scholarly journals Themes of Reflective Thinking as a Predictor of Physical Education and Sport Pre-Service Teachers’ the Entrepreneurial Characteristics

2018 ◽  
Vol 6 (10) ◽  
pp. 117
Author(s):  
Sadık Adatepe ◽  
Murat Kul
Keyword(s):  
Physical Education ◽  
Creative Thinking ◽  
Reflective Thinking ◽  
Thinking Skills ◽  
Industrial Society ◽  
Multilevel Regression ◽  
Higher Level Thinking ◽  
Entrepreneurial Characteristics ◽  
The Individual ◽  
Pre Service Teacher

Today, entrepreneurship has gained great importance, especially with the transition from industrial society to information society. Therefore, in order to ensure economic and social development of societies, entrepreneurship must comprehensively be supported, encouraged and entrepreneurship education has to be provided. Many similar qualities and skills among individuals having reflective thinking abilities and entrepreneurial individuals arise when reflective thinking, one of the higher-level thinking skills, is defined as the cognitive inquiry that will lead the individual to produce new knowledge and develop alternative ways. The purpose of this research is to identify whether physical education and sports teachers' reflective thinking themes predict entrepreneurial characteristics. Research is designed in accordance with the relational screening model. Semerci (2007), “Reflective Thinking Tendency Scale” and Yilmaz and Sunbul (2009), “Entrepreneurship Scale for University Students” were used as data collection tool. Multilevel regression analysis was benefitted in the analyze of the data.  As a result of this research, it is determined that effective and interrogated teaching sub-dimension was the most independent variable contributing to the entrepreneurial characteristics of physical education and sports pre-service teachers and this was followed by continuous and intentional thinking, responsibility of teaching and science and looking professional sub-dimensions. It has also been determined that sub-dimensions such as open-mindedness, foresighted and sincere and researcher do not make a meaningful contribution to the prediction of entrepreneurial characteristics. Based on these results, it can be said that a pre-service teacher with high entrepreneurial characteristics will have higher reflective thinking tendencies. Besides, it is also possible to analyze how thinking skills such as critical thinking, creative thinking, problem solving and supra-cognitive thinking predict entrepreneurial characteristics.

scholarly journals The Relationship between Music Teacher Candidates’ Academic and General Procrastination Tendencies and Test Anxiety

2018 ◽  
Vol 6 (9) ◽  
pp. 174 ◽  
Author(s):  
Asuman Seda Saracaloğlu ◽  
Beste Dinçer ◽  
Ceren Saygı Gerçeker
Keyword(s):  
Physical Education ◽  
Teacher Candidates ◽  
Creative Thinking ◽  
Reflective Thinking ◽  
Thinking Skills ◽  
Music Teacher ◽  
Industrial Society ◽  
Multilevel Regression ◽  
Entrepreneurial Characteristics ◽  
The Individual

Today, entrepreneurship has gained great importance, especially with the transition from industrial society to information society. Therefore, in order to ensure economic and social development of societies, entrepreneurship must comprehensively be supported, encouraged and entrepreneurship education has to be provided. Many similar qualities and skills among individuals having reflective thinking abilities and entrepreneurial individuals arise when reflective thinking, one of the higher-level thinking skills, is defined as the cognitive inquiry that will lead the individual to produce new knowledge and develop alternative ways. The purpose of this research is to identify whether physical education and sports teachers' reflective thinking themes predict entrepreneurial characteristics. Research is designed in accordance with the relational screening model. Semerci (2007), “Reflective Thinking Tendency Scale” and Yilmaz and Sunbul (2009), “Entrepreneurship Scale for University Students” were used as data collection tool. Multilevel regression analysis was benefitted in the analyze of the data.  As a result of this research, it is determined that effective and interrogated teaching sub-dimension was the most independent variable contributing to the entrepreneurial characteristics of physical education and sports pre-service teachers and this was followed by continuous and intentional thinking, responsibility of teaching and science and looking professional sub-dimensions. It has also been determined that sub-dimensions such as open-mindedness, foresighted and sincere and researcher do not make a meaningful contribution to the prediction of entrepreneurial characteristics. Based on these results, it can be said that a pre-service teacher with high entrepreneurial characteristics will have higher reflective thinking tendencies. Besides, it is also possible to analyze how thinking skills such as critical thinking, creative thinking, problem solving and supra-cognitive thinking predict entrepreneurial characteristics.

The Degree Of Applying The Thinking Skills In Teaching Physical Education In Public Schools In Palestine From The Perspectives Of Teachers Of Physical Education Themselves

2020 ◽  
Vol 8 (3) ◽  
pp. 61-73
Author(s):  
Islam Abbas ◽  
Farah Naseer
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Reflective Thinking ◽  
Training Programs ◽  
Thinking Skills ◽  
Point Of View ◽  
High Degree

This study aimed to identify the degree of applying the thinking skills in teaching physical education in public schools in Palestine from the perspectives of teachers of physical education themselves. The study found that the degree of applying the thinking skills in the field of thinking during the event received the highest degree of approval from the point of view of the teachers of physical education, followed by the field of thinking of the event in the second place. The field of reflective thinking in general received a high degree of approval, with a percentage of 73.3%. The study also focused on the preparation of teachers with a high awareness in the use of reflective thinking skills, and the need to prepare training programs for students in the field of reflective thinking to help them solve their problems No compound skills.

Creative Thinking and Reflective Teaching in Prospective Teachers

2018 ◽  
pp. 115-132
Author(s):  
Vaitsa Giannouli
Keyword(s):  
Prospective Teachers ◽  
Creative Thinking ◽  
Reflective Thinking ◽  
Thinking Skills ◽  
Educational Process ◽  
University Education ◽  
Reflective Teaching ◽  
Future Research ◽  
Cross Cultural Differences ◽  
Hands On

Reflective thinking skills are vital for the modern education in schools. Five important reflective thinking skills are identified so far in the scientific literature: Observation, communication, judgment, decision making, and team working. Additionally, creative thinking is becoming more and more regarded as a necessary part of the educational process. In this chapter, an attempt is made to clarify what a sample of prospective teachers in Greece believe about reflective teaching, while at the same time their knowledge and attitudes towards creative thinking are examined. Results indicated that respondents were not fully informed during their formal university education about creative thinking and reflective teaching, while they also lacked hands-on experience and relevant skills. Future research should further focus on cross-cultural differences regarding creative thinking attitudes and reflective teaching in prospective and professional in-service teachers.

The Degree Of Applying The Thinking Skills In Teaching Physical Education In Public Schools In Palestine From The Perspectives Of Teachers Of Physical Education Themselves

2020 ◽  
Vol 8 (3) ◽  
pp. 61-73
Author(s):  
Islam Abbas ◽  
Farah Naseer
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Reflective Thinking ◽  
Training Programs ◽  
Thinking Skills ◽  
Point Of View ◽  
High Degree

This study aimed to identify the degree of applying the thinking skills in teaching physical education in public schools in Palestine from the perspectives of teachers of physical education themselves. The study found that the degree of applying the thinking skills in the field of thinking during the event received the highest degree of approval from the point of view of the teachers of physical education, followed by the field of thinking of the event in the second place. The field of reflective thinking in general received a high degree of approval, with a percentage of 73.3%. The study also focused on the preparation of teachers with a high awareness in the use of reflective thinking skills, and the need to prepare training programs for students in the field of reflective thinking to help them solve their problems No compound skills.

scholarly journals DEVELOPING INDEPENDENT AND CREATIVE ACTIVITY OF STUDENTS

2021 ◽  
Vol 9 (10) ◽  
pp. 320-324
Author(s):  
Hakimova Hulkar Hamitovna ◽  
◽  
Hakimova Muhabbat Fayzievna ◽  
Keyword(s):  
Creative Thinking ◽  
Thinking Skills ◽  
Educational Process ◽  
Independent Learning ◽  
Highly Qualified ◽  
Approach To Learning ◽  
Research Activities ◽  
Creative Research ◽  
The Individual ◽  
Positive Effect

In modern conditions, the educational process is required to focus on the development, socialization of the individual and the development of independent, critical, creative thinking skills. One of the most pressing issues today is the training of highly qualified specialists in accordance with consumer requirements, the formation of knowledge, skills and abilities of students in their chosen specialties, independent learning and practical activities.That is why researchers and advanced educators are looking for ways, technologies and methods to develop a creative approach to learning activities in students. One of the most advanced pedagogical technologies that has a positive effect today is the use of factors in the development of independent and creative research activities of students in the educational process.

Assessment of a Scenario-Based Approach to Facilitating Critical Thinking Among Paramedic Students

1997 ◽  
Vol 12 (3) ◽  
pp. 42-48 ◽  
Author(s):  
Judy Janing
Keyword(s):  
Critical Thinking ◽  
Test Scores ◽  
Reflective Thinking ◽  
Thinking Skills ◽  
Alternative Methods ◽  
Control Group ◽  
Final Examination ◽  
Higher Level Thinking ◽  
Post Test ◽  
The Impact

AbstractIntroduction:Paramedic practice is shifting from [direct] on-line medical control to protocol-driven care initiated on the paramedic's judgment of the patient's problem(s). Teaching in most paramedic training programs remains grounded in technical rationality. This does not adequately prepare practitioners for current day practice. Medical conditions often present as ill-defined problems. To deal with these situations, practitioners need problem solving and reflective-thinking skills. Methodologies incorporating the use of these skills in a contextual situation similar to actual practice may help paramedics develop these skills.Hypothesis:This study sought to determine the impact of written scenario exercises in the context of clinical problems as a means of learning in order to foster higher level thinking skills and self-directed tendencies. It involved three hypotheses: 1) Post-test scores would correlate with scores attained on the traditional, multiple choice, final examination; 2) Post-test scores would correlate with scores on the critical thinking sub-test of the final examination; and 3) Scores would be better on the post-test compared to thepre-test.Methods:This two year, longitudinal, prospective study was conducted with 55 paramedic students using a pre- and post-test. Post-test scores were compared with final examination scores and scores of the subset of higher level thinking questions within that examination using the Pearson r-test. The relationship between the pre- and post-test scores was analyzed using a one-tailed dependent t-test. Post-hoc analysis of the variables of age, experience, and education was conducted using one-way analysis of variance.Results:The correlation between post-test scores with final examination scores was positive and modestly significant. There was no correlation of post-test scores with sub-test scores. Comparison of pre- and post-test scores was significant. Effects for age, experience, and education were not significant statistically.Conclusion:Using written scenarios increases ability to utilize reflective thinking and self-directed tendencies. However, this ability may not be demonstrated consistently on traditional written examinations. A multi-site study using large numbers and a control group or alternative methods appears to be indicated to demonstrate more accurate effects of the methodology.

scholarly journals PENINGKATAN KEMAMPUAN BERPIKIR KREATIF SISWA MENGGUNAKAN PERANGKAT PEMBELAJARAN BIOLOGI DENGAN PENDEKATAN TASC (THINKING ACTIVELY IN SOCIAL CONTEXT)

2017 ◽  
Vol 2 (2) ◽  
pp. 250 ◽  
Author(s):  
Irsad Rosidi ◽  
Muslimin Ibrahim ◽  
Tjandrakirana Tjandrakirana
Keyword(s):  
Social Context ◽  
Creative Thinking ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Learning Performance ◽  
Gain Score ◽  
Thinking Ability ◽  
The Individual ◽  
Creative Thinking Ability ◽  
Score Range

Research learning characterized biology with Thinking Actively in Social Context (TASC) approach to increase creative thinking skills of students has been done tested to applied in 30 students of class X SMA Negeri 1Kebomas-Gresik with one-group pretest-posttest design. The results of this research are learning performance categorized good (3.82) in the score range 1-4, the ability to think creatively students increased due to treatment (Gain Score = 0.9 and T test = -tmearure < -ttable = -21.028 -2.045), thoroughness student learning outcomes in classical (0.93) and the individual (0.86) and thoroughness indicators (0.92) increased by the treatment (Gain score = 0.8) and categories are complete, and the response students positive (98 percent). The conclusions this research, learning with TASC approach can improve the creative thinking ability of senior high school student.Telah dilakukan penelitian pembelajaran biologi dengan pendekatan Thinking Actively in Social Context (TASC) dengan tujuan meningkatkan kemampuan berpikir kreatif siswa dan diujicobakan pada 30 siswa kelas X SMA Negeri 1 Kebomas-Gresik dengan  desain  one  group  pretest-posttest.  Analisis  data  secara  deskriptif  kualitatif  dengan  hasil  pengamatan  keterlaksanaan pembelajaran kategori baik (3,82) dalam rentang skor 1-4, kemampuan berpikir kreatif siswa meningkat akibat perlakuan (Gain Score = 0,9 dan uji T = -thitung < -ttabel = - 21,028 < -2,045), ketuntasan hasil belajar siswa secara klasikal (0,93) dan individu (0,86) serta ketuntasan indikator (0,92) meningkat akibat perlakuan (Gain score = 0,8) dan kategori tuntas, serta respon siswa positif (98%). Simpulan penelitian ini, pembelajaran dengan pendekatan TASC dapat meningkatkan kemampuan  berpikir kreatif siswa SMA.

scholarly journals Creative Thinking Learning of Physical Education: Can Be Enhanced Using Discovery Learning Model?

2021 ◽  
Vol 6 (1) ◽  
pp. 37-47
Author(s):  
Dupri ◽  
Novia Nazirun ◽  
Oki Candra
Keyword(s):  
Physical Education ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Discovery Learning ◽  
Control Group ◽  
Control Group Design ◽  
Institutional Settings ◽  
Sample Amount ◽  
Teacher Centered

The teacher-centered mindset and teaching methods are still teacher-centered, closing the space for students to develop their creative thinking abilities. This study aims to determine the thinking skills of students in physical education learning using discovery learning models. This study used a quasi-experiment method and a pretest and posttest control group design. The research sample was obtained by means of cluster random sampling with a sample amount of 70 people. The instrument that used to measure students' creative thinking skills used the Torrance Test of Creative Thinking (TTCT) which before be tested, it have conducted the validity and reability. The t test was used as the analysis of this study. Discovery learning model is proven to be able to develop students' creative thinking skills when learning physical education. This is proven by the sig value. 0,000. So the discovery learning model in physical education learning will be able to develop creative thinking on students. This learning model must be applied in various fields of education. Research on the same topic should be carried out in the future, with the variability of different educational levels of subjects or educational institutional settings

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