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.

scholarly journals Improving Students' Critical Thinking and Self-Efficacy by Learning Higher Order Thinking Skills Through Problem Based Learning Models

2021 ◽  
Vol 10 (3) ◽  
pp. 495
Author(s):  
Dadang Saepuloh ◽  
Ambuy Sabur ◽  
Sri Lestari ◽  
Siti U’tiyatul Mukhlishoh
Keyword(s):  
Critical Thinking ◽  
Self Efficacy ◽  
Research Result ◽  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Learning Activity ◽  
Higher Order Thinking Skills ◽  
Pbl Model

Higher-order thinking skills critical to being applied and developed in learning. Because the learning activity is focused on the higher-order thinking skills development, then learning activities will be more influential, effective, and efficient, so that the intellectual abilities of teachers and students become more skilled, it positively will affect the increase in the quality of education. There is a gap in students' critical thinking ability based on the pre-research survey results. The basic level of thinking is in the poor category, and self-efficacy is still lacking. This study aims to determine the extent to which the application of higher-order thinking skills learning through the problem-based learning (PBL) model improves student's critical thinking and self-efficacy. This study uses a quasi-experimental design and data collection techniques in tests, questionnaires, and observation sheets. This study's population was 123 students, sampling using a convenience sampling technique so that the sample used was 62 students. Based on the research results, there are differences. There is an increase between students' critical thinking skills and self-efficacy who use the PBL model rather than the conventional model. The research result implies that the PBL model is highly recommended for economics teachers. Still, it is necessary to provide innovation in the learning model so that in the learning process, it uses one model and innovates with other models.

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