scholarly journals The Impact of Teaching Mathematics by Using an Active Learning-Based Strategy on Developin g Systemic Thinking Skills of Intermediate Stage Students in Taif Governorate- Saudi Arabia

2017 ◽  
Vol 8 (1) ◽  
pp. 93-120
Author(s):  
Mohammad Khair ◽  
◽  
Abedullah Alsofiani ◽  
Keyword(s):  
Saudi Arabia ◽  
Active Learning ◽  
Intermediate Stage ◽  
Thinking Skills ◽  
Teaching Mathematics ◽  
Systemic Thinking ◽  
The Impact

scholarly journals A Program Based on Fiqh al Naazeil for Developing the Analytical Thinking Skills and Awareness of the Contemporary Jurisprudential Issues among the Intermediate Stage Students in the Kingdom of Saudi Arabia

2019 ◽  
Vol 13 (1) ◽  
pp. 194
Author(s):  
Naif A. Al- Otaibi
Keyword(s):  
Saudi Arabia ◽  
Intermediate Stage ◽  
First Grade ◽  
Thinking Skills ◽  
Validity And Reliability ◽  
Kingdom Of Saudi Arabia ◽  
Analytical Thinking ◽  
Islamic Jurisprudence ◽  
Different Dimensions

The present study aimed at preparing a program based on Fiqh Al Nawazel (Contemporary Issues Islamic Jurisprudence) for developing the analytical thinking skills and awareness of the Contemporary Jurisprudence Issues among the intermediate stage students in the Kingdom of Saudi Arabia. To fulfill this purpose, the researcher prepared a list of the analytical thinking skills in the Fiqh curriculum and other dimensions for the awareness of  Contemporary Jurisprudential Issues among the first grade students of the intermediate stage. Moreover, he prepared a test for measuring the analytical thinking skills and a rubric for the awareness of Contemporary Jurisprudential Issues among the students of the first grade intermediate stage, and verified its validity and reliability. The researcher prepared a program for  the study based on the Jurisprudence of Al-Nawazel, including thirteen Jurisprudential Nazilah. The participants of the study were 37 students from the first grade, intermediate stage. The results revealed the effectiveness of the program in developing the analytical thinking skills in Fiqh curriculum, in developing the main analytical thinking skills, and the students' awareness of the contemporary jurisprudence issues as a whole, and in its different dimensions (cognitive, practical and affective). Moreover, the results showed a positive correlational relationship at the level of  0.01 between developing the analytical thinking skills in the jurisprudence Fiqh curriculum and developing the awareness of Contemporary Jurisprudential Issues.

scholarly journals Enhancing Student Active Learning in Consumer Behaviour Class Using 5E Learning Cycle: A Conceptual Paper

2020 ◽  
Vol 16 ◽  
Keyword(s):  
Active Learning ◽  
Undergraduate Students ◽  
Consumer Behaviour ◽  
Positive Impact ◽  
Thinking Skills ◽  
Theory And Practice ◽  
Learning Cycle ◽  
Learning Activity ◽  
Learning Cycles ◽  
The Impact

5E learning cycle was suggested as a better option for students’ learning and has brought a positive impact on students learning education, particularly with theory and practice components. These method of learning is a student’s centre oriented learning model which solely prioritize on students own experiences, creates active participation and built creative critical thinking skills. 5E learning cycle consist of engagement, exploration, explanation, elaboration, and evaluation. This study is intended to determine students’ perceptions of 5E learning cycles in their learning activity and to explore the impact of 5E learning cycles towards student’s active learning. The discussion is based on the information gauged from an estimated number of 60 undergraduate students who will be enrolling in BPMM3013 Consumer Behaviour Class in UUM. Data will be collected qualitatively from various sources such as students’ reflections, lecturer’s reflections, peer feedback, lecturer’s feedback, and focus group interview. Meanwhile for quantitative method, a survey will be developed through Google form. The data will be analysed using transcribe technique and regression analysis.

5E Learning Cycle: Enhancing Student Active Learning in Strategy and Marketing Analysis Class

2021 ◽  
Vol 12 (3) ◽  
pp. 2409-2417
Author(s):  
Yaty Sulaiman Et.al
Keyword(s):  
Active Learning ◽  
Positive Impact ◽  
Evaluation Research ◽  
Thinking Skills ◽  
Good Choice ◽  
Learning Cycle ◽  
Learning Activity ◽  
Learning Cycles ◽  
Marketing Analysis ◽  
The Impact

5E learning cycle is proposed to be a good choice for students’ learning and has brought a positive impact on students learning education theoretically and practically. This method of learning is a student’s centre oriented learning model which solely prioritize on students own experiences, creates active participation and built creative critical thinking skills. The elements of 5E learning cycle are engagement, exploration, explanation, elaboration, and evaluation. Research here intended to identify students’ perceptions of 5E learning cycles in their learning activity and to explore the impact of 5E learning cycles towards student’s active learning. The study was conducted at Universiti Utara Malaysia. This study uses qualitative approach with classroom action research. The discussion is based on the information gauged from 42 undergraduate students who enrolled in BPMM3043 Strategy and Marketing Analysis class in UUM. Data had been collected qualitatively from various sources such as students’ reflections, lecturer’s reflections, peer feedback, lecturer’s feedback, and focus group interview. The results showed that the 5E learning cycle mayenhanced students active learning in Strategy and Marketing Analysis class.

scholarly journals Professional development design in elementary school blended learning environments : changes in teacher mindsets and adaptive thinking skills

2018 ◽  
Author(s):  
◽  
Angela Nicole Holt
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
Active Learning ◽  
Blended Learning ◽  
International Association ◽  
Thinking Skills ◽  
Teacher Responses ◽  
K 12 ◽  
The Impact ◽  
Core Features

This mixed method convergent study explored the impact of design and delivery of professional development practices in a large, urban school district in Missouri. Certificated classroom teachers at 23 pre-determined elementary school sites (541 participants) were electronically surveyed. Additionally, three department leaders were interviewed and their responses provided insights about core features of professional development (content focused, active learning, coherence, duration and collective participation) present within the district. The International Association for K-12 Online Learning's (iNACOL) Blended Learning Teacher Competency Framework and transformative learning theory both provided a lens for examining professional development design and practice within the research study. The quantitative results of the study reveal significant increase in teacher responses from the technical skill and adaptive thinking domains. Additionally, qualitative data collected during the study found professional development delivered during the implementation window did include all five core features of professional development (content focused, active learning, coherence, duration and collective participation). While significance was noted in several variables studied, the Mindset domain showed no significant improvements in teacher responses on either measurement.

scholarly journals The impact of perception of middle school curricula according to the next generation of science standards on conceptual comprehension and thinking skills

2021 ◽  
Vol 8 (10) ◽  
pp. 85-92
Author(s):  
Mohammed Taher Mohammed Khawaji ◽  
◽  
Asmaa Al Moner Asseri ◽  
Keyword(s):  
Conceptual Understanding ◽  
Intermediate Stage ◽  
Thinking Skills ◽  
Next Generation Science Standards ◽  
Control Group ◽  
First Year ◽  
Next Generation ◽  
Science Standards ◽  
Science Curricula ◽  
The Impact

There is an urgent need to update the science curricula content in light of the Next Generation Science Standards (NGSS). The purpose of this research is to present a proposal of the science curricula content in light of the NGSS. Secondly, the effect of NGSS on conceptual understanding and higher-thinking skills among first-year intermediate students is also analyzed. This work is unique as no research is conducted on the topic as per the best of our knowledge. Hence, the research may motivate further studies on the topic. The semi-experimental method was used to know the impact of teaching science in conceptual understanding and higher thinking skills. The sample consisted of 62 students divided into two groups. The control group was led the “nature of material” unit in the first-year intermediate book, issued by the Ministry of Education in 1438 AH. A list of science tools was prepared for analyzing the content of science curricula in light of Next-Generation Science Standards (NGSS). Two tests were prepared, a conceptual understanding test and a higher thinking skills test. The research revealed different results: the availability degree of science for the next-generation science standards curricula in the intermediate stage was low. The developed unit’s size effect in light of these standards on conceptual understanding and higher-thinking skills among the research sample was high with a value of 0.89-0.91.

scholarly journals Active Learning in Flipped Life Science Courses Promotes Development of Critical Thinking Skills

2018 ◽  
Vol 17 (3) ◽  
pp. ar39 ◽  
Author(s):  
Melanie L. Styers ◽  
Peter A. Van Zandt ◽  
Katherine L. Hayden
Keyword(s):  
Critical Thinking ◽  
Active Learning ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Model Building ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Targeted Interventions ◽  
Upper Level ◽  
The Impact

Although development of critical thinking skills has emerged as an important issue in undergraduate education, implementation of pedagogies targeting these skills across different science, technology, engineering, and mathematics disciplines has proved challenging. Our goal was to assess the impact of targeted interventions in 1) an introductory cell and molecular biology course, 2) an intermediate-level evolutionary ecology course, and 3) an upper-level biochemistry course. Each instructor used Web-based videos to flip some aspect of the course in order to implement active-learning exercises during class meetings. Activities included process-oriented guided-inquiry learning, model building, case studies, clicker-based think–pair–share strategies, and targeted critical thinking exercises. The proportion of time spent in active-learning activities relative to lecture varied among the courses, with increased active learning in intermediate/upper-level courses. Critical thinking was assessed via a pre/posttest design using the Critical Thinking Assessment Test. Students also assessed their own learning through a self-reported survey. Students in flipped courses exhibited gains in critical thinking, with the largest objective gains in intermediate and upper-level courses. Results from this study suggest that implementing active-learning strategies in the flipped classroom may benefit critical thinking and provide initial evidence suggesting that underrepresented and first-year students may experience a greater benefit.

scholarly journals The impact of using the imaginative learning strategy in teaching social and national education to develop critical thinking skills among sixth grade students in Saudi Arabia: أثر استخدام إستراتيجية التعلم التخيلي في تدريس التربية الاجتماعية والوطنية على تنمية مهارات التفكير الناقد لدى طلاب الصف السادس في المملكة العربية السعودية

2017 ◽  
Vol 1 (7) ◽  
Author(s):  
Saad Ayed Saad Al Harthy
Keyword(s):  
Saudi Arabia ◽  
Critical Thinking ◽  
Learning Strategy ◽  
Sixth Grade ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
National Education ◽  
Sixth Grade Students ◽  
The Impact

The aim of this study was to investigate the effect of using the strategy of imagination in teaching social and national education on the development of critical thinking skills among sixth grade students in the Kingdom of Saudi Arabia. The study was followed by a semi-experimental method according to the design of a tribal type after the study. The sample of the study (50) of the students of the sixth grade of primary school (Prince Faisal primary for males) was chosen by the intentional method. The experimental group and the number of its members (25) students studied using the strategy of imagination, and the control group and the number of members (25) students studied in the usual way. In order to achieve the objectives of the study, the lessons of the seventh unit (development in the national) were rewritten in the book of social and national education for the sixth grade in accordance with the strategy of imagination, and used to answer the questions of the study test to measure the skills of critical thinking, where the results showed significant differences in the results of the test of critical thinking Between the applications of the tribal and the remote for the benefit of the post-application, as well as the existence of an impact to use the strategy of imagination in the development of critical thinking skills. .

Teaching Poetry through Classroom Flipping among Prospective Teachers in a College of Education ? Action Research Report

2017 ◽  
Vol 3 (10) ◽  
Author(s):  
Dr. A. Joycilin Shermila
Keyword(s):  
Active Learning ◽  
Learning Community ◽  
Prospective Teachers ◽  
Flipped Classroom ◽  
New Technologies ◽  
Thinking Skills ◽  
College Of Education ◽  
Learning Technologies ◽  
Research Report ◽  
Digital Era

Times have changed and teachers have evolved. New technologies have opened up the classroom to the outside world. Teachers who were seen with textbooks and blackboard are now using varied technological tools to empower learners to publish works and engage learners with live audience in real contexts. In this digital era an ever-expanding array of powerful software has been made available. The flipped classroom is a shift from passive to active learning to focus on higher order thinking skills such as analysis, synthesis and evaluation. This model of teaching combines pedagogy and learning technologies. Significant learning happens through facilitating active learning through engaged learners. In this approach learning materials are provided through text, video, audio and multimedia. Students take responsibility of their learning. They work together applying course concepts with guidance from the instructor. This increased interaction helps to create a learning community that encourages them to build knowledge inside and outside the classroom.

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