Metacognition via creative writing: dynamic theories of learning support habits of the mind in 21st century classrooms

2017 ◽  
Vol 30 (3) ◽  
pp. 139-152 ◽  
Author(s):  
Lori Howe ◽  
Ann Van Wig
Keyword(s):  
Creative Writing ◽  
21St Century ◽  
Learning Support ◽  
The Mind ◽  
Habits Of The Mind

Analyzing the content of the economics textbook for the second grade commercial according to the habits of the mind

2021 ◽  
Vol 28 ◽  
Keyword(s):  
Content Analysis ◽  
Key Words ◽  
Second Grade ◽  
Habits Of Mind ◽  
Descriptive Approach ◽  
The Mind ◽  
Habits Of The Mind

The current research aims to analyze the content of the economics book for the second grade commercial according to the habits of the mind, the researcher adopted the descriptive approach as an approach to his research, and to achieve the goal of the research, the researcher prepared a questionnaire for the habits of the mind consisting of sixteen main habits and (49) indicators, presented to a group of referees to clarify Their opinions and observations about the tool, honesty and consistency were extracted for it, and appropriate statistical means were used, and after applying the tool, the following results were reached: 1- The content of the economics book includes habits of the mind. 2- The imbalance of percentages of the habits of the mind in the content of the book, economics, which was analyzed Key words: (Content analysis, economics textbook, Habits of Mind).

Reliable Knowledge and Habits of the Mind: Factors Inhibiting and Facilitating Farmers’ Adaptations to Energy Constraints

2015 ◽  
Vol 49 (3) ◽  
pp. 669-690 ◽  
Author(s):  
Breana Bennett ◽  
Mark Haggerty ◽  
Stephanie Welcomer ◽  
John Jemison
Keyword(s):  
Energy Constraints ◽  
Reliable Knowledge ◽  
The Mind ◽  
Habits Of The Mind

scholarly journals The Habits of mind and its relation with Cognitive Preference of the students’ college of Basic Education

2018 ◽  
Vol 225 (3) ◽  
pp. 369-400
Author(s):  
Assist. Prof. Dr. Taghreed Abdul Kadhim Jawad ◽  
Assist. Prof. Dr. Muna Taha Amin
Keyword(s):  
Basic Education ◽  
Pearson Correlation ◽  
T Test ◽  
Habits Of Mind ◽  
Research Use ◽  
Mathematics Students ◽  
College Of Basic Education ◽  
Cognitive Preference ◽  
The Mind ◽  
Habits Of The Mind

  The research aims to identify:                     1-The level of habits of mind of the Department of  Mathematics students in the college of Basic Education of Mustansiriyah University and Diyala University. 2- Level of cognitive preference of the Department of Mathematics students in the college of Basic Education of Mustansiriyah University and Diyala University. 3- The relation between the habits of mind and the cognitive preference of the Department of Mathematics students in the college of Basic Education of Mustansiriyah University and Diyala University. The researchers constructing scale a measure of the habits of the mind, we have produced the scale of the validity and the reliability, The scale becomes  final form is composed of (55) items, and adopted (Zafar,2008) scale of cognitive preference after confirming its validity and the reliability, The scale composed of  final form is (30) items, Then the two scales were applied on the research sample consists of(120)students from the fourth stage of basic education colleges of Mustansiriyah University and Diyala University.                                                                                                                                                            To achieve the aims of the research, use the following statistical means :(t-test) for one sample,  (t-test) for tow sample, and a Pearson correlation coefficient, Research results showed to:-             1- The Department of  Mathematics students in the college of Basic Education from both universities Mustansiriya and Diyala have good habits of mind. 2- The Department of  Mathematics students in the college of Basic Education from both universities Mustansiriya and Diyala enjoy all the cognitive styles of cognitive preference but in a few degrees, even if the style differs the other .The principles style was slightly more than the application style, then the critical style, followed by recall style.                                                        3-The result of the relation of the habits of the mind with the cognitive preference was an inverse relation between the habits of the mind with the recall style and vice versa with the critical and the principle and application was a direct relationship.                                                                                    In the light of the results of the research, the researcher presented some recommendations and suggestions for further and future works.

scholarly journals Mind Style and Motherhood in 21st Century Philippine Fiction

2021 ◽  
Vol 3 (1) ◽  
pp. 59-69
Author(s):  
Erly S. Parungao Callueng ◽  
Jennie V. Jocson
Keyword(s):  
21St Century ◽  
Speech Act ◽  
Literary Analysis ◽  
Style Analysis ◽  
Conceptual Metaphor Theory ◽  
Mental Processes ◽  
Metaphor Theory ◽  
Maternal Discourse ◽  
The Mind ◽  
Feminist Movements

This paper presents an analysis of Isolde Amante’s Eve, a 21st century Philippine fiction to reveal a contemporary worldview of motherhood. Despite the success of feminist movements in society, motherhood remains fraught with romantic ideals that stem from the essentialist notions of gender and sex. This results in ‘othering’--oppressing and alienating women in the 21st century. The paper argued that the entire notion of motherhood has entered a postmodern framing—one that challenges traditional notions of motherhood and mothering. To characterize this worldview, the paper used the theories of cognitive stylistics, such as conceptual metaphor theory, to describe the mind style of the text’s focalizer, the narrator in Eve. This theory granted access to the intricate mental processes which helped explain why a character behaves a certain why, what dispositions s/he hold in life, as well as what motivations form his/her thoughts, language and action. Further, the mind style is drawn from the communicative force that make up the ‘maternal discourse’ in the text, using Searle’s Speech Act theory. The result is an unorthodox but liberating view of motherhood and mothering. The study argues the need to mainstream mind style analysis in 21st century fiction literary analysis to discover evolving and liberating ideals related to the constructions of gender, and in particular, motherhood.

scholarly journals Kontribusi Keterampilan Guru Abad 21 Terhadap Implementasi Kurikulum 2013 di SMK 1 Sumbar

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Ririn Nurpendah
Keyword(s):  
21St Century ◽  
Quantitative Research ◽  
Learning Objectives ◽  
Learning Support ◽  
Attitude Assessment ◽  
Support Tool ◽  
Teacher Skills ◽  
West Sumatra ◽  
Relationship Of ◽  
The Relationship

The problem in this study is that teachers still have difficulty in carrying out student attitude assessment through the attitude assessment rubric, in the 2013 curriculum students are required to be more active and the teacher acts as a facilitator, but the teachers in SMK 1 West Sumatra have not been able to position themselves as facilitators. So the learning objectives that have been outlined by the 2013 curriculum have not been maximally achieved. Furthermore, the lack of use of instructional media as a learning support tool, so that learning implemented by SMK 1 West Sumatra is less varied, learning direct learning models that are still not maximally implemented by teachers and the lack of awareness of SMK 1 West Sumatra teachers in participating in curriculum training in 2013. The research objective is to explain the relationship of 21st century teacher skills with the implementation of the 2013 curriculum at SMK 1 West Sumatra. This research uses correlational quantitative research. Based on the research results obtained that there is a positive and significant relationship of 21st century teacher skills with the implementation of the 2013 curriculum at SMK 1 West Sumatra with a contribution percentage of 50.4%.

scholarly journals Changing the Shape of the Library:

2021 ◽  
pp. 135-142
Author(s):  
Marlene Filippi
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Classroom Teacher ◽  
21St Century Learning ◽  
Past Century ◽  
The Past ◽  
Children's Book ◽  
Mind Set ◽  
The Mind

Whilst teaching years 5 and 6 I was once asked to describe my library. My response to this was ‘it rocks’. The staff viewed me quizzically and subsequently moved on to their lunchtime conversation. Little did I know this would be the theme of the 2015 conference? In 2013 I inherited my current library as the stereotypical ‘quiet’, very structured environment of the past century. It was visited by few students during their lunchtime as they required a lunchtime pass (only 6 per class) which was given to them by their classroom teacher. These passes were then collected by library monitors at the door - no pass, no library!Library lessons consisted of 30 minute sessions whereby books were loaned, returned, a story read and the class departed and then the next class arrived to repeat the procedure regardless of age. The schedule was busy as there are 24 classes. There were occasions whereby a book was recommended as a great read and short listed books from the Children’s Book Council were shared. How to change the mind set of both staff and students to see the library and its potential was both my challenge and my goal. It was time to move towards 21st century learning whereby students can develop the skills of creativity, communication, collaboration and critical thinking. This is not rocket science as this is every teacher librarian’s goal. I can successfully say that 2 years later my library rocks and this sentiment is wholeheartedly shared by students, staff and the community.‘So much time and so little to do. Wait a minute. Strike that. Reverse it. Thank you.’ (Willy Wonka, 1971) That was 2014.

A generative framework for creative learning: A tool for planning creative-collaborative tasks in the classroom

2011 ◽  
Vol 1 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Sylvia Truman
Keyword(s):  
Social Learning ◽  
21St Century ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Learning Theories ◽  
Learning Support ◽  
Support Tool ◽  
Creative Learning

In this paper a generative framework for creativity is presented which extends upon Wallas’s model of creativity (1926), social learning theories and creativity theories. The framework offered here presents a distillation of learning and crea-tivity theory drawing upon salient roots of both creativity and learning theories in the 21st century. The generative framework can be instantiated for use as a learning support tool to assist with the design of classroom and / or other crea-tive learning experiences. Creativity theories are discussed in relation to their appropriateness of the framework. An explanation of the framework is present-ed and an example instantiation provided. The development of the generative framework has been influenced by psychological accounts of creativity and socio-constructivist accounts of learning. The framework presented here has a number of implications for creativity theory as well as teaching and learning practice.

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