Fourth graders’ perceptions about medicines and medicine use

2013 ◽  
Vol 114 (1) ◽  
pp. 43-57 ◽  
Author(s):  
Sirpa Kärkkäinen ◽  
Katri Hämeen-Anttila ◽  
Kirsti Vainio ◽  
Sirpa Kontturi ◽  
Risto Patrikainen ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Fourth Graders ◽  
School Context ◽  
School Setting ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Internet ◽  
Medicine Use ◽  
Content Type ◽  
Medicine Education

Purpose – The purpose of this paper is to contribute to the development of medicine education by examining pupils’ perceptions of medicines and medicine use. Design/methodology/approach – Fourth graders’ (n=51, aged 10-11) perceptions about medicines and their use were collected in one school through mixed-methods using a questionnaire, a drawing and discussions. Findings – Listing several over-the-counter medicines, pupils most frequently perceived that medicines are meant for treating headaches, wounds or temporarily when they are sick or have some pain, and that medicines help to ease symptoms and speed recovery. Pupils mentioned getting information about medicines from the pharmacist, the internet, the physician, as well as from medical packages. Research limitations/implications – This study was carried out in one school context and is therefore not necessarily generalizable, it does, however, bring an awareness of concrete pedagogical needs to the debate on health education and was conducted using methods that, to some extent, can be transferred to any school setting. Practical implications – These results show that medicine education should already be started in primary school, along with critical thinking skills related to use of the internet. Social implications – The development of medicine education may help improve the wellbeing of pupils. Originality/value – The triangulation of data used in the paper are in the authors’ awareness unique in the context of medicine education. The results particularly highlight the role of the internet in medicine education, thus suggesting the importance of critical thinking.

Persistent anchoring to default rates when electing 401(k) contributions

2018 ◽  
Vol 10 (1) ◽  
pp. 88-104
Author(s):  
Bryan Foltice ◽  
Priscilla A. Arling ◽  
Jill E. Kirby ◽  
Kegan Saajasto
Keyword(s):  
Critical Thinking ◽  
Financial Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
College Level ◽  
Contribution Rate ◽  
Enrollment Rate ◽  
Content Type ◽  
Default Rates ◽  
Default Rate

Purpose The purpose of this paper is to investigate how the 401(k) auto-enrollment rate influences the size of elected contribution rates in defined contribution plans for new, young enrollees. Design/methodology/approach The authors survey 324 undergraduate students at a mid-sized Midwestern university, and compare the elected contribution rates for two groups who were randomly given two default rates: 3 and 15 percent. Findings The results indicate widespread evidence of the anchoring and adjusting heuristic in regards to the provided auto-enrollment rate, as the 3 percent default rate group selects a contribution rate of approximately 2 percent less than the group that was provided with the 15 percent default rate. The results also provide support to the benefits of financial education: those who were taking or had already taken a college-level finance course provide higher contribution rates by about 1.7 percent overall. Additionally, individuals with the lowest critical thinking skills elect approximately 2 percent less in annual contributions overall than those who demonstrate higher critical thinking skills. Originality/value Interestingly, all groups seem to be susceptible to the anchoring and adjustment heuristic, as the default rate plays a significant role in the elected contribution rate, regardless of an individual’s financial sophistication or critical thinking skill level. The authors hope that these findings prompt benefit plan administrators and policy-makers to reconsider default rates in their retirement plans that would allow for maximum savings and participation rates. The findings also speak in favor of developing programs that would assist enrollees with financial education and critical thinking skills that would yield better retirement savings decisions when asked to make their employee benefit selections.

NCSS notable trade book lesson plan: Joan Procter, dragon doctor: the woman who loved reptiles

2020 ◽  
Vol 15 (1) ◽  
pp. 115-120
Author(s):  
Holly Hilboldt Swain
Keyword(s):  
Critical Thinking ◽  
Content Knowledge ◽  
Lesson Plan ◽  
British Museum ◽  
Thinking Skills ◽  
Cultural Representation ◽  
Critical Thinking Skills ◽  
Content Type ◽  
Museum Exhibits ◽  
Art Writing

PurposeJoan Procter, Dragon Doctor describes the life of Joan Beauchamp Procter, renowned herpetologist, zoologist, Curator of Reptiles at the British Museum and designer of the London Zoo Reptile House. In this lesson, students reframe initial viewpoints of scientists that are not representative of a broad understanding of who scientists are and what being a scientist means. Exploring understandings and expanding their view of science to include varied areas of social sciences provokes deep discussions among students as they prepare to teach others. Using content area skills, artwork, writing, literacy and technology, students explore diverse people and fields of the sciences.Design/methodology/approachStudents engage in collaborative efforts with peers to involve themselves with content knowledge and skills in the social studies, as they integrate other areas of the curriculum including science, art, writing, literacy, literature, technology, critical thinking, research skills and inquiry-based learning. Findings include students participating in meaningful learning individually and collectively through inquiry. As students learn with and from one another, they conceptualize their own ideas through their own work in exploring relevant resources. Students plan action to move learning outside the classroom in generating changes in museums and monuments to showcase broader cultural representation of scientists in their communities.FindingsStudents engage in inquiry learning using Joan Procter, Dragon Doctor as a key text. Students explore the text and related resources, while learning with one another about scientists. Students expand their content knowledge and apply critical thinking skills, noting similarities and differences in scientists, ultimately acknowledging that what scientists do through inquiry and exploration helps them identify as scientists. Varied fields and backgrounds of scientists are explored, and students examine cultural representation in museums commemorating scientists and scientific contributions. Students create action plans to consult with museums about these issues and curate exhibits, like Joan Procter, to share with others.Originality/valueThis lesson provides students multiple avenues to deepen learning while conceptualizing and formulating their own understandings. Further, students are required to use multiple skills in conveying their ideas for social change to reflect their new broader conceptualization of scientists and the many fields that science includes. Additionally, they have to understand the topics discussed fully in order to convey their research findings to another audience in their school or community as they create museum exhibits. Finally, while students learn, they begin to see themselves represented in fields through evident, inclusive demonstrations of contributions by diverse scientists.

Assessing general education learning outcomes at Qatar University

2016 ◽  
Vol 8 (2) ◽  
pp. 159-176 ◽  
Author(s):  
Shaikha Bint Jabor Al-Thani ◽  
Ali Abdelmoneim ◽  
Adel Cherif ◽  
Dalal Moukarzel ◽  
Khaled Daoud
Keyword(s):  
Critical Thinking ◽  
Pilot Study ◽  
General Education ◽  
Education Program ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Content Type ◽  
English Writing ◽  
Internal Assessment ◽  
Education Outcomes

Purpose – The purpose of this paper is to assess the effectiveness of a new general education program at Qatar University (QU) in achieving English writing and critical thinking outcomes. Design/methodology/approach – Collegiate Assessment of Academic Proficiency (CAAP) test was used as direct assessment tool to identify the extent to which QU students are making progress with respect to general education outcomes, and how well QU students perform compared to US students on general education outcomes that are measured by the CAAP test. Findings – Findings show evidence that students make progress in English and critical thinking during their QU educational careers. However, QU students lag well behind their US counterparts in writing skills, but they performed relatively better in critical thinking and essay writing. Research limitations/implications – The sample of students tested was limited to students who met certain criteria. Therefore, the sample was neither representative nor random and does not reflect the performance of the entire student body. English is a second language for most QU students, and cultural differences as well as students’ high school preparation and quality of faculty at QU add to the complexity of the study. Practical implications – Research finding may have implication on the general education program curriculum plan, assessment process, assessment plan and tools. It may also trigger comprehensive review of courses addressing writing and critical thinking skills. Moreover, the findings will have impact on institutional total approach and support to retain and enhance some of the cornerstone skills that general education program promise to achieve. The pilot study, results and findings can have implications on similar GCC general educations programs that focus on English writing and critical thinking skills. Originality/value – This original pilot study indicates a need for improvement of internal assessment processes and reconsideration of general education program courses contributing to skills examined. It also provides evidence on students’ performance on two important generic skills, both are important for QU and its stakeholders. The study’s findings are of broad interest to assess the efficacy of internal assessment at international institutions using an internationally available standardized test.

The superstitious scholar

2019 ◽  
Vol 11 (3) ◽  
pp. 415-427
Author(s):  
Robin A.F. Andrews ◽  
Philip Tyson
Keyword(s):  
Critical Thinking ◽  
Academic Discipline ◽  
Significant Negative Correlation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
High Achievers ◽  
Science Students ◽  
Content Type ◽  
Paranormal Belief ◽  
Paranormal Beliefs

Purpose The development and application of critical thinking skills are an important component of success at University. Such skills permit students to evaluate the strengths and weaknesses of evidence, argument and theory. However research suggests that many students believe in paranormal phenomena (e.g. telekinesis). Such beliefs defy the basic principles of science and do not stand up to critical scrutiny. The paper aims to discuss these issues. Design/methodology/approach This study aimed to investigate paranormal beliefs within a student population: differences among gender, academic discipline and academic performance were explored. Findings Findings indicated that females expressed higher levels of paranormal belief than males, “hard” science students (e.g. Biology) and “soft” science students (e.g. Sociology) expressed lower levels of belief than arts students, and a significant negative correlation indicated that high achievers were less likely to endorse paranormal beliefs. Originality/value In light of these results the authors suggest that paranormal phenomena may be a useful tool for teaching critical thinking skills at university.

scholarly journals Using Documentary Films in Developing Student’s Critical Thinking Skill: Senior High School Context

2019 ◽  
Vol 1 (2) ◽  
pp. 39-43
Author(s):  
Jumiati Lanta ◽  
Suleha Ecca ◽  
Asyanti Asyanti ◽  
M.Hijaz Tahir
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
School Context ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Control Group ◽  
Documentary Films ◽  
Ability Test ◽  
Experimental Group

The quantitative study is aimed to know whether documentary films can be applied to foster students' critical thinking skills. This research was conducted in Class X SMA Negeri 10 Sidenreng Rappang, with a total population of 72 students. Samples were drawn from the entire population by taking 2 classes, namely X IPA as an experimental group of 26 students and X IPS as a control group of 25 students. Data were collected through a critical thinking ability test instrument based on critical thinking indicators, then processed with data analysis using the Mean score (average) and SPSS 2.0. Results of the study showed that the experimental group, which were taught to use the documentary, obtain average value is higher compared with the controls group in fostering the ability to think critically, especially on the subjects of Indonesian with developing materials with the opinion of exposition text. Average score results in critical thinking skills with a documentary film is 91.76 with the results of a significant test of the test independent of 10.878 while the average score of the results that are taught without using documentary 70.84 with value significant 2.009. Based on the results of data analysis, this present study ascertained that documentary films could foster students' critical thinking skills.

scholarly journals On the Question of Critical Perception of Information by Young People on the Internet

2020 ◽  
pp. 16-24
Author(s):  
Daria Kononovych ◽  
Keyword(s):  
Critical Thinking ◽  
Young People ◽  
Essential Element ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Internet ◽  
Leading Role ◽  
Modern Information ◽  
Types Of Information ◽  
The Impact

The modern information age raises the problem of the formation of students ability to self-education, their competence work with different types of information and critical thinking skills in. The article focuses on the definition of critical thinking as an essential element of mental activity of a person at the modern information society; on the study of socio-psychological factors of youth susceptibility to manipulation of consciousness. The critical thinking procedure should provide not just proactive position of its bearer, but his leading role in determining the course and direction of events development. In the situation of informational war only critical thinking can save our consciousness from the impact of the mighty media manipulation. Critical thinking is not just the ability to think, it is the ability to think rationally, the ability to understand our own thoughts, the ability to understand the thoughts of others, the ability to make up your mind to reach the only right decision, consciously assessing the situation. It is defined the peculiarities of formation of critical thinking as a result of social work. The necessity of critical thinking with a view to possibility of information rethinking is substantiated. The author presents the results of a study of the attitude of 317 young people aged 16 to 25 to the Internet. The study also identified the most characteristic human qualities that contribute to the possibility of manipulating it: suggestibility, complexes, self-confidence, the desire to be consistent. The importance of further research was expressed.

Internet outfitters: librarians in the twenty-first century

2017 ◽  
Vol 38 (6/7) ◽  
pp. 369-379 ◽  
Author(s):  
Robert Hallis
Keyword(s):  
Critical Thinking ◽  
Information Overload ◽  
Relevant Information ◽  
Thinking Skills ◽  
End Users ◽  
Critical Thinking Skills ◽  
First Century ◽  
Content Type ◽  
Academic Tasks ◽  
Twenty First Century

Purpose In the future, librarians need to prepare users to navigate a profoundly different informational landscape. Addressing issues of information overload and informed selection of both search tools and results, the purpose of this paper is to cast the collaborative relationship between librarian and student in the mode of an outfitter: a guide preparing a client for a journey. Within this context, the authors emerging role involves guiding students through the task at hand using critical thinking skills to access a wider range of publications to meet a broader range of needs. Design/methodology/approach Metaphors created by Raymond and Friedman reflect the current state of information, the relationship users have with these sources, and the role librarians play in a disintermediated environment. In The Cathedral and the Bazaar, Raymond portrays a decentralized environment as a bazaar. In The World is Flat 3.0, Friedman describes how technology flattens organizations through empowering end users. The informational landscape in the twenty-first century is decentralized, and more powerful search tools provide unparalleled access to these sources. Users, however, continue to experience problems finding their information. A librarian/outfitter can prepare users to effectively track information in the new environment. Findings In the twenty-first century, a broader range of sources are available, and search engines are turning to dashboards to prioritize the growing list of results. Users need to adapt to the new environment through viewing the search as an activity rather than a destination. Librarians can help this process through sharing their expertise in uncovering likely places relevant information may be found, in evaluating sources, and locating information in a larger context. Through developing the meta-skill of information management, librarians guide users through the process of finding information for personal, professional, and academic needs. Practical implications The author’s goal is what it has always been: empowering end users to successfully access needed information in a disintermediated environment. Today librarians need to emphasize a fundamentally different set of skills in the interactions they have with students and faculty. People can use dashboards and satisficing to find sources they need, but librarian/outfitters can introduce a broader range of sources and tools suitable for completing specific tasks. This paper illustrates the different skills needed to effectively find information for personal, professional, and academic tasks. Originality/value This paper provides a new context for the process used for locating and validating information in an increasingly broad and diffuse informational landscape. Librarians become advisors in navigating a more complex informational landscape that is used to meet a broader range of informational needs. While focusing on navigating the broader range of resources through decoding dashboards and satisficing techniques, the author can assist users in overcoming information overload and advocate a broader sense of satisficing through using more sophisticated critical thinking skills.

Dynamic Learning: Designing a Hidden Pedagogy to Enhance Critical Thinking Skills Development

2018 ◽  
Vol 4 (2) ◽  
pp. 148-156
Author(s):  
Christine Rivers ◽  
Ian Kinchin
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Business Schools ◽  
Thinking Skills ◽  
Learning Outcome ◽  
Critical Thinking Skills ◽  
Skills Development ◽  
The Internet ◽  
Dynamic Learning ◽  
The One

Practitioners consider critical thinking skills to be vital for survival in business. Business schools should use such insight wisely by strategically embedding critical thinking skills in the curriculum at module and program levels. Practitioners even go further and say it is the one aspect that cannot be automated and probably the most valuable in functioning as an oppositional power to the “shallows of the internet.” However, we have to keep in mind that developing critical thinking skills is a learning process in itself, one that is cyclical, multilinear, and omnidirectional, and it needs to be integrated as a pedagogy, not just a learning outcome, so it can become an academic habit of mind. The article demonstrates how critical thinking can be enhanced by embedding it as a pedagogy at module level.

Sign in / Sign up

Export Citation Format

Share Document