FRAMEWORKS FOR ARGUMENTATIVE KNOWLEDGE CONSTRUCTION PROCESS IN SOCIAL COLLABORATIVE LEARNING ENVIRONMENT TOWARDS STUDENTS’ HIGHER ORDER THINKING SKILLS

2020 ◽  
Author(s):  
Siti Nur Khadijah Aishah Ibrahim ◽  
Jamalludin Harun
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Knowledge Construction ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Construction Process ◽  
Higher Order Thinking Skills ◽  
Collaborative Learning Environment

scholarly journals Computer Supported Collaborative Learning and Higher Order Thinking Skills - A Case Study of Textile Studies

10.28945/3298 ◽  
2009 ◽  
Author(s):  
Ada Wai Wing MA
Keyword(s):  
Social Interaction ◽  
Collaborative Learning ◽  
Cognitive Skills ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Cultural Perspective ◽  
Computer Supported Collaborative Learning ◽  
Higher Order Thinking Skills

The scarcity of readily usable instruments to research learning in Computer Supported Collaborative Learning (CSCL) environments has posed a great challenge to devise appropriate analytical tools to investigate how individuals change their understanding or create a new personal construction of knowledge as a result of social interaction and negotiation within the group. Given this scenario, the Activity System Model (Engestrom, 1987), based on a socio-cultural perspective, was adopted as a framework for analysing the quality of a CSCL community in this research project. Data were analysed to examine how interactivity had contributed to the fostering of higher order thinking skills in the CSCL community. Findings of this study confirmed that there was a positive correlation between the quality of collaborative process engaged by groups and the quality of cognitive skills fostered. High levels of social interaction and collaboration contributed to the establishment of a community of learning, nurturing a space for fostering higher order thinking through co-creation of knowledge processes. Lessons learnt and limitations of the investigation in this study in light of the methodological issues relating to coding reliability and difficulties in translating Chinese text involved in the CSCL for computerized coding process were discussed as well.

scholarly journals The Relationships between Physical Learning Environment, Psychological Characteristics, and HOTS

2020 ◽  
Vol 17 (2) ◽  
pp. 101
Author(s):  
Mohd Azry Abdul Malik ◽  
Mazlini Adnan ◽  
Mohd Rahimie Md Noor ◽  
Muhammad Firdaus Mustapha
Keyword(s):  
Learning Environment ◽  
Self Efficacy ◽  
Statistics Education ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Psychological Characteristics ◽  
Higher Order Thinking Skills ◽  
Physical Learning Environment ◽  
Academic Self Efficacy

The study investigates the relationships between the physical learning environment (PLE), psychological characteristics (students’ academic self-efficacy and satisfaction), and higher-order thinking skills (HOTS) in statistics education. The study also aimed to determine if psychological characteristics mediate the relationships between the PLE and HOTS. A total of 285 students were selected as samples using cluster sampling. The study instruments were adapted from Smart classroom inventory, science laboratory environment inventory, test of science-related attitudes, self-efficacy in learning and performance for college, and dimension of learning rubrics. The gathered data were analysed using Partial Least Square Structural Equation Modeling (PLS-SEM). The findings revealed that a significant direct relationship existed between PLE and HOTS. Moreover, the PLE also did influence the students’ HOTS indirectly through psychological characteristics (academic self-efficacy and satisfaction). The findings from this study give an important and valuable contribution to knowledge in the area of HOTS research in the context of Malaysian Institution of Higher Learning. The implication of this study suggests that the good quality of PLE in statistics education would influence students’ HOTS directly and also indirectly through the positive development of psychological characteristics in teaching and learning (T&L) process. Keywords: physical learning environment, psychological characteristics, academic self-efficacy, satisfaction, higher-order thinking skills

Robotics as a Vehicle for Multiliteracies

2012 ◽  
pp. 1047-1067
Author(s):  
Marissa J. Saville
Keyword(s):  
Learning Environment ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
The Social ◽  
New London ◽  
Changing World

This chapter is a catalyst for encouraging educators to use robotics as a vehicle for multiliteracies. This chapter will provide compelling, practical evidence of the multimodal nature of robotics, highlighting the potential of robotics to encompass any or all of the linguistic, spatial, visual, audio and gestural elements of multiliteracies, as described by the New London Group (1996). The social and technological benefits for both genders arising from the integration of robotics into the curriculum, and their importance in a rapidly changing world are discussed, as is the need for educators to learn how to facilitate a learning environment that entices students to take risks and solve problems through the development of higher-order thinking skills. Robotics crosses curriculum boundaries, and engages and motivates students of all ages by making learning directed and real.

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