scholarly journals The Impact of using the Models of Daniel and Driver and Soome’s Strategy in the Development of Reflective Thinking Skills among First Secondary Students and in their Post and Delayed Performance and Attitudes towards Learning Islamic Education in Jordan

2017 ◽  
Vol 18 (1) ◽  
pp. 85-115
Author(s):  
Dr. Shaher D. Abu Shrakh
Keyword(s):  
Secondary Students ◽  
Reflective Thinking ◽  
Thinking Skills ◽  
Islamic Education ◽  
The Impact ◽  
Attitudes Towards Learning

scholarly journals The effect of the self-questioning strategy on developing contemplative thinking skills in Islamic education for female second Grade Secondary Students in Aqaba Governorate Jordan: أثر استراتيجية التساؤل الذاتي في تنمية مهارات التفكير التأملي في مادة التربية الإسلامية لدى طالبات الصف الثاني الثانوي بمحافظة العقبة بالأردن

2020 ◽  
Vol 4 (19) ◽  
Author(s):  
Basmah Abdallah Odeh Alhabahbeh
Keyword(s):  
Secondary Students ◽  
Teaching Method ◽  
Thinking Skills ◽  
The Self ◽  
Islamic Education ◽  
Second Grade ◽  
Control Group ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Total Average

The current study aimed to identify the effect of the self-questioning strategy on developing contemplative thinking skills in Islamic education for female second Grade Secondary Students in Jordan. The study adopted the quasi-experimental approach, and the tool was a (contemplative thinking skills test), prepared by the researcher, which was applied to a random sample of two divisions from second Grade Secondary Student in the comprehensive secondary school for girls, affiliated to the Directorate of Education in the Aqaba Governorate during the academic year 2019/2020 Division C, as an experimental group, consisted of (30) students, and Division B as a control group, consisting of ( 30) students. The results of the joint variance analysis (ANCOVA) showed that there were statistically significant differences between the average of the students ’scores on the achievement test attributed to the variable of the teaching method, where the control group obtained a total average (12.03of 25) in exchange for the experimental group obtaining a total average (17.25of 25), and in favor of the group Experimental, and in light of the results of the study, the researcher recommended training the teachers on the self-questioning strategy in teaching Islamic education for its effectiveness in teaching and conducting studies dealing with the introduction of other teaching methods. 

scholarly journals THE IMPACT OF TEACHER PROFESSIONAL DIARY ON THEIR REFLECTIVE, COMMUNICATIVE AND PROFESSIONAL SKILLS

2021 ◽  
Vol 79 (2) ◽  
pp. 273-295
Author(s):  
Eka Tkavashvili
Keyword(s):  
Reflective Thinking ◽  
Reliability And Validity ◽  
Thinking Skills ◽  
Special Treatment ◽  
Control Group ◽  
Professional Skills ◽  
Study Results ◽  
Teacher Professional ◽  
The Impact ◽  
Research Studies

Teacher professional diaries are teacher reflections on their own and their colleagues’ observed practice. They are effective tools of increasing teacher qualification. Few research studies worldwide, while no such research studies in Georgia have been conducted on the impact of the application of reflective diaries on teachers’ reflective, communicative, and professional skills. Therefore, the aim of the research was to find out whether teachers’ reflective, communicative, and professional skills developed as a result of the application of reflective diaries, and if so, to what degree they increased. Quantitative research (an experiment with participation of 62 teachers) was held, with an experimental group whose participants wrote reflective diaries for 9 weeks and a control group which did not undergo any special treatment. A 5-point Likert scale questionnaire was developed, and its reliability and validity were assessed. Pre-experimental and post-experimental self-assessment questionnaire was held, the results were assessed and compared through descriptive statistics and a T-test. The results revealed that there was a positive average relationship between the application of diaries and reflective thinking, communicative and professional skills. According to the study results, the application of teacher reflective diary can be recommended as an effective tool for the development of reflective thinking, communication, and professional qualification. Keywords: communicative skills, professional skills; reflection diary, reflective thinking skills

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 The predictive power to mathematical success of belief and reflective thinking for problem solvingProblem çözmeye yönelik inanç ve yansıtıcı düşünme becerisinin matematik başarısını yordama gücü

2018 ◽  
Vol 15 (2) ◽  
pp. 807 ◽  
Author(s):  
Mustafa Albayrak ◽  
Mertkan Şimşek ◽  
Nurullah Yazıcı
Keyword(s):  
Problem Solving ◽  
Predictive Power ◽  
Reflective Thinking ◽  
Thinking Skills ◽  
English Summary ◽  
Critical Thinking Skills ◽  
Problem Solving Skills ◽  
Mathematical Success ◽  
Mathematical Skill ◽  
The Impact

It is known that variables such as attitudes, faith, self-efficacy, critical thinking skills, reflective thinking skills are variables used to explain the students’ mathematical success and the impact rates of these variables are not the same. In this study, students' predictive power towards mathematical achievements of faith and reflective thinking skills were investigated in terms of problem solving as corresponding to these variables. Relational search model was used in the research. The sample of the research is composed of 143 mathematics teacher candidates who are studying in the departmen of Elemantary Mathematics Teaching in a university. Regression analysis was done for predicting students’ mathematical achievement by sub dimensions of belief about problem solving which are mathematical skill, mathematical situation, understanding problem, importance of mathematics, problem solving skills and sub dimensions of reflective thinking ability which are inquiry, evaluation and heuristics. Research findings show that these variables are about 18 percent of the total variance in mathematical success. It is considered that associating the conceptual and operational knowledge during the education periods in order to increase student success of students can affect the student success.Extended English summary is in the end of Full Text PDF (TURKISH) file.ÖzetMatematiğe yönelik tutum, inanç, öz yeterlilik algısı, eleştirel düşünme becerisi, yansıtıcı düşünme becerisi gibi değişkenlerin öğrencilerin matematik başarılarını açıklamada kullanılan değişkenler olduğu ve bu değişkenlerin etki oranlarının aynı olmadığı bilinmektedir. Araştırmada bu değişkenlere karşılık gelecek şekilde problem çözme temalı olarak öğrencilerin matematiğe karşı inanç ve yansıtıcı düşünce becerilerinin matematiksel başarılarına olan yordama gücü incelenmiştir. Araştırmada ilişkisel tarama modeli kullanılmıştır. Araştırmanın örneklemini, bir üniversitenin İlköğretim Matematik Öğretmenliği bölümünde öğrenim görmekte olan 143 matematik öğretmen adayı oluşturmaktadır. Problem çözmeye ilişkin inancın alt boyutları olan matematiksel beceri, matematiğin yeri, problemi anlama, matematiğin önemi ve problem çözme becerisi ile yansıtıcı düşünme becerisinin alt boyutları olan sorgulama, değerlendirme ve nedenleme değişkenlerine göre öğrencilerin matematik başarısının yordanmasına yönelik regresyon analizi yapılmıştır. Araştırmada bu değişkenlerin birlikte matematik başarısındaki toplam varyansın yaklaşık %18’ini açıkladığı sonucu bulunmuştur. Öğrenci başarısının artırılması amacıyla öğrencilerin öğrenimleri süresince kavramsal ve işlemsel bilginin birbirine yakın bir şekilde ilişkilendirilmesinin öğrenci başarısını etkileyebileceği düşünülmektedir.

scholarly journals Mathematical problem-solving abilities and reflective thinking abilities: The impact of the influence of eliciting activities models

2020 ◽  
Vol 11 (1) ◽  
pp. 167-178
Author(s):  
Suci Hartati ◽  
Ratu Ayu Bilqis ◽  
Achi Rinaldi
Keyword(s):  
Problem Solving ◽  
Design Research ◽  
Reflective Thinking ◽  
Mathematical Problem ◽  
Thinking Skills ◽  
Mathematical Problem Solving ◽  
Homogeneity Test ◽  
Model Eliciting Activities ◽  
Quasi Experimental ◽  
The Impact

This study aims to determine the effect of the Model Eliciting Activities (MEAs) learning model to the mathematical problem-solving abilities and the mathematical reflective thinking skills. This research is a type of Quasi Experimental Design research. Data collection techniques in this study in the form of documentation and tests at the public school in Bandar Lampung with 30 students of experiment classes and 30 students of control classes. Data analysis techniques used are the normality and homogeneity test. Testing hypothesis in this study using the Multivariate Analysis of Variance (MANOVA) test. Based on the result of this study, the calculation of the MANOVA test, it was concluded that there was an influence of the Model Eliciting Activities (MEAs) to the mathematical problem-solving abilities and the mathematical reflective thinking skills. The application of the Model Eliciting Activities to the mathematical problem-solving abilities and the mathematical reflective thinking skills has a relatively  high level of effectiveness.

Sign in / Sign up

Export Citation Format

Share Document