scholarly journals The Impact of an Authentic Intervention on Students’Proportional Reasoning Skills

2019 ◽  
Author(s):  
Mine Isiksal-Bostan ◽  
Rukiye Ayan ◽  
Seçil Yemen-Karpuzcu ◽  
Gamze Baktemur
Keyword(s):  
Reasoning Skills ◽  
The Impact

MODIFIKASI MODEL PEMBELAJARAN PROBLEM POSING DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Lita Amalia ◽  
Alda Dwiyana Putri ◽  
Alfajri Mairizki Nurfansyah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Problem Posing ◽  
Reasoning Skills ◽  
The Impact ◽  
Answering Questions

The purpose of this paper is to describe the Problem Posing learning model with Task and Forced Strategy. As for the background of this writing is because of difficulties in understanding the material and also lack of enthusiasm of students in learning the material so that the impact on student learning outcomes is still low. The low student learning outcomes are, of course, many factors, one of which is the problem of applying a learning model that is still teacher-centered, so students tend to be passive. For this reason, the teacher can use the Problem Posing learning model that is modified by the task and force strategy (Task and Forced). Problem Posing learning model is a learning model that requires students to develop their systematic reasoning skills in making questions and answering questions. While the task and force strategy (Task and Forced) is a learning strategy that has little effect on students to complete the task until it is completed and on time to avoid the punishment given by the teacher as a consequence. So that students will be motivated in listening, understanding the material delivered and doing assignments on time. By combining this model and strategy can be a solution so that the learning process becomes quality.

scholarly journals The Impact of Philosophical Inquiry Method on Classroom Engagement and Reasoning Skills of Low Achievers

2018 ◽  
Vol 7 (1) ◽  
pp. 135 ◽  
Author(s):  
Wan Mazwati Wan Yusoff
Keyword(s):  
Inductive Reasoning ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Low Achievers ◽  
Classroom Engagement ◽  
Philosophical Inquiry ◽  
Reasoning Skills ◽  
Inquiry Method ◽  
Stimulus Materials ◽  
The Impact

This research project attempted to investigate the impact of applying philosophical inquiry method of teaching onclassroom engagement and reasoning skills of low achievers. Low achievers are those who have the potential tosucceed but lagged behind because of several factors that demotivate them to perform at their highest ability. In thisstudy, low achievers were students who failed or obtained the lowest grades in previous standardized schoolexamination. They were 22 students aged 12-13 years old from a school in Gombak district, Malaysia. The studentswere observed and video recorded while participating in discussing the questions they had formulated in response tothe given stimulus materials. Many assumed and projected that these students would not succeed in school and life;and would not have the intelligence to engage in discussion that employed higher order thinking. However, thefindings revealed that when low achievers were given opportunities to voice out their opinions in dialogic pedagogy,they demonstrated the ability to be focused and engaged in classroom discussion. Furthermore, this pedagogy hasproven effective in stimulating higher order thinking or reasoning skills among low achievers. Specifically, this studyfound indicators of behavioral, emotional and agentic engagement among low achievers; and demonstrated that lowachievers were capable of asking higher order thinking questions, clarifying meanings, giving examples, makingconclusion and inductive reasoning, distinguishing and classifying ideas.

scholarly journals THE IMPACT OF PHYSICAL MOLECULAR MODELS ON STUDENTS' VISUO-SEMIOTIC REASONING SKILLS RELATED TO THE LEWIS STRUCTURE AND BALL & STICK MODEL OF AMMONIA

2020 ◽  
Vol 19 (4) ◽  
pp. 594-604
Author(s):  
Thobile Nkosi ◽  
Lindelani Mnguni
Keyword(s):  
Mixed Methods Research ◽  
Research Question ◽  
Physical Models ◽  
Control Group ◽  
Molecular Models ◽  
Quasi Experimental ◽  
Reasoning Skills ◽  
Lewis Structures ◽  
The Impact ◽  
Grade 11

Visuo-semiotic models, such as Lewis structures and ball & stick models, are widely used to enhance students’ learning. However, there is limited research about the impact of these models on specific visuo-semiotic reasoning skills. In the current research, we aimed to determine the extent to which physical molecular models could enhance specific visuo-semiotic reasoning skills among students. The research question that we explored was, “what is the impact of physical molecular models on Grade 11 students’ visuo-semiotic reasoning skills related to Lewis structures and ball & stick models of ammonia?” In this mixed-methods research, we collected data from purposively selected Grade 11 chemistry students aged between 15 and 18 from an under-resourced school in South Africa. Through a quasi-experimental design, participants in the experimental group (n = 101) used physical molecular models to learn about Lewis structure and ball & stick models of ammonia while participants in the control group (n = 100) did not. We subsequently tested students' visuo-semiotic reasoning skills. Results show that using physical molecular models significantly improved students' visuo-semiotic reasoning skills and reduced associated learning difficulties. We, therefore, recommend that these models should be used as an instructional tool to enhance learning. Keywords: ball & stick models, Lewis structures, physical models, visuo-semiotic reasoning.

The development of moral reasoning skills in police recruits

2015 ◽  
Vol 38 (1) ◽  
pp. 102-116 ◽  
Author(s):  
Annelies De Schrijver ◽  
Jeroen Maesschalck
Keyword(s):  
Moral Reasoning ◽  
Police Officers ◽  
Ethical Decision Making ◽  
Code Of Ethics ◽  
Moral Dilemmas ◽  
Police Culture ◽  
Police Recruits ◽  
Content Type ◽  
Reasoning Skills ◽  
The Impact

Purpose – Police officers are frequently confronted with moral dilemmas in the course of their job. The authors assume new police officers need guidance, and need to be taught at the police academy how to deal with these situations. The purpose of this paper is to obtain insight into the impact of socialization on police recruits’ knowledge of the code of ethics and their moral reasoning skills. Design/methodology/approach – The study applied a longitudinal mixed methods design, using two methods. The first method was a qualitative observation of integrity training sessions at five police academies in Belgium. The second method was a quantitative survey-measurement of recruits’ knowledge of the code of ethics and their moral reasoning skills at three points in time: the beginning of their theoretical training, before their field training and afterwards. Findings – The analyses show differences between the police academies in their integrity training sessions. Some of these differences are reflected in different levels of knowledge of the code of ethics. As for the development pattern of recruits’ moral reasoning skills, the study found almost no differences between the academies. Perhaps this is because recruits already have relatively high scores when they start, leaving little room for improvement during the one year training program. This suggests an important role of the police selection procedure. Originality/value – Previous research on socialization and police culture has focussed on recruits being socialized in a negative police culture where misconduct is learned. This is a negative interpretation of police integrity. A positive one refers to ethical decision making generally, and moral reasoning specifically. The impact of the socialization process on recruits’ moral reasoning is empirically understudied.

scholarly journals Reflecting on Exchanged Students' Learning: Bedside Demonstration, Case Reporting and Clinical Reasoning

2021 ◽  
Author(s):  
Dan Xu ◽  
Shaoting Feng ◽  
Suqing Yang ◽  
Shuqing Ding ◽  
Timothy Yap ◽  
...  
Keyword(s):  
Academic Performance ◽  
Case Report ◽  
Clinical Reasoning ◽  
Case Reports ◽  
Writing Skills ◽  
Scientific Writing ◽  
Report Writing ◽  
Reasoning Skills ◽  
The Impact ◽  
Clinical Reasoning Skills

Abstract Background: The increasing opportunities for medical students to participate in international, supervised and structured electives have been shown in our recent study, which enhanced students’ professionalism, cultural competence and clinical reasoning skills in preclinical years. However, evidence is scant in achieving the specific learning objectives and improving clinical reasoning during clinical years. This study aims to demonstrate how the short-term supervised elective can improve students’ clinical reasoning skills, skills of case report writing and satisfactory academic performance.Results: We recorded daily discussions on the demonstrated skills and cases collection with six Curtin Medical School students from Australia during a 19-day supervised elective at the First Affiliated hospital, Sun Yat-sen University, China. The daily clinical reasoning discussions, case collection and bedside demonstrations in different disciplines became the main content of the reflections discussed in this article. Their feedback was recorded post-elective to examine the impact of the exchange in their ongoing case report writing, clinical reasoning skills development and academic performance. The main themes of case-based clinical reasoning identified in the daily discussions and feedbacks were described by the students in two frameworks. Learning through clinical reasoning is well demonstrated during students-supervisors daily debrief. The students have used these clinical reasoning skills in their ensuing clinical placement with satisfactory academic performances. The students have completed two case reports individually with cases for publication in both Australian Doctor and BMJ case report. The supervisors obtained students’ feedbacks at the time of the elective, 6-month and 12-month post-elective, and feedback summary is highlighted in three aspects including improved clinical reasoning skills, scientific writing skills and satisfactory academic performance.Conclusions: These reflections provide insight into how this exchange elective may improve students’ clinical reasoning, enhance scientific writing skills and strengthen academic performance.

scholarly journals Implementation of a clinical reasoning curriculum for clerkship-level medical students: a pseudo-randomized and controlled study

Diagnosis ◽  
2019 ◽  
Vol 6 (2) ◽  
pp. 165-172 ◽  
Author(s):  
Eliana Bonifacino ◽  
William P. Follansbee ◽  
Amy H. Farkas ◽  
Kwonho Jeong ◽  
Melissa A. McNeil ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Medical Students ◽  
Clinical Reasoning ◽  
Intervention Group ◽  
Superior Performance ◽  
Controlled Study ◽  
Medicine Clerkship ◽  
Internal Medicine Clerkship ◽  
Reasoning Skills ◽  
The Impact

Abstract Background The National Academies of Sciences report Improving Diagnosis in Healthcare highlighted the need for better training in medical decision-making, but most medical schools lack formal education in clinical reasoning. Methods We conducted a pseudo-randomized and controlled study to evaluate the impact of a clinical reasoning curriculum in an internal medicine clerkship. Students in the intervention group completed six interactive online modules focused on reasoning concepts and a skills-based workshop. We assessed the impact of the curriculum on clinical reasoning knowledge and skills and perception of education by evaluating: (1) performance on a clinical reasoning concept quiz, (2) demonstration of reasoning in hospital admission notes, and (3) awareness of attending physician utilization of clinical reasoning concepts. Results Students in the intervention group demonstrated superior performance on the clinical reasoning knowledge quiz (67% vs. 54%, p < 0.001). Students in the intervention group demonstrated superior written reasoning skills in the data synthesis (2.3 vs. 2.0, p = 0.02) and diagnostic reasoning (2.2 vs. 1.9, p = 0.02) portions of their admission notes, and reported more discussion of clinical reasoning by their attending physicians. Conclusions Exposure to a clinical reasoning curriculum was associated with superior reasoning knowledge and superior written demonstration of clinical reasoning skills by third-year medical students on an internal medicine clerkship.

scholarly journals Using Technology as a Novel Method to Develop Students’ Clinical Reasoning Skills Through Virtual Collaborative Learning in Scriptwriting

2021 ◽  
Author(s):  
Anecita Gigi Lim ◽  
Michelle Honey
Keyword(s):  
Collaborative Learning ◽  
Clinical Reasoning ◽  
Student Feedback ◽  
Teaching Approach ◽  
Virtual Collaboration ◽  
Collaborative Learning Environment ◽  
Novel Method ◽  
Reasoning Skills ◽  
The Impact ◽  
Clinical Reasoning Skills

One of the most important skills students need to learn in applying pharmacotherapeutics is clinical reasoning. This study aimed to evaluate the impact of virtual collaboration in scriptwriting as a teaching approach to develop clinical reasoning skills. Data was from student feedback (n=102). Discussing conceptual questions in a collaborative learning environment with peers proved to support the development of clinical reasoning skills as the activity increased interactivity, improved understanding and retention. Findings show that the development of clinical reasoning skills were enhanced with the use of scriptwriting as a virtual collaborative activity.

scholarly journals Uso de herramientas digitales como estrategia para el desarrollo habilidades de análisis y razonamiento en los estudiantes de TIC

2019 ◽  
pp. 13-18
Author(s):  
Abish Amparo Maldonado-Martínez ◽  
Alejandra Galicia-Escalante ◽  
José Jesús Apolinar-Peña ◽  
Joel Herrera-Cruz
Keyword(s):  
Information And Communication Technologies ◽  
Information And Communications Technologies ◽  
Analytical Thinking ◽  
Information And Communication ◽  
Reasoning Skills ◽  
Addie Model ◽  
Teaching Learning ◽  
Five Phases ◽  
Training And Support ◽  
The Impact

The generic competences that the career of Information and Communication Technologies require that the student can have the analysis and reasoning skills to be able to integrate and manage information and communications technologies, which contribute to productivity and the achievement of objectives Strategic organizations. So, through digital tools in the teaching-learning process, the teacher will contribute to develop those skills. Those that will contribute to the objective under the ADDIE model are analyzed and proposed (which represents a descriptive guide for the construction of training and support tools thanks to the development of its five phases that come from the initials of each of them) as first phase; to continue with the creation of different activities and strategies that will be applied with the students and then measure the impact towards their development. The analysis and reasoning skills contribute to analytical thinking, being important because it constitutes one of the bases for critical thinking, as well as helping to solve problems that arise in everyday life.

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