scholarly journals The Impact of IMPACT: How instruction in critical thinking has a beneficial impact on standardised test performance

2021 ◽  
Author(s):  
Peter Ellerton
Keyword(s):  
Critical Thinking ◽  
Test Performance ◽  
Creative Thinking ◽  
Explicit Instruction ◽  
Core Competencies ◽  
Pedagogical Practices ◽  
Educational Systems ◽  
Domain Specific Knowledge ◽  
Standardised Testing ◽  
The Impact

Critical and creative thinking are fundamental 21st century skills and ‘general capabilities’ or ‘core competencies’ of many educational systems around the world, and yet there is much confusion and indeed some doubt about whether explicit instruction in critical thinking is either necessary or desirable. Standardised testing, meanwhile, is under fire for encouraging teachers to ‘teach to the test’ in a way that, for many teachers, undermines their capacity to create opportunities for students to engage in critical and creative learning. This study, based on an examination of standardised test (NAPLAN) performance data from students enrolled in courses dedicated to the teaching of critical thinking through the Queensland Government Department of Education’s IMPACT Centre shows that explicit instruction in critical thinking is correlated with significant relative gains when those students are compared with students whose exposure to critical thinking was secondary to domain-specific knowledge. This promises (a) to provide reasons for thinking that explicit instruction in critical thinking is beneficial for students in supporting the core areas of the curriculum measured within standardised tests, and (b) to provide an antidote to the idea that the existence of standardised testing militates against inquiry-based, critical thinking pedagogical practices.

scholarly journals Guided Inquiry Lab: Its Effect to Improve Student’s Critical Thinking on Mechanics

2020 ◽  
Vol 9 (1) ◽  
pp. 87-97
Author(s):  
Ade Febri ◽  
Sajidan Sajidan ◽  
Sarwanto Sarwanto ◽  
Dewanto Harjunowibowo
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Guided Inquiry ◽  
Central Java ◽  
Before And After ◽  
The Impact

Learning trends in the 21st-century require students to have the ability to sort appropriate information from certain sources. To do this, students must have critical thinking skills. One of the learning models that can facilitate students to think critically is a guided-inquiry lab. Thus, the purpose of this study was to quantitatively analyze the impact of the implementation of the guided-inquiry lab model on students' critical thinking skills on mechanics material. A pre-experimental method employing one group pretest-posttest only design was applied to obtain students' critical thinking skills data before and after the implementation of the guided-inquiry lab model. A total of 32 students from a junior high school in the city of Karanganyar, Central Java, were involved as the samples in this study. The data obtained were then analyzed using N-gain calculations. Based on the data analysis, there are 81.25% of students have medium creative thinking skills after being taught with a guided-inquiry lab, meaning there is an increase in the average score of students after being taught using a guided-inquiry lab model. It can be concluded that the implementation of the guided-inquiry lab model is effective to improve students' critical thinking skills

Implementation and Impact of Learning Analytics on Multifarious Educational Systems

2018 ◽  
pp. 142-152
Author(s):  
Manoj Kumar Singh
Keyword(s):  
Learning Analytics ◽  
Evaluation Process ◽  
Careful Consideration ◽  
Pedagogical Practices ◽  
Educational Systems ◽  
Living Form ◽  
The Impact ◽  
Key Questions

The understanding of approaches on theory and practices is to move “from clicks to constructs” in a principled way. Learning analytics are a particular living form of the larger shift to an algorithmically pervaded society, and their wider impact on education desires careful consideration. In this chapter, the author argues that by using design in any other case the usage of a mastering analytics device is continually aligned with evaluation regimes, which are flip grounded in assumptions and pedagogical practices. Fundamentally then, the author argues that deploying a given getting to know analytics device expresses a dedication to a specific academic worldview designed to nurture unique varieties of new researchers and improvement of learning analytic strategies as well as to use the evaluation process for analysis of the implicit or specific stances taken in the design and deployment of technology to address those key questions and clearly shape the impact of learning analytics on mixed educational systems.

scholarly journals Seni Kreatif Dengan Penggunaan Medium Sisa Dalam Era Norma Baharu

2021 ◽  
Vol 6 (2) ◽  
pp. 35-42
Author(s):  
Khairi Asyraf Abdul Karim ◽  
Keyword(s):  
Critical Thinking ◽  
Basic Concept ◽  
Creative Thinking ◽  
Movement Control ◽  
Thinking Skills ◽  
Creative Idea ◽  
Current Scenario ◽  
Basic Concepts ◽  
Control Order ◽  
The Impact

Creativity involves thinking skills and thinking that conveys ideas, while critical thinking is thinking that assesses ideas. Creative thinking terminology also carries the meaning of thinking outside the box. The current scenario does not limit us to work, but rather become more creative in thinking of an idea. The creative idea in this artwork arose when a situation asked us to always stay at home, and barred us from going out looking for the material. The uniqueness in its process is the use of materials that replace canvas, acrylic or watercolor, and drawing tools. This is due to the difficulty in obtaining art supply sources due to the Movement Control Order (MCO/PKP) which is still in force. Referring to the scenario, why don't we look around to get an idea? What is the impact if we use existing materials around to be used as a medium? Have we ever considered taking such action when faced with this situation? Isn't that called creativity? Could this be what the New Norm means? This artwork has a back to the basic concept. When the new norm takes place, it is like a baby who needs to learn the norms of life. The abstract paintings created feature basic shapes such as squares and oval that we often see everywhere in our day. It describes the basic concepts as we begin to learn to draw. This is very much related to the new norm that we need to get used to and start from the basics. It’s not just about art, it’s about creativity.

CONDITIONALS AT THE CROSSROADS OF CONVERGENT AND DIVERGENT THINKING

2021 ◽  
pp. 100-114
Author(s):  
MARINA KHARATYAN ◽  
LUSIK VARDANYAN
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Integrated Approach ◽  
Thinking Skills ◽  
Learning Goals ◽  
The Core ◽  
Core Elements ◽  
The Impact ◽  
Critical And Creative Thinking

MARINA KHARATYAN, LUSIK VARDANYAN - CONDITIONALS AT THE CROSSROADS OF CONVERGENT AND DIVERGENT THINKING The present research is an attempt to emphasize the current necessity in EFL teaching to reevaluate and reconsider the content of grammar on the discourse level through the core elements of critical and creative thinking. We do not seek to give a resourceful explanation to the concept and theory of critical and creative thinking; our foremost concern is to show how the knowledge of these two types of thinking can be linked to and identified in Grammar instruction. Driven by the pursuit of the 21st century learning goals and requirements and the urgent necessity of developing students’ higher order thinking skills, we seek to explore the impact of these two types of thinking on the quality of students’ academic performance in grammar classes through identifying the reciprocal link between grammar and critical-creative thinking. We also seek to evaluate students’ grammatical competence through determining the extent to which they acquire and master the core elements of grammar through the core elements of critical and creative thinking. We are free of the bias to regard Grammar as a sentence-level phenomenon as this kind of view is incompatible with the notion of competency-based instruction. Through introducing an integrated approach, we propose teaching Grammar in a variety of contexts with the intent of exposing not only morphological and syntactical peculiarities of a certain grammatical phenomenon but also its sociopragmatic aspects. What we should call in mind from the outset is that creative thinking is divergent and critical thinking is convergent. Divergent (creative thinking) focuses on a multitude of choices and solutions since it opens up the mind guiding it through different directions and possibilities; convergent (critical thinking) involves exact information and data, analysis and one possible solution to the problem.

Practical Knowledge

2017 ◽  
Author(s):  
Stephen M. Kosslyn
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Practical Knowledge ◽  
Core Competencies ◽  
Effective Communication ◽  
Learning Objectives ◽  
Habits Of Mind ◽  
Cognitive Tool ◽  
Effective Interactions ◽  
Changing World

A common critique of universities is that they do not adequately prepare most students for life after graduation. In response to this critique, Minerva has focused its curriculum on “practical knowledge.” Practical knowledge consists of skills and information that one can use to achieve one’s own goals; practical knowledge allows one to adapt to a changing world, succeeding at jobs that may not even exist yet. To provide students with a broad and powerful “cognitive tool kit” to help them achieve their goals, we identified four core competencies, namely critical thinking, creative thinking, effective communication and effective interactions. Each of these competencies has distinct aspects, which in turn are carried out by collections of “habits of mind” and “foundational concepts.” This chapter reviews the rationale for this approach and provides detailed examples of a set of well-defined learning objectives.

scholarly journals The effect of Daniel's model on the development of critical thinking in the subject of Arabic language among students of the College of Management and Economics

2021 ◽  
Vol 58 (1) ◽  
pp. 1887-1900
Author(s):  
Assist. Prof. Rafid Sabah al-Tamimi, Dr. Khamael Shakir Ghanim
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Alternative Hypothesis ◽  
Arabic Language ◽  
Control Group ◽  
Significance Level ◽  
Significant Difference ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

 This research aims to identify the impact of Daniel's model on the development of critical thinking. In order to achieve this objective, the following hypotheses are formulated: There is no statistically significant difference at the significance level (0.05) between the average differences in the post-test scores of the experimental group taught according to Daniel's model and the control group taught according to the traditional method in the measure of critical thinking.  There is no statistically significant difference at the significance level (0.05) between the average differences in the pre- and post-tests scores of the experimental group taught according to Daniel's model in the measure of critical thinking. The current research is limited to a sample of the first stage students in the department of statistics, College of Management and Economics, Baghdad University for the academic year 2019-2020. The California critical thinking test is applied in the post-test to the control group, which consisted of (47) students, and the experimental group, which consisted of (44) students. After using T-test for two independent and related samples, the results show that: There is a statistically significant difference between the average of the scores of the two research groups in favor of the experimental group. Therefore, the null hypothesis rejected and the alternative hypothesis is accepted that there is a statistically significant difference between the average of scores of the experimental and control groups in the post-test of critical thinking. There is a statistically significant difference between the average of scores of the experimental group students in the pre- and post-tests of the creative thinking. This refers to a development in the critical thinking among the students of the experimental group. In the light of the results, a number of conclusions, recommendations and suggestions are presented at the end of this research.

scholarly journals Learning Material Changes as the Impact of the 2013 Curriculum Policy for the Primary School/Madrasah Ibtidaiyah

2020 ◽  
Vol 15 (2) ◽  
pp. 251
Author(s):  
Andi Prastowo ◽  
Fitriyaningsih Fitriyaningsih
Keyword(s):  
Primary School ◽  
Creative Thinking ◽  
Core Competencies ◽  
Learning Material ◽  
Curriculum Policy ◽  
Teaching Materials ◽  
National Education ◽  
National Education System ◽  
The Subject ◽  
The Impact

<p class="06IsiAbstrak"> Every curriculum change in Indonesia impacts other components in the national education system, including the learning material. However, main material changes have not been discussed completely. This article presents the analysis result about the impact of 2013 curriculum for Primary School (PS) and Madrasah Ibtidaiyah (MI) in Indonesia on the subject materials. This study used a literature review which examined various applicable 2013 policy documents and textbooks as a representation of the core materials. The findings of this study indicate that the change from the 2006 curriculum to the 2013 curriculum in PS/MI level has an impact on changes in teaching material. The structure and method changes are more structured, hierarchical and not overlap among levels, due to core competencies. The presentation is thematic and from concrete to abstract. Material content also changes. Teaching materials in the 2013 curriculum in PS/MI level are contextual, integrative and focused on character and soft skills. Teaching materials in the 2013 Curriculum also covers critical and creative thinking, communicative, and collaborative learning.</p>

scholarly journals A Study On The Convergence Core Competencies Influencing The Team Creativity Of Industrial Workers

2021 ◽  
Vol 12 (4) ◽  
pp. 134-144
Author(s):  
EunJoo Kim
Keyword(s):  
Creative Thinking ◽  
Industrial Revolution ◽  
Core Competencies ◽  
Core Competency ◽  
Industrial Workers ◽  
Team Creativity ◽  
Core Capabilities ◽  
The Impact

The purpose of this study is to analyze the effect of core competencies of industrial workers on team creativity in order to establish the direction of core competency education of universities as the 4th industrial revolution era arrives. For this purpose, 104 industrial workers were studied to investigate the impact of convergence core capacity on team creativity. The effect of convergence core competency of industrial workers on team creativity was analyzed. The analysis results show that creative thinking and consideration affect team creativity as well as industrial workers' convergence core capabilities.

scholarly journals Flipped Classroom in Human Anatomy Teaching and Learning: Performance Analysis and Perceptions of Health Academics

2020 ◽  
Vol 22 (1) ◽  
pp. 151-174
Author(s):  
Camila Maria Bandeira Scheunemann ◽  
Caroline Medeiros Martins De Almeida ◽  
Paulo Tadeu Campos Lopes
Keyword(s):  
Test Performance ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Human Anatomy ◽  
Learning Performance ◽  
Metropolitan Region ◽  
Paradigm Shifts ◽  
Post Test ◽  
The Impact

Contemporary pedagogical practices have undergone restructuring and paradigm shifts; in this scenario, hybrid teaching emerged, which has as one of its modalities the flipped classroom. This study, of a mixed and exploratory nature, the objective was to investigate the impact of the flipped classroom on academic performance in human anatomy and the students' perceptions of this methodology in their teaching and learning in this discipline. Participants were human anatomy students from health courses at a private university in the metropolitan region of Porto Alegre/RS. A didactic intervention was carried out through the flipped classroom methodology, including the study of the urinary and reproductive systems, where the previous material was made available through two digital hypertexts and in the classroom, digital albums were built. Data were collected through pre and post-test questionnaires, with open questions or Likert scale and analyzed through response scores and content analysis. Participants demonstrated better post-test performance by providing more insight into related content. As for the perceptions, they highlighted the contribution of the flipped classroom to their learning and emphasized as their main positive points their contribution to learning, understanding and memorization, as well as allowing greater interaction and cooperation among colleagues. The most salient negative points were the lack of teacher exposure and the permanence of doubts.

Accountability and the rise of “play safe” pedagogical practices

2014 ◽  
Vol 56 (7) ◽  
pp. 663-674 ◽  
Author(s):  
Gillian Bailey
Keyword(s):  
Creative Thinking ◽  
Further Education ◽  
Ethnographic Study ◽  
Pedagogical Practices ◽  
Future Research ◽  
Small Scale ◽  
Pedagogical Practice ◽  
Content Type ◽  
Student Teacher Relationship ◽  
The Impact

Purpose – The purpose of this paper is to examine how the culture of teacher accountability has been intensified in further education (FE) under neo-liberalist policy, with the result that the student-teacher relationship has shifted to one of supplier-consumer. The paper focuses on the impact which this shift has had on teachers’ pedagogical practice and employment prospects. Design/methodology/approach – The paper draws on data gathered during a three-year ethnographic study which focused on the experiences of trainee and newly qualified teachers working in the FE sector. The data were generated from naturally occurring evidence including reflective diaries, lesson observations and class discussions. Findings – The findings suggest that target-driven college cultures are creating conditions which encourage teachers to “play safe” in terms of pedagogical practice whilst students are becoming increasingly dependent on teacher-led direction in a bid to achieve targets. Not only are teachers being held increasingly accountable for their students’ results but their employment prospects are also dependent on them. Research limitations/implications – Although based on a small-scale study, the findings are of sufficient significance to stimulate debate and future research around the issue of how neo-liberalist policy impacts on practice in FE. Practical implications – The paper suggests that for both FE teachers and their students, creative thinking and experimentation may be at risk from the impact of such policy. Originality/value – This paper goes beyond existing critiques of accountability: it argues that as teachers’ employment prospects become increasingly dependent on student results, both teachers and their students are vulnerable to focusing on risk-free practices which jeopardise the potential for innovation and autonomy.

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