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

scholarly journals The Collaborative Problem Based Learning Model Innovation

2021 ◽  
Vol 11 (4) ◽  
pp. 102
Author(s):  
Endah Hendarwati ◽  
Luthfiyah Nurlaela ◽  
Bachtiar Syaiful Bachri
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
21St Century ◽  
21St Century Skills ◽  
Role Model ◽  
Problem Based Learning ◽  
Collaborative Problem Solving ◽  
Collaborative Problem ◽  
Model Matrix ◽  
Pbl Model

Learning models that can specifically support 21st-century skills which are fundamentals and global in nature, especially in higher education, are still not available. The Problem Based Learning (PBL) model and the Collaborative Learning (CL) model have characteristics that have the potential to support these skills. The purpose of the study is to develop a collaborative problem-based learning (CPBL) model. The study's results are five model syntaxes consisting of problem orientation, organization, collaborative problem solving, presentation and discussion, and evaluation. Besides, a model matrix was produced to guide lecturer and student learning activities to achieve fundamental and global 21st-century skills, namely problem solving, critical thinking, and collaboration. The syntaxes and matrix of the model produced are feasible, valid, and practically implemented to produce graduates who have ready and competitive skills. Thus, the developed CPBL model can become an innovative initial role model for learning to support learning at various levels, especially higher education, to produce graduates who have skills that are ready and competitive in the current era, maybe even in the future.   Received: 18 March 2021 / Accepted: 21 May 2021 / Published: 8 July 2021

scholarly journals MODELS OF GOVERNMENTAL CRISIS COMMUNICATIONS AND INFORMATION MANAGEMENT

2013 ◽  
pp. 225-229
Author(s):  
E. A. Gryzunova
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Information Management ◽  
Communicative Action ◽  
Social Systems ◽  
Social Groups ◽  
Negotiation Process ◽  
Collaborative Problem Solving ◽  
Crisis Communications ◽  
Collaborative Problem

The research deals with the information system of public administration aimed at decision-making and communication with the society in a crisis. The system’s functionality depends on adequacy of goal-setting and on correspondence of the chosen strategy to a crisis type which differ by social response. The author substantiates traditional model of crisis communications and information management for solving conflict crises, while consensus crises require participative model, and polemic crises are recommended to be managed by negotiation and dialogue facilitation model. The negotiation and dialogue facilitation model for managing polemic crises is aimed at realization of a communicative action concept advocated by J. Habermas. As long as modern complex crises require participation of multiple actors which have different visions of a crisis situation and specific interests, “crisis decision making in such context can be seen as a negotiation process” [16]. On the level of information processing the primary step is to discover both major crisis tendencies in each of the core social systems, and social groups whose opinions and interests should be considered. After that definition of possible crisis triggers, forecasting and crisis planning are realized taking into consideration interests and expert recommendations of different social groups’ representatives. Two basic ways of coordination are suggested: public discussion of issues, or collaborative problem-solving. The first way requires organization of a public dialogue in a form of discussion, citizen jury, or negotiations. Coordination through collaborative problem-solving implies fragmentation of a complex subject which means reducing it into concrete practical questions that require discussion and decision-making. Communication within the framework of the described model is remarkable for the supra-communicative practice of facilitating the interaction of the crisis management participants.

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.

scholarly journals Building the Assessment Toolkits to Assess Collaborative Problem Solving Competence through Teaching Chemistry of the Non-metal

2019 ◽  
Author(s):  
Vu Phuong Lien ◽  
Nguyen Thi Phuong Vy
Keyword(s):  
Problem Solving ◽  
Experiential Learning ◽  
Assessment Tool ◽  
Collaborative Problem Solving ◽  
Learning Cycle ◽  
Theoretical Research ◽  
Shared Understanding ◽  
Teaching Chemistry ◽  
Collaborative Problem ◽  
Team Organization

Using theoretical research, this article presents the structure of student’s collaborative problem solving competence. Based on the results published by Patrick's team in 2014, 2015 and OECD 2015, the author proposes 4 levels corresponding to each specific criterias of three component competencies: (1) establishing and maintaining shared understanding, (2) taking appropriate action to solve the problem, (3) establishing and maintaining a team organization. Based on this theory, the paper also proposes a matrix of assessment toolkits and corresponding criterias of collaborative problem solving competence teaching chemistry of the non mental using interdisciplinary integrated teaching perspective and Kolb's Experiential Learning Cycle. Each assessment tool specifically analyzes the functions and techniques implemented in students' collaborative problem solving processes

Problem Solving

2020 ◽  
pp. 1-26
Author(s):  
Sharon J. Paul
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Collaborative Problem Solving ◽  
Socratic Method ◽  
Collaborative Problem ◽  
Autonomous Decision ◽  
Natural Tendency ◽  
Rehearsal Strategies ◽  
Tuning Forks

This chapter examines how to design rehearsal strategies that take advantage of the brain’s natural tendency to learn efficiently through problem solving. After a brief discussion of the science of learning, this chapter offers pragmatic exercises and ideas to increase singer engagement through the embedding of problem solving throughout the rehearsal process. Areas explored include how to begin rehearsal with a problem to solve, encouraging autonomous decision-making from your singers, experimentation with tuning forks, and teaching your students to self-monitor. It also looks at ways to allow for singer analysis and experimentation, create provisions for follow up, incorporate reflective exercises, use the Socratic method, and utilize collaborative problem-solving techniques in rehearsal.

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