Exploring Interactions Between Computational and Critical Thinking in Model-Eliciting Activities Through Epistemic Network Analysis

<p>This study tried to ascertain a possible relationship between the number of student moderators (1, 2, and 3), online interactions, and critical thinking of K-12 educators enrolled in an online course that was taught from a constructivist approach. The course topic was use of technology in special education. Social network analysis (SNA) and measures of critical thinking (Newman, Webb, & Cochrane, 1995) were used to research and assess if there was a difference in interaction and critical thinking between 1, 2, or 3 student moderators who facilitated a forum discussion of an assignment in an online course. The same course was repeated over three years. Each year either 1, 2, or 3 students moderated. The analysis indicated more discussion per non-moderating student with the three student moderated group. Using SNA we found that there was only one noticeable difference among the three groups which was in the value of network centralization. Using critical thinking measures the three student moderator group scored higher in five of the eight critical thinking categories. Variations in instructor presence in the online courses may have influenced these findings.</p>

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Investigating the Impact of Model Eliciting Activities on Development of Critical Thinking

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.4907 ◽

2013 ◽

Author(s):

Brian Frank ◽

Jake Kaupp ◽

Ann Chen

Keyword(s):

Critical Thinking ◽

Engineering Students ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Learning Assessment ◽

First Year ◽

First Year Students ◽

Problem Solving Skills ◽

Model Eliciting Activities ◽

The Impact

This paper presents a portion of a study on how model eliciting activities (MEAs) impact critical thinking development in first year engineering. Model eliciting activities (MEAs) are realistic problems used in the classroom that require learners to document not only their solution to the problems, but also their processes for solving them. Studies have shown MEAs to be valuable in helping students to develop conceptual understanding, knowledge transfer , and generalizable problem--‐solving skills. This study is investigating the impact of the MEA- integrated course on students’ development of critical thinking skills. Ultimately, the team aims to determine whether the MEA-integrated course facilitates students’ critical thinking. During the fall semester of the 2012/2013 academic year three instruments will be used to evaluate the critical thinking skills (CTS) of first year engineering students. These instruments will be used as both a pre--‐ and post--‐test in order to benchmark CTS of the incoming first year students, and determine the effectiveness of MEA instruction on developing student critical thinking ability. These instruments are the Cornell Critical Thinking Test Level Z (Cornell Z), the International Critical Thinking Essay Test (ICTET) and the Collegiate Learning Assessment (CLA). This paper will present the preliminary findings from analysis of the MEA results and pre and post tests from the study.

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Preliminary Research of Model Eliciting Activities learning Based to Improve Junior High School Students’ Mathematical Critical Thinking Ability

Journal of Physics Conference Series ◽

10.1088/1742-6596/1554/1/012019 ◽

2020 ◽

Vol 1554 ◽

pp. 012019

Author(s):

S Delfia ◽

I Irwan ◽

Y Yerizon

Keyword(s):

High School ◽

High School Students ◽

Critical Thinking ◽

Junior High School ◽

Junior High School Students ◽

School Students ◽

Critical Thinking Ability ◽

Thinking Ability ◽

Model Eliciting Activities ◽

Preliminary Research

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Investigating the Impact of Model Eliciting Activities on Development of Critical Thinking

10.18260/1-2--19844 ◽

2020 ◽

Author(s):

James Kaupp ◽

Brian Frank ◽

Ann Shih-yi Chen

Keyword(s):

Critical Thinking ◽

Model Eliciting Activities ◽

The Impact

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NETWORK ANALYSIS OF KNOWLEDGE CONSTRUCTION IN ASYNCHRONOUS LEARNING NETWORKS

Online Learning ◽

10.24059/olj.v7i3.1842 ◽

2019 ◽

Vol 7 (3) ◽

Cited By ~ 13

Author(s):

Reuven Aviv ◽

Zippy Erlich ◽

Gilad Ravid ◽

Aviva Geva

Keyword(s):

Critical Thinking ◽

Network Analysis ◽

Knowledge Construction ◽

Cognitive Activity ◽

Asynchronous Learning ◽

Network Structures ◽

Construction Process ◽

Learning Networks ◽

Asynchronous Learning Networks

Asynchronous Learning Networks (ALNs) make the process of collaboration more transparent, because a transcript of conference messages can be used to assess individual roles and contributions and the collaborative process itself. This study considers three aspects of ALNs: the design; the quality of the resulting knowledge construction process; and cohesion, role and power network structures. The design is evaluated according to the Social Interdependence Theory of CooperativeLearning. The quality of the knowledge construction process is evaluated through Content Analysis; and the network structures are analyzed using Social Network Analysis of the response relations among participants during online discussions. In this research we analyze data from two three-monthlong ALN academic university courses: a formal, structured, closed forum and an informal, nonstructured, open forum. We found that in the structured ALN, the knowledge construction processreached a very high phase of critical thinking and developed cohesive cliques. The students took on bridging and triggering roles, while the tutor had relatively little power. In the non-structured ALN, the knowledge construction process reached a low phase of cognitive activity; few cliques were constructed; most of the students took on the passive role of teacher-followers; and the tutor was at the center of activity. These differences are statistically significant. We conclude that a well-designed ALN develops significant, distinct cohesion, and role and power structures lead the knowledge construction process to high phases of critical thinking.

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