Fostering creativity and critical thinking with the use of ICT: Theoretical foundations and empirical examples

2021 ◽  
pp. 43-50
Author(s):  
A. M. Mikhailova
Keyword(s):  
Critical Thinking ◽  
Learning Activity ◽  
Student Centered ◽  
Student Centered Learning ◽  
Theoretical Concepts ◽  
Student Autonomy ◽  
Digital Devices ◽  
Fostering Creativity ◽  
Key Competencies ◽  
Theoretical Foundations

The purpose of this article is to highlight some theoretical foundations for a connection between critical thinking and creativity as concepts to develop at school, to find the feasibility of use of ICT in such lessons, and to give examples of lessons conducted in such a logic. The competence approach, despite the ambiguous attitude towards it in secondary vocational education, has been re-examined by researchers in connection with a new wave of discussion on how to develop key competencies in secondary education. Critical thinking and creativity are seen as part of key competencies. The article describes in detail these constructs and correlates with well-known works of Russian and foreign practitioners and psychologists, such as L. Vygotsky, J. Piaget, and J. Dewey. The concepts overlap in many ways, which should be taken into account when evaluating innovation and designing educational experience of students. Despite the some differences, the existing modern didactic Russian and foreign approaches (such as problem-based learning, activity-based approach, student-centered learning, and others) meet the objectives and organization of a lesson, which foster critical thinking and creativity. Portable digital devices contribute to the development of greater student autonomy, which is one of the most important components of the development of key competencies. The final part of the article is structured through three theses on implementation of ICT in such lessons with examples of use of such practices by teachers during the project “Fostering creativity and critical thinking in education with the use of ICT” in 2018–2019. Examples allow us to determine how theoretical concepts, having many diachronic intersections, can be implemented in practice.

Problem based learning (PBL) in Organic Chemistry

2018 ◽  
Vol 1 (2) ◽  
pp. 64-69
Author(s):  
Amina Alobaidi
Keyword(s):  
Organic Chemistry ◽  
Critical Thinking ◽  
Problem Solving ◽  
Concept Mapping ◽  
Problem Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Skills ◽  
Educational Methods ◽  
Online Communications

Background: PBL appears to answer many concerns regarding educational methods, encourages students to look for new solutions to relevant problems using available knowledge and resources. The process expands students' critical thinking and problem solving skills while enhancing their creative capabilities Objective: To develop a PBL modules for teaching of organic chemistry. Methods: This module was developed for implementation in the curriculum of Chemistry Departments in Colleges of Sciences and Education. This is an innovations to be developed for increasing the wide-ranging abilities of students. A series of strategies which are involved in PBL, concept mapping and online communications, are suggested and discussed in terms of encouraging student-centered learning.  

scholarly journals Mobile Technologies for Student Centered Learning in a Distance Higher Education Program

2016 ◽  
pp. 184-199 ◽  
Author(s):  
Lisbeth Amhag
Keyword(s):  
Higher Education ◽  
Education Program ◽  
Mobile Technologies ◽  
Computer Supported Collaborative Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Theoretical Concepts ◽  
Face To Face ◽  
Flipped Classrooms ◽  
Mobile Interactions

The aim of this study is to analyze mobile technologies for student centered learning in a distance higher education program with a focus on mobile online webinars (web-based seminars or conferencing) using mobile applications such as laptops, smart phones, or tablets. As wearable technologies continue to grow it could very well extend to smart glasses, smart watches etc. These tools can provide face-to-face interactions, recording flipped classrooms and parallel chat communications. The data collection consists of observations of ten online face-to-face webinars with 22 students, six interviews, and two surveys. Theoretically, the study joins the research tradition of Computer-Supported Collaborative Learning with emphasis on collaboration, and Computer Self-Efficacy concerned with individuals' media and information literacy. Important conclusions from the study demonstrated mobile interactions increased student centered learning on theoretical concepts, assisted in the ability to review information critically, and provided experiences bridging professional teaching practices.

Applying the Polysynchronous Learning to Foster the Student-Centered Learning in the Higher Education Context

2016 ◽  
pp. 385-403
Author(s):  
Fan Ouyang
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Learning Activity ◽  
Communication Model ◽  
Environment Design ◽  
Student Centered ◽  
Student Centered Learning ◽  
App Design ◽  
Activity Design

Teaching and learning computer programming has posed great challenges for both instructors and students. An emerging blended learning mode - polysynchronous learning has potentials to motivate and engage students in the programming learning process, to optimize students' programming learning experiences, and to transform the computer programming teaching and learning. This paper aims to integrate the polysynchronous learning, as a communication model, with the student-centered learning, as a pedagogical approach, to design a graduate-level course - App Design and Development. The authors primarily focuses on describing my decision-making process of the physical environment design, the technologies and tools selection, and the polysynchronous learning activity design, as well as specific details regarding these three aspects. Moreover, potentials, challenges, and implications of applying the polysynchronous learning to foster the student-centered learning in the higher education context are discussed.

scholarly journals PENGARUH MODEL INQUIRY LEARNING DAN DIRECT INSTRUCTION DALAM PENDIDIKAN JASMANI TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA SEKOLAH MENENGAH PERTAMA

2017 ◽  
Vol 3 (1) ◽  
pp. 48-56
Author(s):  
Eko Prasetyo
Keyword(s):  
Critical Thinking ◽  
Direct Instruction ◽  
Junior High School ◽  
Learning Experience ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Measurement Tool ◽  
Student Centered ◽  
Student Centered Learning

This study aims to determine the effect between instructional model Inquiry Learning and Direct Instruction to critical thinking skills of Junior High School children in accordance with gender differences between men and women. The method used in this research is to use the experimental method using a quantitative approach with the type of case study. In this study, the measurement tool is a questionnaire that the author quotes from the questionnaire Bambang Abduljabar. The results of this study are: Inquiry learning model in learning pemas can improve students' critical thinking skills without feared will be influenced by sex differences in students. The more student-centered learning of lead will contribute positively to the students' cognitive development, even giving the student a pleasurable learning experience.

scholarly journals INTRODUCING STUDIO ORIENTED LEARNING ENVIRONMENT (SOLE) IN UPM SERDANG: ACCESSING STUDENT-CENTERED LEARNING (SCL) IN THE ARCHITECTURAL STUDIO

2018 ◽  
Vol 12 (1) ◽  
pp. 241
Author(s):  
Mohd Zairul
Keyword(s):  
Learning Environment ◽  
Peer Assessment ◽  
Learning Opportunities ◽  
Exploratory Research ◽  
Student Centered ◽  
Student Centered Learning ◽  
Student Autonomy ◽  
Environment Model ◽  
Design Perspective ◽  
Initial Results

This article reports the initial results of the exploratory research related to student-centered learning (SCL) in final year Architecture studio education in Universiti Putra Malaysia (UPM). SCL is defined as an approach to empower students in their own learning. Although studies on the adaptability of this concept in education has increased, there are few studies conducted for the benefits of architectural education from studio design perspective. In this article, we define SCL as an approach to increase student autonomy in learning curve especially in making decisions related to design subjects using a summative and formative approach. The objective of this article is to experiment the SOLE model and how it can move forward. The SOLE (Studio Oriented Learning Environment) model encompasses lecturing, sharing and peer review that is inspired by self-regulated theory. However, several problems and difficulties were identified namely, a lack of tutor input and problems in discussion dynamic in addition to resistance to peer assessment. This article suggests a number of improvements for future recommendations. The study will benefit educators in the architectural field in contributing to helping students to build on unique background knowledge and at the same time let the students generate learning opportunities and reconstruct knowledge dynamically in an open-ended learning environment to implement SCL in the studio module.

scholarly journals Coaching Philosophy: A Systematic Approach for Development

2010 ◽  
Vol 3 (2) ◽  
pp. 40-49
Author(s):  
Kelly S. Witte
Keyword(s):  
Critical Thinking ◽  
Personal Experience ◽  
Systematic Approach ◽  
Personal Construct ◽  
Learning Approach ◽  
Constructivist Approach ◽  
Active Process ◽  
Student Centered ◽  
Student Centered Learning ◽  
Approach To Learning

The main purpose of this article is to present a student-centered learning approach for developing a working coaching philosophy. The strategy provided is appropriate for coaching educators to use with students as well as practicing coaches to reflect on their own development through personal experience and practice. It stems from the constructivist approach to learning and guides the reader or student through an active process of recollection, reflection, and critical thinking. During this progression, a personal construct of understanding is created from impact moments that have occurred to-date involving their sport and/or coaching experiences which shape their own philosophy.

Applying and Evaluating Engagement and Application-Based Learning and Education (ENABLE): A Student-Centered Learning Pedagogy for the Course Database Management System

2021 ◽  
pp. 002205742110323
Author(s):  
Shefali Naik ◽  
Kunjal Gajjar
Keyword(s):  
Real World ◽  
Management System ◽  
Database Management ◽  
Database Management System ◽  
Project Implementation ◽  
Student Centered ◽  
Student Centered Learning ◽  
Theoretical Concepts ◽  
Class Participation ◽  
World Industry

Ahmedabad University has evolved a framework “ENABLE.” Through ENABLE, concepts are taught from the context of real world. Industry projects are assigned to groups of students where they get engaged in real scenarios. Theoretical concepts are introduced as and when needed during the project implementation. Faculty serve as facilitators rather than teachers. Grasping and understanding complex concepts become much easier through ENABLE. Students are evaluated continuously through quizzes, presentations, class participation, assignments, peer feedback, and so on. In this article, the detailed implementation of ENABLE for the course Database Management System has been described.

scholarly journals Penerapan Model Student-Centered Learning di Lembaga Pendidikan Tenaga Kependidikan

2018 ◽  
Vol 15 (2) ◽  
pp. 7-19
Author(s):  
Elizar Elizar
Keyword(s):  
Active Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Learning Activity ◽  
Training Institution ◽  
Student Centered ◽  
Student Centered Learning ◽  
Active Teaching

Teaching model is important componen in education system. It helps education process in implementing the aim of education effectively an effeciently. So, every education must also be creative in selecting and using education model. Based on the past and todays experiences, quality of education in Indonesia showed that the quality of teaching and learning process done by teachers and students was still low. Learning paradigm still focused on a teacher only (teacher centered learning) that caused learning process unattractive and monotonous. There were some factors that made difficult to change teacher paradigm in teaching and learning activity, namely teacher’s low commitment and skill in implementing active teaching-learning process. Therefore, teachers training institution (LPTK) should prepare the students to have skills in implementing active teaching and learning. One of some efforts that could be done to improve students’ skill, as prospective teachers, in implementing an active learning was that by implementing SCL (Student Centered Learning). It covered modelling a lecturer as a model in implementing active learning in the class and it integrates active learning in small group discussion, role-play and simulation, case study, discovery learning, self-directed learning, cooperative learning, colloborative learning, contextual learning, project based learning, problem based learning and inquiry.

scholarly journals Efektifitas Metode Pembelajaran Klinik Terhadap Kemampuan Berpikir Kritis Dan Kepercayaan Diri Mahasiswa Keperawatan : A Literature Review

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Try Ayu Patmawati ◽  
Ariyanti Saleh ◽  
Syahrul Syahrul
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Literature Review ◽  
Clinical Judgment ◽  
Learning Method ◽  
Clinical Environment ◽  
Learning Methods ◽  
Student Centered ◽  
Student Centered Learning ◽  
Self Confidence

Background : Critical thinking of nursing students have to be increased considering the importance of these things in making decisions, problem solving and clinical judgment and supported by self confidence. Although critical thinking and self confidence are important, but all of students are not able to do that. For this reason, clinical instructor have to make innovation through learning methods to achieve this. The purpose of this literature review is to identify the clinical learning method affecting the critical thinking and self confidence of nursing students.Method:   the data base used in making this review of literature are Pubmed, Science Direct, and Google Scholar published in 2007-2018. Result:  From the 12 articles used in this literature review, it was found that in order to improve the critical thinking and self confidence of nursing students in a clinical environment, the clinical supervisor can use student-centered learning methods and can even involve patients. The learning methods include simulation, nursing round method, demonstration models, clinical conference, and concept mappimg.Conclusion :   the learning method affected the critical thinking and self confidence of nursing students including clinical conference, simulations, demonstration models, concept mapping and nursing rounds. Therefore the supervisor must be able to know and choose what method is appropriate for clinical guidance.  

scholarly journals TO WHAT EXTENT DOES YOUTUBE CONTENTS-BASED LANGUAGE LEARNING PROMOTE AN ENGLISH PROFICIENCY?

2020 ◽  
Vol 3 (2) ◽  
pp. 108-126
Author(s):  
Dedi Aprianto
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Social Engagement ◽  
English Proficiency ◽  
Student Centered ◽  
Student Centered Learning ◽  
Efl Learners ◽  
Educational Paradigm ◽  
Digital Disruption ◽  
Learning Software

The flourishing development of technological software could have been as the necessary reality. The ever-changing technological learning media emergence as the description of digital disruption in educational contexts. Teaching English as a Foreign Language is regarded as a challenging activity, since language teaching is strongly expected to have a quality teaching strategies to improve English proficiency. YouTube is principally designed to increase both aspects of language competency, and personal aspects of EFL learners, such as learning motivation, critical thinking, and learning autonomy. YouTube represents the presence of the sifting educational paradigm from the traditional teaching or teacher centeredness to authentic or meaningful language learning, in which these would have been centralized on EFL learners’ domain (student-centered learning). The constructive changing of language approaches are indicated by the use of web 2.0 software presenting varying types of webs-based language learning software, YouTube. It is properly regarded to have contributed to produce the authentic and meaningful learning sources. And also, this learning model could have been made as the supplementary materials, in purpose of incorporating the traditional face-to face class activities into language learning supported by e-media. All in all, Those YouTube-based language learning’s advantages could contribute to build up independence of language learning. Therefore, the effectiveness of YouTube-based language learning potentially develop EFL learners’ class participation; social engagement, critical thinking, better comprehension of the subject-matters, and learning autonomy

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