scholarly journals Critical Thinking and Problem-Solving Skills of Visually Impaired Female National Judo Team Athletes

2019 ◽  
Vol 7 (3S) ◽  
pp. 8
Author(s):  
Sengul Demiral
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Visually Impaired ◽  
High Performance ◽  
Problem Solving Skills ◽  
Critical Thinking Disposition ◽  
National Team ◽  
Total Problem ◽  
Significant Difference ◽  
Thinking Disposition

A high level of critical thinking and problem-solving skills in visually impaired female national judo team athletes is an important factor in increasing their performance and for their high performance. The aim of this study was to examine critical thinking and problem-solving skills of visually impaired female national judo team athletes. The sample of the study was composed of visually impaired female athletes (n=15) in 2015 national team. A Personal Information Form, the California Critical Thinking Disposition Inventory and the Problem Solving Inventory were used as data collection tools. The data obtained in this study were analyzed using SPSS 17 software. Evaluation of the data analysis revealed that there was no statistically significant difference among groups in total Problem Solving Inventory and Critical Thinking Disposition Inventory scores in terms of age group or age of starting judo (p>0.05). There was no statistically significant relationship between total problem-solving and total critical thinking disposition scores of athletes (p>0.05). As a result, judo coaches are thought to play an important role in the development of strategies for increasing athletes’ problem-solving and critical thinking skills and in the development of their sporting performance, particularly in the development of high performance.

scholarly journals The Effect of Gamified STEM Practices on Students’ Intrinsic Motivation, Critical Thinking Disposition Levels, and Perception of Problem-Solving Skills

2021 ◽  
Vol 9 (2) ◽  
pp. 332-352
Author(s):  
Sera İyona Asigigan ◽  
Yavuz Samur
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Intrinsic Motivation ◽  
Quantitative Data ◽  
Test Results ◽  
Problem Solving Skills ◽  
Critical Thinking Disposition ◽  
Post Test ◽  
Field Notes ◽  
Thinking Disposition

The aim of this research is to examine the effect of gamified STEM activities on 3rd and 4th grade students’ intrinsic motivation, perception of problem-solving skills, and critical thinking disposition. In this mixed method study, problem solving skills perception scale, critical thinking disposition instrument and intrinsic motivation inventory formed the quantitative data, while, activity worksheets, field notes and student interviews, formed the qualitative data. After 8 weeks of implementation, quantitative data were analyzed and significant differences were found between pre-test and post-test results on students’ critical thinking disposition level. Although it is not significant, the results showed that an increase was found in students’ perception of problem-solving skills. Besides, students’ intrinsic motivation levels were found high, as well as students stated that “gamified STEM” activities help them learn and practice the content and they found the activities enjoyable, competitive, and exciting. Moreover, the rewards and badges that they won at the end of the activities were motivating.

scholarly journals Examining the Relationship between Pre-Service Teachers’ Critical Thinking Disposition, Problem Solving Skills and Teacher Self-Efficacy

2017 ◽  
Vol 10 (6) ◽  
pp. 23 ◽  
Author(s):  
Ramazan Cansoy ◽  
Muhammet Emin Turkoglu
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Self Efficacy ◽  
Linear Regression Analysis ◽  
Efficacy Beliefs ◽  
University Education ◽  
Problem Solving Skills ◽  
Critical Thinking Disposition ◽  
Teacher Self Efficacy ◽  
Thinking Disposition

The aim of this study was to examine the relationships between the pre-service teachers’ critical thinking disposition, problem-solving skills and self-efficacy beliefs. The participants of the study were 519 pre-service teachers from Afyon Kocatepe University, Education Faculty. Critical Thinking Disposition, Problem Solving Inventory, and Teacher Self-efficacy Scale were used to collect the data. Arithmetic mean, Pearson Product-Moment Correlation Coefficient and Multiple Linear Regression Analysis were employed in data analysis. The results of the study revealed that the pre-service teachers’ critical thinking disposition was low, problem-solving skills were moderate and teacher self-efficacy perceptions were quite adequate. However, the critical thinking disposition and problem-solving skills revealed significant positive correlations with all dimensions of teacher self-efficacy. An important finding is that critical thinking disposition and problem-solving skills were positive and significant predictors of all sub-dimensions of teacher self-efficacy beliefs.

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