How to Improve Your Own Scientific Thinking

2019 ◽  
pp. 351-373
Author(s):  
Bradley E. Alger
Keyword(s):  
Behavioral Economics ◽  
Thinking Skills ◽  
Scientific Thinking ◽  
Sunk Cost ◽  
Mental Processes ◽  
Scientific Publications ◽  
Curse Of Knowledge ◽  
Intrinsic Forces

Chapter 14 suggests concrete ways to improve your scientific thinking about your own hypotheses and how to identify them in the scientific publications of others. The chapter continues exploration of the effects of unconscious mental processes on scientific thinking by emphasizing methods for minimizing such effects. Practical exercises include finding and diagramming hypotheses, illustrated by a detailed example from the literature. Building on the notions that scientists’ own intellectual productions entail significant ego investment and are subject to the concerns from behavioral economics that were raised in Chapter 11, this chapter suggests ways for scientists to step back and view their own scientific thinking skills objectively. The goal is to help promote sound thinking by calling readers’ attention to subtle intrinsic forces that can undermine it. Strategies for improvement include avoiding the “curse of knowledge,” taking the “outside” view, and ignoring the “sunk cost fallacy” when it comes to their own ideas.

scholarly journals The level of the skills of scientific thinking and mathematical thinking among the students of the primary stage: مستوى مهارات التفكير العلمي والتفكير الرياضي لدى طالبات المرحلة الإبتدائية

2017 ◽  
Vol 1 (3) ◽  
Author(s):  
Ilham Bent Ali Al Shalabi ◽  
Shatha bint Ahmed Al Khalifa
Keyword(s):  
School Environment ◽  
Mathematics Curriculum ◽  
Mathematical Thinking ◽  
Sixth Grade ◽  
Thinking Skills ◽  
Scientific Thinking ◽  
Primary Stage ◽  
Sixth Grade Students ◽  
Training Courses ◽  
And Mathematics

The purpose of this study was to know the level of scientific thinking skills and the level of mathematical thinking skills. Is there a correlation between the skills of scientific thinking and the mathematical thinking skills of sixth grade students? A study was used to measure the level of scientific and athletic thinking skills. The sample consisted of 455 sixth grade students The total number of female students was 29,680. The descriptive descriptive approach was used to find the relationship between the level of the skills of scientific thinking and mathematical thinking. The most important results of the study were that the level of scientific and sports thinking skills was medium And the level of skills of mathematical thinking, as the higher the level of scientific thinking skills, the higher the level of mathematical thinking skills among students in the sixth grade of primary The study presented several recommendations, the most important of which are the holding of training courses for teachers during the service to train them to employ thinking and skills and train teachers to design scientific positions and implants within the curriculum and address the weakness and lack of thinking skills that appear during teaching and the development of teachers Wu The most important proposals of the study are the study of the auxiliary aspects and the obstacles to the teaching of thinking in the school environment, the extent to which teachers are aware of the skills of thinking and whether they are integrated and taught through teaching, analysis of the content of science and mathematics curriculum developed for the primary stage to learn Availability of basic thinking skills in curricula.

scholarly journals Kecakapan Berpikir Dalam Konteks Pendekatan Pembelajaran Pada Kurikulum Sekolah Di Indonesia

2019 ◽  
Vol 14 (01) ◽  
pp. 63-84
Author(s):  
Marwan Salahuddin ◽  
Fatimatul Asroriyah
Keyword(s):  
Learning Process ◽  
Thinking Skills ◽  
School Curriculum ◽  
Learning Activities ◽  
Learning Approach ◽  
Scientific Thinking ◽  
Thinking Process ◽  
And Behavior ◽  
Previous Learning

The thinking skills are indispensable in the context of the learning approach, as it is a scientific thinking process aimed at growing the expected personality. It also affects the learning process and the ability to develop its goals through strengthening attitudes, skills and knowledge in an integrated way. The process includes activities: observing, asking, trying, reasoning, and communicating. In the course of the school curriculum in Indonesia and its learning process, the strengthening of cognitive and skill aspects is still dominant, while the attitude (spiritual and social) is still lacking, but this attitude will support the learning activities oriented to cultivation of character. Because the curriculum and the previous learning process still appear to be opposite and have not indicated the process of achieving competence in the attitude aspect, the curriculum of the school applied today is tailored to that need. So as to accommodate the elements of personality that include: beliefs, values, and behavior as a whole.

What Scientists Think About Scientific Thinking

2019 ◽  
pp. 219-234
Author(s):  
Bradley E. Alger
Keyword(s):  
Online Survey ◽  
Research Work ◽  
Great Majority ◽  
Original Data ◽  
Thinking Skills ◽  
Biological Research ◽  
Scientific Thinking ◽  
Research Papers ◽  
Neuroscience Research ◽  
A Minor

This chapter reports original data from two surveys conducted to find out how scientists view the hypothesis and related concepts. One was an online survey of hundreds of members of biological research societies. The scientists reported on their knowledge of and training in the use of the hypothesis, their views about hypothesis testing as compared with other modes of conducting science, such as Discovery Science, open-ended questioning, and Big Data methods. Respondents estimated how the various scientific modes influenced their work and how much they relied on each one. Most respondents,70% of them, reported having received little or no training in scientific thinking; however, 90% felt confident about their thinking skills. Nevertheless, more than 90% felt that formal training in this area would be helpful. The great majority relied on hypotheses in their research work. The second survey, analyzed all (more than 150) neuroscience research papers that appeared sequentially in top journals during 2015 to determine how the papers were structured, particularly with respect to the hypothesis. Only 33% of the papers had an explicitly stated hypothesis, whereas, in 45%, the hypothesis was “implicit.” A minor, though notable, fraction of the papers misused the term “hypothesis.” The results are germane to several topics covered in the remainder of the book.

Thinking Like a Psychologist Introductory Psychology Writing Assignments

2017 ◽  
Vol 44 (4) ◽  
pp. 335-341
Author(s):  
Diane Keyser Wentworth ◽  
Lona Whitmarsh
Keyword(s):  
Critical Thinking ◽  
Psychology Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
General Psychology ◽  
Mental Processes ◽  
Writing Assignments ◽  
Two Samples ◽  
Student Reactions ◽  
Psychology Course

Teaching the general psychology course provides instructors with the opportunity to invite students to explore the dynamics of behavior and mental processes through the lens of theory and research. Three innovative writing assignments were developed to teach students to think like a psychologist, operationalized as enhancing critical thinking, applying research concepts, and resisting plagiarism. The assignments were evaluated with two samples of general psychology students. In Sample 1, student reactions to the assignments were uniformly positive. In Sample 2, students were assessed directly on their critical thinking skills using a set of three scenarios. An increase in students’ ability to think critically was found. Therefore, these assignments were successful in helping develop our students’ ability to think like a psychologist.

scholarly journals THE DEGREE TO WHICH ARABIC TEACHERS PRACTICE CREATIVE THINKING SKILLS AND THEIR RELATIONSHIP TO SCIENTIFIC THINKING SKILLS AMONG THEIR TWELFTH GRADE STUDENTS IN NORTH AL BATINAH EDUCATIONAL GOVERNORATE IN THE SULTANATE OF OMAN

2021 ◽  
Vol 3 (1) ◽  
pp. 321-332
Author(s):  
Mohammed Saleh ALAJMI ◽  
Keyword(s):  
Creative Thinking ◽  
Arabic Language ◽  
Thinking Skills ◽  
Language Teachers ◽  
Cluster Method ◽  
Scientific Thinking ◽  
Sultanate Of Oman ◽  
Language Curriculum ◽  
12Th Grade ◽  
Twelfth Grade

The aim of this research was to determine the degree to which Arabic language teachers practice creative thinking skills in teaching 12th grade students in North Al Batinah Educational Governorate in the Sultanate of Oman, the level of scientific thinking among 12th grade students in North Al Batinah Educational Governorate, and the relationship between creative thinking among Arabic language teachers in teaching 12th grade students in North Al Batinah Educational Governorate and the scientific thinking of their students. The study adopted the descriptive correlational approach. The population of the study consisted of 6,550 grade 12th students, and the sample consisted of 655 male and female students. The sample was chosen by the cluster method and then simple random assignment. To achieve the study objectives, a questionnaire for creative thinking skills and scientific thinking skills test were applied. Among the results of the research were that the degree of practicing creative thinking skills among Arabic language teachers in North Al Batinah Governorate in teaching students was medium (M= 3.32), and the degree of practicing scientific thinking skills among 12th students in the Arabic language subject in North Al Batinah Educational Governorate was medium (M=1.51). The results of the third question showed a significant weak positive correlation between creative thinking skills and scientific thinking skills of students. Among the most prominent recommendations were intensifying training programs, taking care of their quality, following up on their training impact in order to enhance the practices of creative thinking skills and scientific thinking skills in Arabic language teaching methods, and enhancing creative thinking skills and scientific thinking skills when developing the Arabic language curriculum for the twelfth grade in the future.

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