Pedagogical Orientation in the Fourth Industrial Revolution

Research Anthology on Developing Critical Thinking Skills in Students ◽

10.4018/978-1-7998-3022-1.ch054 ◽

2021 ◽

pp. 1044-1063

Author(s):

Byabazaire Yusuf ◽

Abdul Hamid Busthami Nur

Keyword(s):

Problem Solving ◽

Flipped Classroom ◽

Industrial Revolution ◽

Thinking Skills ◽

Problem Solving Skills ◽

Fourth Industrial Revolution ◽

Collaborative Environment ◽

Community Stakeholders ◽

Part Time ◽

Time Basis

Redesigning higher education is one of the most widely discussed topics among educators, parents, and other community stakeholders. This is due to the current developments in digital technologies and onset of the fourth industrial revolution which is set to alter the way people live and work. This chapter suggests the implementation of the flipped classroom model as an appropriate approach for equipping students with creative abilities, problem solving skills, thinking skills, and lifelong learning skills. Eight in-service teachers pursuing a postgraduate course on a part-time basis participated in a qualitative study. The study was conducted using asynchronous virtual focus group dialogue sessions. The study addressed three main questions: 1) why they adopted a flipped classroom model, 2) how they implemented it, and 3) what fourth industrial revolution skills were developed using this model. On the whole, this approach created an active and collaborative environment which enabled students to demonstrate their creativity and problem solving skills needed for future careers.

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Pedagogical Orientation in the Fourth Industrial Revolution

Redesigning Higher Education Initiatives for Industry 4.0 - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-7832-1.ch006 ◽

2019 ◽

pp. 85-104 ◽

Cited By ~ 1

Author(s):

Byabazaire Yusuf ◽

Abdul Hamid Busthami Nur

Keyword(s):

Problem Solving ◽

Flipped Classroom ◽

Industrial Revolution ◽

Thinking Skills ◽

Problem Solving Skills ◽

Fourth Industrial Revolution ◽

Collaborative Environment ◽

Community Stakeholders ◽

Part Time ◽

Time Basis

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Efficacy of flipped classroom method in teaching-learning physiology

Indian Journal of Physiology and Pharmacology ◽

10.25259/ijpp_350_2020 ◽

2021 ◽

Vol 65 ◽

pp. 204-209

Author(s):

Kshitija Umesh Patkar ◽

Umesh Suresh Patkar ◽

Vrunda Subhash Kolte

Keyword(s):

Problem Solving ◽

Test Score ◽

Flipped Classroom ◽

Renal Physiology ◽

Problem Solving Skills ◽

Post Test ◽

Group A ◽

Didactic Lecture ◽

Group B ◽

Teaching Learning

Objectives: The overall goal of the study was to foster self-directed learning, critical thinking and problem-solving skills in 1st-year medical students. Another goal was to create interest in learning by making it more interactive. As per the requirement of a competency-based medical education curriculum, we tried to use a novel teaching method called Flipped classroom method to meet our goals. Hence, the objectives of this study were: (1) To compare the effect of flipped classroom method and didactic lecture on students’ performance in the topics from renal physiology by MCQ test. (2) To obtain students’ perception about flipped classroom method in learning physiology. (3) To obtain teachers’ perception about flipped classroom method in teaching physiology. Materials and Methods: Flipped classroom method was introduced for teaching two topics in renal physiology for first MBBS students. This cross-over experimental study included 112 first M.B.B.S. students, after taking their informed consent and Ethics Committee permission. They were divided into two groups according to odd and even roll numbers. In the first part of the study, Group A (odd roll numbers) attended the didactic lecture on Renal Clearance (RC) and Group B (even roll numbers) attended the didactic lecture on Glomerular Filtration Rate (GFR). These topics were taught by two different teachers in two different classrooms. They were administered pre-test and post-test in the form of case-based MCQs which tests knowledge, critical thinking, and problem-solving skills on the topic. In the second part, two groups were swapped. Group A attended flipped class for G.F.R. and Group B attended flipped class for RC. They were again administered pre-test and post-test in the form of the same MCQ test. The teacher remained the same for the particular topic. For the flipped class, students came prepared with the topic. They were provided with resource materials of the allotted topic 1 week prior, in the form of pre-recorded lectures and videos. Students’ feedback in the form of a questionnaire and teachers’ feedback in the form of the interview was obtained. Marks obtained by students after didactic teaching and flipped classroom method teaching were compared by “Student’s t-test.” Results: The post-test score of students in the flipped class was significantly higher (P < 0.05) than the post-test score of students in didactic class. More than 85% of students agreed and strongly agreed that the flipped classroom method improved their learning in renal physiology and it increased their confidence in answering the topic in the final exam. Near about 50% of students liked the flipped class method because of its interactive nature and discussion which was based on the application of knowledge. The teachers were more satisfied by flipped classroom method of teaching. Conclusion: Flipped classroom method is an effective teaching-learning method in physiology when compared with a didactic lecture.

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Pembelajaran Berdasarkan Senario dalam Mengajar Model Penyelesaian Masalah

Sains Humanika ◽

10.11113/sh.v10n3-2.1484 ◽

2018 ◽

Vol 10 (3-2) ◽

Author(s):

Shanthi Tamilselvam ◽

Johari Surif

Keyword(s):

Problem Solving ◽

Secondary School ◽

Teaching And Learning ◽

Chemistry Education ◽

Secondary School Teachers ◽

Thinking Skills ◽

Problem Solving Skills ◽

Transcription Process ◽

Education Levels ◽

University Lecturers

This study aims to evaluate the suitability of the Scenario Based Learning Module (SBL), which has been designed in the topic of Problem Solving Models. The study also aims to examine the advantages of SBL in universities and secondary education levels. In addition, this study was conducted to find out the barriers and constraints in the designated SBL. Lecturers from a university and a secondary school participated in this study which is conducted as an interview. The interview is aimed to gather information on the suitability and features of the module, as well as the advantages and obstacles in the SBL module. The data obtained from the interviews are qualitatively analyzed through the transcription process. The findings show that the modules are designed to be practiced at university level among students. The findings also show that the module has many advantages in terms of understanding the learning content, thinking skills and problem solving skills, social and collaborative skills and intrinsic motivation of students. Additionally, obstacles and constraints that exist in SBL are also discussed. This study benefits from the perspective of providing information on the suitability, advantages and obstacles of SBL for the Problem Solving course in Chemistry Education. In fact, university lecturers and secondary school teachers can take this study as a reference for SBL applications in teaching and learning. University students can also benefit from the SBL module designed and the results of this study.

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INTEGRATING SOFT SKILLS INTO TEACHING ORGANIZING EVENTS SUBJECT AT SCHOOL OF STATE MANAGEMENT, OFFICE ADMINISTRATION, AND TOURISM – TRA VINH UNIVERSITY

Scientific Journal of Tra Vinh University ◽

10.35382/18594816.1.2.2019.175 ◽

2019 ◽

Vol 1 (2) ◽

pp. 228-234

Author(s):

Tuan Minh Chau

Keyword(s):

Problem Solving ◽

Creative Thinking ◽

Soft Skills ◽

Thinking Skills ◽

Listening Skills ◽

Specialized Knowledge ◽

Problem Solving Skills ◽

State Management ◽

The Subject ◽

Teamwork Skills

The article presents the importance of integrating soft skills into teaching specialized knowledge. Through the article, the author presents the importance of Organizing Events subject as well as shows that Organizing Events is a subject that requires learners to have many skills such as: independent working skills, teamwork skills, creative thinking skills; coordination skills, problem-solving skills, listening skills and some other skills. All the skills mentioned above are applied to Organizing Events at each stage, each activity when organizing the event. In order for students to effectively apply the skills into the subject, teachers can design lectures, provide exercises in accordance with the content of the subject, divide each stage so that it can be further taught helping students grasp each content, thereby being able to best use the subject when designing each profile for the assumed event and students have to practice organizing events according to reality. Besides, the articlealso emphasizes that integrating soft skills into teaching specialized knowledge is a necessity, from the reality of the Organizing Events subject.

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Engage Students More Hopscotch Mathe has Students Jumping for Joy

Theory and Practice: An Interface or A Great Divide? ◽

10.37626/ga9783959871129.0.69 ◽

2019 ◽

pp. 364-367

Author(s):

Bernie May

Keyword(s):

Problem Solving ◽

Thinking Skills ◽

Algebraic Equations ◽

Magic Squares ◽

Problem Solving Skills ◽

Small Section ◽

Innovative Thinking ◽

Innovation Economy ◽

The Times

The goal was to create a system to teach children deep thinking skills, as well as problem solving skills which they could later use in tomorrow’s innovation economy. The by-product is they learn the Times Table. We cover more in less time…under 5 hours, we go up to 20x20, and introduce the children to complex algebraic equations, too. Guess what? They love it – and ask for more! The times table represents the problem to be solved. Each intersection represents a smaller aspect of the problem. They learn various techniques. No dumb sing-song melodies. They build on what they know. We do not go linearly through the table. We jump around…and cover whatever we can. When we are through I show them that if they only knew 7x4 = 28, they have the problem solving skills where they can solve the whole table. The idea behind Kinestetic Math is to get into their world, and reach them at their level. Children like to run, jump, colour and move around – so do we. We use our fingers, our knuckles, and our legs to learn the Times Table. This paper covers a small section of the program, Magic Squares and Hopscotch Math, as an introduction to a different kind of thinking and how innovative thinking can be applied to teaching. I introduce the program with a 10x10 grid representing the times table. Every time we solve one of the blocks on the table, they get to color the block however they want.

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Sixteen years of the Brooklands Thinking Skills Offender Programme

Journal of Intellectual Disabilities and Offending Behaviour ◽

10.1108/jidob-03-2017-0002 ◽

2017 ◽

Vol 8 (3) ◽

pp. 132-143 ◽

Cited By ~ 2

Author(s):

Gareth Hickman ◽

Su Thrift ◽

Rani Dhaliwal ◽

Chénelle Taylor

Keyword(s):

Locus Of Control ◽

Problem Solving ◽

Social Problem ◽

Thinking Skills ◽

Evidence Base ◽

Social Problem Solving ◽

Self Report ◽

Problem Solving Skills ◽

Treatment Pathway ◽

Content Type

Purpose The purpose of this paper is to report on the Brooklands Thinking Skills Offender Programme (BTSOP), a social problem-solving skills group programme developed and provided to people with intellectual disabilities (IDs) detained in conditions of medium and low security. The programme has been running and evolving since 2001 and has undergone consistent development over this time. Within the past five years, there have been significant developments of the Secure Service Treatment Pathway and the current paper describes the integration of the BTSOP within this new pathway model. Design/methodology/approach The programme was evaluated over five years using self-report psychometric measures related to treatment targets. Evaluation data in relation to attrition rates, discharges, transfers, treatment engagement and recidivism are also provided from a 16-year period. The updated treatment pathway and a description of the programme are provided. Findings Results showed statistically significant improvements in Rational Problem Solving, increased internal locus of control and decreased external locus of control. Reflection on the limitations and challenges to outcome assessment in this area is offered. Originality/value This paper builds on the existing evidence base of interventions focused on developing social problem-solving skills in offenders and presents evidence of the effectiveness of such programmes with offenders with IDs.

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Using Classwide Peer Tutoring to Teach Beginning Algebra Problem-Solving Skills in Heterogeneous Classrooms

Remedial and Special Education ◽

10.1177/074193259701800606 ◽

1997 ◽

Vol 18 (6) ◽

pp. 367-379 ◽

Cited By ~ 41

Author(s):

David H. Allsopp

Keyword(s):

At Risk ◽

Problem Solving ◽

Higher Order Thinking ◽

Thinking Skills ◽

Students At Risk ◽

Problem Solving Skills ◽

Higher Order Thinking Skills ◽

Classwide Peer Tutoring ◽

Beginning Algebra ◽

Not At Risk

This study examined the effectiveness of using classwide peer tutoring (CWPT) in heterogeneous middle school math classrooms to teach students in beginning algebra problem-solving skills. The literature on CWPT demonstrates its effectiveness with basic academic skills, but little research addresses whether CWPT can be effective for teaching higher order thinking skills. This study compared the effectiveness of CWPT with traditional independent student practice. Additionally, the performance of students at risk of math failure (students whose grade in math was a D or an F and/or who scored a stanine of 3 or lower in the math section on a standardized assessment) was compared with the performance of students not at risk of math failure. An analysis of the data indicates that both CWPT and independent student practice were effective strategies for helping students to learn beginning algebra problem-solving skills. Neither strategy was significantly more effective than the other. Students at risk of math failure demonstrated slightly greater performance gains than did students not at risk of math failure. Related findings indicate that CWPT was most effective with 14- and 15-year-old students. Implications for using CWPT for increasing students' higher order thinking skills is discussed as well as its use in heterogeneous classrooms and with middle school students.

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Problem Based Learning Learning Model improve Critical Thinking Ability

Social, Humanities, and Educational Studies (SHEs): Conference Series ◽

10.20961/shes.v3i4.53250 ◽

2021 ◽

Vol 3 (4) ◽

pp. 46

Author(s):

Deviana Yulianti

Keyword(s):

Critical Thinking ◽

Elementary Schools ◽

Problem Solving ◽

Problem Based Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Problem Solving Skills ◽

Critical Thinking Ability ◽

Thinking Ability ◽

Learning Guide

<p><em>The demands of the 2013 curriculum ideally are that learning is able to develop 4C skills, one of which is critical thinking and problem-solving skills (Critical-Thinking and Problem-Solving Skills), namely being able to think critically, laterally, and systematically, especially in the context of problem solving. In fact, students' critical thinking skills have not been maximally developed, especially in elementary schools. The learning process in elementary schools currently requires problem-based learning that requires students to actively carry out investigations in solving problems and the teacher acting as a facilitator or learning guide will be able to shape the ability of students to think critically. The purpose of this research is to describe the concept of Problem Based Learning (PBL), the concept of critical thinking ability, and the relationship between Problem Based Learning (PBL) and critical thinking ability. The results of the Problem Based Learning (PBL) model improve critical thinking ability.</em></p>

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Reflection method used in clinical practices in nursing students effects on problem solving skillsHemşirelik öğrencilerinde klinik uygulamalarda kullanılan reflekşın yönteminin problem çözme becerisine etkisi

Journal of Human Sciences ◽

10.14687/jhs.v13i3.4191 ◽

2016 ◽

Vol 13 (3) ◽

pp. 4931

Author(s):

Fatma Tanrıkulu ◽

Funda Erol ◽

Yurdanur Dikmen

Keyword(s):

Critical Thinking ◽

Nursing Students ◽

Problem Solving ◽

Clinical Application ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Clinical Environment ◽

Reflection Method ◽

Clinical Practices ◽

Problem Solving Skills

Aim: This study was conducted to observe the efficiency of the reflection method used in clinical practices in nursing students and the examination of the effects and problem solving skills.Method: The samples of this study consist of 50 freshmen students of Sakarya University Nursery Department. The data were collected with the Evaluation Form on the Students’ Perception Related to the Reflection Method. In the analysis of the data, number, percentage, standard deviation, and t test in related groups were applied.Results: A large portion of the students (76.0%) stated that with the application of this method on clinical application, they found the opportunity to evaluate themselves in different perspectives, 78.0% stated this method was helpful on reviewing their positive or negative experiences in the clinical application fields and application of this method positively developed the critical thinking skills in the process of patient care. 74% of the students stated that, the reflection application should be carried out with the accompaniment of the educators and for the situation to be analyzed correctly in the reflection application, they required assistance from the educators. The PSI points average was determined difference to statistically meaningless.Conclusion: According to the results of the study, it was determined reflection application on clinical application of nursery students has a positive effect on the students’ self-awareness, in the development of critical thinking skills, also the realization of the problems the students face with in the clinical environment by the students and their explanations on experiences with solving these problems, however the reflection method does not effect their problem solving skills. ÖzetAmaç: Bu araştırma hemşirelik öğrencilerinde klinik uygulamalarda kullanılan reflekşın yönteminin problem çözme becerisine etkisini incelemek amacıyla yapılmıştır.Gereç ve Yöntem: Bu araştırmanın örneklemini Sakarya Üniversitesi Hemşirelik Bölümü birinci sınıfta öğrenim gören 50 öğrenci oluşturmuştur. Veriler “Reflekşın Yöntemine İlişkin Öğrencilerin Algılarını Değerlendirme Formu” ile “Problem Çözme Envanteri (PÇE)” kullanılarak toplanmıştır. Verilerin analizinde sayı, yüzde, ortalama, standart sapma ve bağımlı gruplarda t testi kullanılmıştır.Bulgular: Öğrencilerin büyük bölümü (%76.0) klinik uygulamada bu yöntemin kullanılması ile kendilerini farklı açılardan değerlendirme fırsatı bulduklarını, %78’i bu yöntemin klinik uygulama alanlarında olumlu ya da olumsuz deneyimlerini gözden geçirmelerine yardımcı olduğunu ve hasta bakımı sürecinde eleştirel düşünme becerilerini olumlu olarak geliştirdiğini belirtmiştir. Öğrencilerin %74’ü reflekşın uygulamasının eğitimciler eşliğinde yapılması gerektiğini ve reflekşın uygulamasında durumun doğru analiz edilebilmesi için eğitimcilerin desteğine ihtiyaç duyduğunu belirtmiştir. Ancak öğrencilerin PÇE puan ortalamaları arasındaki farkın istatistiksel olarak anlamlı olmadığı saptanmıştır (p>0,05).Sonuç: Sonuç olarak, hemşirelik öğrencilerinde klinik uygulama eğitiminde reflekşın yönteminin; öğrencilerin kendini tanımasına, eleştirel düşünme becerilerinin artmasına, ayrıca öğrencilerin klinik ortamda yaşadıkları sorunları fark etmelerine ve bu sorunları nasıl çözümleyeceklerine yönelik deneyimlerini açıklamasına olumlu katkı sağlamıştır. Ancak öğrencilerin problem çözme becerilerini etkilemediği saptanmıştır.

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A Research on Mathematical Thinking Skills: Mathematical Thinking Skills of Athletes in Individual and Team Sports

Journal of Education and Training Studies ◽

10.11114/jets.v5i9.2428 ◽

2017 ◽

Vol 5 (9) ◽

pp. 133 ◽

Cited By ~ 1

Author(s):

Halil Onal ◽

Mehmet Inan ◽

Sinan Bozkurt

Keyword(s):

Problem Solving ◽

Mathematical Thinking ◽

Team Sports ◽

Thinking Skills ◽

Basketball Players ◽

Problem Solving Skills ◽

Higher Level Thinking ◽

Individual Sports

The aim of this research is to examine the mathematical thinking skills of licensed athletes engaged in individual and team sports. The research is designed as a survey model. The sample of the research is composed of 59 female and 170 male licensed athletes (n = 229) and (aged 14 to 52) licensed who do the sports of shooting, billiards, archery, tennis, basketball, football, volleyball in various clubs in Turkey. The "Mathematical Thinking Scale" developed by Ersoy (2012) has been employed in the research. Individual sports athletes are more likely to have higher mathematical thinking scores than team athletes. In sports types; those who play billiards and archery have higher scores of mathematical thinking skills compared to other sports types. According to the type of sports the lowest scores of thinking skills were obtained by basketball players. These differences are valid for higher-level thinking tendencies, reasoning, mathematical thinking skills and problem-solving skills, which are sub-dimensions of the mathematical thinking scale.

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