offers, just remembering the product as if «to the word». Popsters service functionality, which evaluates an account (or linked accounts of one person) for 35 parameters, but the main three areas: reach or influence, or how many users evaluate, comment on the recording; true reach – the number of people affected; network score – an assessment of the audience’s response to the impact, or how far the network information diverges (how many share information on this page).Key words: nativeness, native advertising, branded content, special project, communication strategy.

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