Conclusion

2021 ◽  
pp. 196-202
Author(s):  
Michael Saward
Keyword(s):  
Critical Thinking ◽  
Design Framework ◽  
Power Structures ◽  
Rapid Responses ◽  
Democratic Change ◽  
Versatile Tool ◽  
Critical Action ◽  
New Ideas

Democratic change or reform is a complex and challenging task. The democratic design framework provides a flexible but clear guide to thinking through the complexities and challenges. The framework is a versatile tool that might be put to work for many different reasons: to aid critical thinking, challenge existing power structures, generate new ideas, facilitate rapid responses, promote critical action, or to make links between different branches of democratic thinking and practice.

scholarly journals The Use of Screencast-O-Matic to Improve Students’ Creativity and Critical Thinking in Speaking Performance

2019 ◽  
Vol 7 (2) ◽  
pp. 86
Author(s):  
Yasmine Machfud
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Learning Aids ◽  
New Ideas ◽  
Classroom Action Research ◽  
Speaking Performance ◽  
To Come ◽  
Teaching Learning

This study aims to describe the use of screencast-o-matic to improve students’ creativity and critical thinking in speaking performance on class X students, with the total of students is 24. The type of research used was classroom action research. The instruments in this study were the teaching-learning observation sheet, worksheet, and the questionnaire responses of the students. The results of the study shown that: (1) Students had a higher value. (2) Student’ speaking performance in class was increased slowly when the teacher invited them to discuss in class with various questions that required them to come up with ideas. (3) The teacher began to apply critical thinking in the classroom by giving several questions that lead students to think before answering the questions. (4) When students used screencast-o-matic in groups. Each group had its own ideas when using them so that they can be created their own creativity to make a video. Not only creativity, they feel enjoy, comfortable and confident when speaking in front of the camera using screencast-o-matic with English. The use of screencast-o-matic can be increased students' creativity in making a video which can be used by them as media or learning aids to more easily understand it. In addition to creativity, screencast-o-matic media also used as a means for students to develop their new ideas and think critically in responding to something they had made, namely a video reaction about a song.

Activating Joy and Hope in Critical Literacies Instruction: Responding Pedagogically to Youth Skepticism in a YPAR Project

2021 ◽  
pp. 238133772110358
Author(s):  
Aimee Hendrix-Soto
Keyword(s):  
Critical Literacy ◽  
Power Structures ◽  
National Politics ◽  
Participatory Action ◽  
Action Research Project ◽  
Critical Literacies ◽  
Racial Injustice ◽  
The Face ◽  
Critical Action ◽  
Trump Administration

In the face of persistent racial injustice, critical literacy approaches to instruction frequently involve investigating and altering unjust racialized power structures through critical action. However, what happens when youth have become understandably skeptical of action for change? This analysis uses healing frameworks to explore the critical literacies of Black and Latinx youth in a youth participatory action research project that took place in the early days of the Trump administration, as well as the pedagogies employed. The salience and persistence of racial injustice in national politics and the local school district operated against youth’s reserves of hope and belief in change work, introducing tension into a project focused on transformation. As a pedagogical response, the project’s two White coteachers facilitated new pathways for critical literacies that involved joy, care, and new audiences. This response focused on joy in critical work and prompted some, though notably not all, of the youth to reengage with critical action and articulate hope for justice in their local worlds.

scholarly journals GROWING UP WITH OPEN SCIENCE

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S23-S23
Author(s):  
Gabrielle N Pfund
Keyword(s):  
Critical Thinking ◽  
Study Design ◽  
Open Science ◽  
Early Career ◽  
Growing Up ◽  
Future Studies ◽  
New Ideas ◽  
Early Career Researcher ◽  
Research Questions ◽  
Novel Concept

Abstract While a novel concept for many, pre-registration is an outlet growing in prevalence that allows researchers to systematically work through future studies from start to finish by laying out research questions, relevant hypotheses, and study design. “Growing up” as a researcher with Open Science, I never felt that pre-registration limited me, my ability to think and ask questions, or any opportunities to explore new ideas with old data. Instead, it strengthened me as a researcher by giving me a methodical perspective to take when considering why I needed to ask a question and how I planned to answer it. In this talk, I will define what pre-registration is and discuss my experiences with it as an early career researcher. Furthermore, I will present different concerns and conceptions people have about it and expound upon the inherent benefits it provides to both critical thinking and study design.

scholarly journals CRITICAL AND CREATIVE THINKING SKILLS TO SOLVING MATH STORY PROBLEMS IN ELEMENTARY SCHOOL STUDENTS

2021 ◽  
Vol 19 (2) ◽  
pp. 98-113
Author(s):  
Sunnah Ida ◽  
Rahmat Aziz ◽  
Wahyu Hengki Irawan
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Elementary School Students ◽  
Creative Thinking ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Story Problems ◽  
School Students ◽  
New Ideas ◽  
Critical And Creative Thinking

Following the 2013 curriculum, the mathematics learning process requires critical and creative skills that can help students solve a problem on math problems. Students who maximize critical thinking can conclude the information obtained, know how to use the information in math story problems, and find sources of supporting communication in solving a problem. In addition, students must have creative thinking skills that find new ideas or ideas from math story problems. This study discussess the importance of critical and creative thinking skills in elementary school students in solving math story problems. The method used in this research is the library research method with a qualitative approach. Critical thinking skills are an active process that continuously and thoroughly contains the contents of one's thoughts about something in-depth to decide what to believe or do. At the same time, creative thinking skills are the process of bringing up or bringing up a new idea based on a combination of previous experience. New ideas emerge from old ideas combined in new ways. The learning model that supports students in solving story problems is Problem Solving.

Regime Politics and Rivalry

2019 ◽  
pp. 152-184
Author(s):  
Laurence Broers
Keyword(s):  
Causal Relationship ◽  
Regime Type ◽  
Hybrid Regimes ◽  
Power Structures ◽  
Quarter Century ◽  
Mixed Regime ◽  
Regime Politics ◽  
Democratic Change ◽  
Two Hybrid

This chapter examines the much-debated question of conflict and democratization. It argues that over its first quarter-century the Armenian-Azerbaijani rivalry was sustained by the interactions of two hybrid regimes, in which authoritarian leaders were secure enough to secure power but not to enforce unpopular compromise. It then examines the roles of informal power structures and the persistent insecurity generated by prolonged militarised competition. It argues that while the causal relationship between regime type and rivalry is complex, over the long-term insecurity has provided important resources to authoritarian regimes ‘demobilizing’ constituencies for reform and democratic change. The chapter acknowledges revolutionary changes in Armenia in 2018, while highlighting the capacity of enduring rivalries to outlast democratic openings and remain stable across mixed-regime dyads.

scholarly journals SCIENCE AND MATH EDUCATORS AND THEIR STUDENTS’ PERCEPTIONS OF ONLINE TEACHING AND LEARNING: CASE OF THE LEBANESE UNIVERSITY

2021 ◽  
Vol 9 (5) ◽  
pp. 86-103
Author(s):  
Eman Shaaban
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Environment ◽  
Theoretical Frameworks ◽  
Online Teaching And Learning ◽  
Significant Difference ◽  
New Ideas

This study investigated the perceptions of science and math educators and their students at the Lebanese University related to online teaching and learning during the Covid-19 lockdown. For this purpose, two questionnaires were elaborated and validated based on two theoretical frameworks: The Community of inquiry for online learning environments and the Online collaborative learning theory. 35 educators (14 math and 21 science) and 245 students (109 math and 136 science) participated. Results showed that both science and math educators, with no significant difference between them, adjusted their courses for online teaching utilizing new resources shared with students. Online teaching allowed them to create an interactive community that encouraged students to explore concepts, construct explanations, apply and reflect on their learning. Both science and math students agreed that online learning enabled them to be more independent to explore new ideas and reflect on them with the instructor playing the role of a tutor rather than a knowledge transformer. The findings imply that online environment can allow active learning, and can provide the opportunity for students to acquire skills like, problem solving, critical thinking and collaboration. Further research is recommended related to critical thinking in online environment.

Cultivating critical thinking in the clinical learning environment

2000 ◽  
Vol 64 (8) ◽  
pp. 610-615 ◽  
Author(s):  
LS Behar-Horenstein ◽  
TA Dolan ◽  
FJ Courts ◽  
GS Mitchell
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Clinical Learning ◽  
Clinical Learning Environment

Gifts From the Web: Critical Thinking

1999 ◽  
Vol 3 (2) ◽  
pp. 6-6
Author(s):  
Barbara Shadden
Keyword(s):  
Critical Thinking ◽  
The Web
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