scholarly journals Critical Thinking and Collaborative Problem-Solving for Improving Education Performance – Case Study Thermal Retrofit to Ensure Health and Wellbeing of Historic Built Environment in Lebanon

2020 ◽  
Vol 5 (1) ◽  
pp. 37
Author(s):  
Khaled El-Daghar
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Built Environment ◽  
Collaborative Problem Solving ◽  
Architectural Heritage ◽  
Health And Wellbeing ◽  
Collaborative Problem ◽  
Teaching Learning ◽  
Education Performance

The global ecological crisis is an indispensable issue that needs to be solved. The importance of developing critical thinking and communication skills in teaching-learning methods will help to enhance education performance; as well, the students would become informed participants in environmental decision-making. Lebanon is suffering from multiple ecological problems due to the environmental mismanagement, particularly energy problems. For this reason, training the Lebanese students mainly in architecture schools should to think critically about environmental issues, and using collaborative problem-solving as one of teaching-learning methods and techniques, which will be directly reflected in finding solutions to the problem under investigation. The researcher aims to experiment and apply this method in a history of architecture class at faculty of architecture, to improve the environmental quality of health and wellbeing in historical built environment. This will increase the awareness for conservation aspects of architectural heritage in students, on the one hand. In addition to spread the spirit of teamwork, to facilitate the concept of integrated design process between the different disciplines when practicing professional life, on the other hand. Therefore, the study aims to produce a new methodology for integrating teaching-learning method in architecture, presenting various international attempts of thermal retrofit in historical built environment, guiding the architectural students to follow the same approach of such projects, which will save energy in a country that has a major problem in electricity. The case study is based on a real problem in a realistic situation in Tripoli old Souks at north Lebanon, in which the instructor and the students will analyze and propose some solutions of building thermal retrofit within this historical context, using collaborative problem-solving strategy that could clarifying its reversal extent on the validity of health and wellbeing with the continuity of conserving the architectural heritage.

Online Critical Thinking in Problem-Solving Groups

2011 ◽  
pp. 1348-1356
Author(s):  
Deana L. Molinari ◽  
Alice E. Dupler
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Critical Thinking ◽  
Nursing Education ◽  
Problem Solving ◽  
Experiential Learning ◽  
Group Decision Making ◽  
Collaborative Problem Solving ◽  
Collaborative Problem ◽  
Social Negotiations

There are many different definitions of critical thinking (CT). Some type of the concept is taught in all higher education disciplines. Academia teaches teamwork and critical thinking (Cathcart & Samovar, 1992) because the professional world requires small-group decision making (Jonassen & Kwon, 2001). Critical thinking is taught by precept and practice (Facione, 1995; Wilkinson, 2001; Winningham, 2000). Constructivists recommend dialogue because meaningful discussion enhances experiential learning through social negotiations and reflection (Vrasidas & McIsaac, 1999). Collaborative problem solving is often utilized in nursing education to increase critical thinking (Collis, Andernach, & Van Diepen, 1997; Cragg, 1991; Crooks, Klein, Savenye, & Leader, 1998; Krothe, Pappas, & Adair, 1996).

scholarly journals Collaborative Problem Solving Methods towards Critical Thinking

2011 ◽  
Vol 4 (2) ◽  
Author(s):  
Khoo Yin Yin ◽  
Abdul Ghani Kanesan Abdullah ◽  
Naser Jamil Alazidiyeen
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Collaborative Problem Solving ◽  
Collaborative Problem

Evaluating the Learning Effectiveness of Collaborative Problem Solving in Computer-Mediated Settings

2009 ◽  
pp. 151-167
Author(s):  
Ourania Petropoulou ◽  
Georgia Lazakidou ◽  
Symeon Retalis ◽  
Charalambos Vrasidas
Keyword(s):  
Problem Solving ◽  
Learning Environments ◽  
Evaluation Process ◽  
Collaborative Problem Solving ◽  
Learning Effectiveness ◽  
Computer Supported Collaborative Learning ◽  
Collaborative Problem ◽  
Problem Solving Environments ◽  
Computer Mediated

here is a growing need for systematic evaluations of computer-supported collaborative learning environments. The present chapter focuses on the evaluation of the learning effectiveness of the interactions that take place in computer-supported problem solving environments. This chapter emphasizes the need for supporting evaluators of such environments with holistic evaluation conceptual frameworks and tools that can facilitate the analysis of data gathered during the evaluation process. We discuss in detail such a holistic framework which has been tested through a primary education case-study.

Assessing the Performance of Learners Engaged in Computer-Supported Collaborative Problem-Solving Activities

2011 ◽  
pp. 245-260
Author(s):  
Symeon Retalis ◽  
Ourania Petropoulou ◽  
Georgia Lazakidou
Keyword(s):  
Problem Solving ◽  
Performance Assessment ◽  
Collaborative Problem Solving ◽  
Process Assessment ◽  
Computer Supported Collaborative Learning ◽  
Exploratory Case Study ◽  
Collaborative Problem ◽  
Depth Analysis ◽  
Tools And Techniques

Teachers often utilise a Computer-Supported Collaborative Learning (CSCL) strategy to teach a concept, a method, a problem, and so forth. Following guidelines from a script (based on a CSCL strategy), they must ultimately assess their students’ performance during their engagement in various learning activities; however, content and process assessments differ from script to script. Thus, a teacher faces a serious problem during content and process assessment. Here, the authors present a holistic framework for performance assessment and specify indexes for it. The authors aim to facilitate the teacher/evaluator’s work by equipping him or her with easy-to-apply tools and techniques for in-depth analysis of interactions. Finally, they describe our application of the proposed framework in an exploratory case study of a problem-solving activity in which a complex collaborative strategy is applied.

scholarly journals THE EFFECTIVENESS OF MULTIPLE INTELLIGENCES BASED COLLABORATIVE PROBLEM SOLVING TO IMPROVE CRITICAL THINKING

2019 ◽  
Vol 3 (2) ◽  
pp. 172-186
Author(s):  
Atiek Winarti ◽  
Ani Rahmini ◽  
Almubarak Almubarak
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Multiple Intelligences ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Collaborative Problem Solving ◽  
Control Group ◽  
Chi Square ◽  
Collaborative Problem ◽  
Chi Square Test

KEEFEKTIFAN COLLABORATIVE PROBLEM SOLVING BERBASIS MULTIPLE INTELLIGENCES UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITISAbstrakPenelitian ini bertujuan mengetahui keefektifan strategi Collaborative Problem Solving berbasis Multiple Intelligences (CPS-MI) dalam meningkatkan keterampilan berpikir kritis, kecerdasan logis matematis, dan penguasaan konsep kimia peserta didik, serta mengetahui hubungan antara berpikir kritis, kecerdasan logis matematis dengan penguasaan konsep kimia. Metode penelitian menggunakan desain pre-test-post test control group. Sampel terdiri atas 93 peserta didik kelompok eksperimen dan 90 peserta didik kelompok kontrol dari tiga SMA di Kota Banjarmasin yang dipilih melalui metode stratified random sampling. Kelompok eksperimen menerapkan strategi CPS-MI, sedangkan kelompok kontrol menerapkan pembelajaran konvensional. Instrumen penelitian menggunakan Watson Glaser Critical Thinking Appraisal Test, angket multiple intelligences, lembar observasi, dan tes penguasaan konsep Hidrolisis garam. Data penelitian dianalisis menggunakan teknik persentase, chi square test, Anava satu jalur, dan uji korelasi ganda. Hasil penelitian menunjukkan bahwa strategi CPS-MI efektif dalam meningkatkan keterampilan berpikir kritis, kecerdasan logis matematis dan penguasaan konsep kimia. Berdasarkan temuan ini strategi CPS-MI efektif diterapkan sebagai alternatif meningkatkan keterampilan berpikir kritis dan kecerdasan logis matematis peserta didik. AbstractThis study was aimed at determining the effectiveness of Multiple Intelligences based Collaborative Problem-Solving (MI-CPS) strategy in improving students' critical thinking skills, mathematical logical intelligence, and chemical concept mastery, as well as knowing the relationship between critical thinking, mathematical logical intelligence, and chemical concept mastery. The study used a pretest-posttest control group design. The sample consisted of 93 experimental group students and 90 control group students from three high schools in Banjarmasin. The samples were selected through a stratified random sampling method. The experimental group applied the MI-CPS strategy, while the control group applied conventional learning. The instruments used were Watson Glaser Critical Thinking Appraisal Test, multiple intelligences questionnaire, observation sheet, and mastery test concept of salt hydrolysis. The research data were analyzed using percentage techniques, chi-square test, one-way ANAVA, and multiple correlation tests. The results show that the MI-CPS strategy is effective in improving critical thinking skills, mathematical logical intelligence, and mastery of chemical concepts. Based on these findings, the MI-CPS strategy is effectively applied as an alternative to improving students' critical thinking skills and mathematical logical intelligence.

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