scholarly journals The effects of grouping types on promoting critical thinking in EFL collaborative writing

2020 ◽  
Vol 9 (2) ◽  
pp. 108-120
Author(s):  
Nguyen Thi Minh Tram ◽  
Bui Thi Thuc Quyen
Keyword(s):  
Critical Thinking ◽  
Collaborative Learning ◽  
Tertiary Education ◽  
Collaborative Writing ◽  
Homogeneous Groups ◽  
Learning And Teaching ◽  
Low Level ◽  
Heterogeneous Groups ◽  
High Level ◽  
The Impact

Nurturing critical thinking (CT) has been acknowledged as a core objective of tertiary education, and drawn attention from academia of teaching English as a Foreign Language (EFL), particularly in EFL argumentative writing. It has been claimed that collaborative learning which stimulates the active exchange of ideas within small groups not only increases interest among the participants but also promotes critical thinking. One of the important aspects of learning and teaching through collaboration is the group composition or grouping “who with whom”. The present study was an attempt to investigate the impact of homogeneous and heterogeneous groupings on critical thinking in collaborative writing. Having been required to write an argumentative essay as a pre-test, 75 participants, who were categorized by their prior critical thinking levels, were assigned into three group types: heterogeneous, homogeneous high and homogeneous low groups. As a consequence, four types of students were considered their improvement before and after the experiment: high-level students in heterogeneous groups, lowlevel students in heterogeneous groups, high-level students in homogeneous groups, low-level students in homogeneous groups. The results demonstrated that learners improved their critical thinking level through collaborative writing, whether working with stronger or weaker peers. However, heterogeneous grouping showed superiority over homogeneous grouping at the low level. The results revealed that cooperative learning could be especially beneficial for low students. It is hoped that the findings of the present study will give teachers deep insights into group compositions in collaborative learning courses, and will help them make better group experiences for students.

scholarly journals Profil Berpikir Kritis Siswa dalam Menyelesaikan Soal Fungsi Komposisi melalui Model Pembelajaran Kolaboratif

2018 ◽  
Vol 5 (1) ◽  
pp. 40-53
Author(s):  
Icha Shofia Karlita Ulfa ◽  
Dinawati Trapsilasiwi ◽  
Erfan Yudianto
Keyword(s):  
Critical Thinking ◽  
Collaborative Learning ◽  
Mathematics Learning ◽  
Qualitative Approach ◽  
High Achiever ◽  
Teaching Activity ◽  
Learning And Teaching ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
High Level

Critical thinking is one of the high-level thinking. Mathematics learning in globalization era usually uses critical thinking in solving problems. Mathematics is always thought as the difficult one to be learnt. This research will describe students critical thinking profile in solving the function of compositions through collaborative learning. This reseach can be used as the reference for teachers to recognize students critical thinking profile in their class, and also it can be used to motivate students to enhance their critical thinking ability. The critical thinking criterias are focus, reason, inference, situation, and overview. That criterias include eleven indicators. The type of collaborative learning in this research is Learning Together (LT). This research is descriptive with qualitative approach. The data were collected by documentation, observation, test, and interview. The subjects of this research are six students who are two high-achiever students, two medium-achiever students, and two low-achiever students from one of senior high school at Jember. High-achiever students can achieve all criterias of critical thinking and they dominate the role in learning and teaching activity. The medium-achiever students only fulfill focus in the first and second indicator, reason in the second, and inference, situation, clarity, and overview in the second indicator and also can join in the collaborative learning. While, the low-achiever students can only look to other students without get engaged actively in collaborative learning and only achieve focus in the first and second indicators of situation.

scholarly journals A CloudSat–CALIPSO View of Cloud and Precipitation Properties across Cold Fronts over the Global Oceans

2015 ◽  
Vol 28 (17) ◽  
pp. 6743-6762 ◽  
Author(s):  
Catherine M. Naud ◽  
Derek J. Posselt ◽  
Susan C. van den Heever
Keyword(s):  
Large Scale ◽  
Cold Front ◽  
Conveyor Belt ◽  
Low Level ◽  
Scale Parameters ◽  
Convective Clouds ◽  
Cold Fronts ◽  
Surface Front ◽  
High Level ◽  
The Impact

Abstract The distribution of cloud and precipitation properties across oceanic extratropical cyclone cold fronts is examined using four years of combined CloudSat radar and CALIPSO lidar retrievals. The global annual mean cloud and precipitation distributions show that low-level clouds are ubiquitous in the postfrontal zone while higher-level cloud frequency and precipitation peak in the warm sector along the surface front. Increases in temperature and moisture within the cold front region are associated with larger high-level but lower mid-/low-level cloud frequencies and precipitation decreases in the cold sector. This behavior seems to be related to a shift from stratiform to convective clouds and precipitation. Stronger ascent in the warm conveyor belt tends to enhance cloudiness and precipitation across the cold front. A strong temperature contrast between the warm and cold sectors also encourages greater post-cold-frontal cloud occurrence. While the seasonal contrasts in environmental temperature, moisture, and ascent strength are enough to explain most of the variations in cloud and precipitation across cold fronts in both hemispheres, they do not fully explain the differences between Northern and Southern Hemisphere cold fronts. These differences are better explained when the impact of the contrast in temperature across the cold front is also considered. In addition, these large-scale parameters do not explain the relatively large frequency in springtime postfrontal precipitation.

scholarly journals A Two-Level Sound Classification Platform for Environmental Monitoring

2018 ◽  
Vol 2018 ◽  
pp. 1-13 ◽  
Author(s):  
Stelios A. Mitilineos ◽  
Stelios M. Potirakis ◽  
Nicolas-Alexander Tatlas ◽  
Maria Rangoussi
Keyword(s):  
Cultural Heritage ◽  
Organizational Innovation ◽  
Gaussian Mixture ◽  
Low Level ◽  
Heritage Sites ◽  
Acoustic Sensor Networks ◽  
Preventive Actions ◽  
Integrated Platform ◽  
High Level ◽  
The Impact

STORM is an ongoing European research project that aims at developing an integrated platform for monitoring, protecting, and managing cultural heritage sites through technical and organizational innovation. Part of the scheduled preventive actions for the protection of cultural heritage is the development of wireless acoustic sensor networks (WASNs) that will be used for assessing the impact of human-generated activities as well as for monitoring potentially hazardous environmental phenomena. Collected sound samples will be forwarded to a central server where they will be automatically classified in a hierarchical manner; anthropogenic and environmental activity will be monitored, and stakeholders will be alarmed in the case of potential malevolent behavior or natural phenomena like excess rainfall, fire, gale, high tides, and waves. Herein, we present an integrated platform that includes sound sample denoising using wavelets, feature extraction from sound samples, Gaussian mixture modeling of these features, and a powerful two-layer neural network for automatic classification. We contribute to previous work by extending the proposed classification platform to perform low-level classification too, i.e., classify sounds to further subclasses that include airplane, car, and pistol sounds for the anthropogenic sound class; bird, dog, and snake sounds for the biophysical sound class; and fire, waterfall, and gale for the geophysical sound class. Classification results exhibit outstanding classification accuracy in both high-level and low-level classification thus demonstrating the feasibility of the proposed approach.

scholarly journals Effect of Interventional Programme on Enhancing Empowerment Status through Decision Making Skills of Tribal Working Women in Utnoor Mandal Adilabad District, India

2021 ◽  
pp. 41-45
Author(s):  
N. Sandhya Rani ◽  
M. Sarada Devi
Keyword(s):  
Decision Making ◽  
Working Women ◽  
Total Sample ◽  
Average Level ◽  
Sample Population ◽  
Test Results ◽  
Low Level ◽  
Tribal Women ◽  
High Level ◽  
The Impact

Empowerment of tribal women is one of the central issues in the process of development all over the world. Empowerment is the process that allows one to gain the knowledge and attitude needed to cope with the changing world and the circumstances in which one lives [1]. Women empowerment is a process in which women gain greater share of control over material, human and intellectual resources as well as control over decision-making in their home, community, society and nation. Given the need to analyze the empowerment status of tribal women, the present study aimed to enhance the empowerment status through enhancing decision-making skills of tribal working women in India. The specific objective is to study the impact of intervention on enhancing status of empowerment through decision-making skills of tribal working women in Utnoor Mandal Adilabad district. The total sample population for the study was 50 tribal working women, and data was analyzed using a paired t test. Results revealed that at pretest, majority of the women were at average level of decision-making skills (78%), 12% were at low level and only 10% were at high level. After the intervention, post test results revealed that 74% of the women were high in decision making skills and remaining 26% were at average level. Interestingly, none of the respondents had low level of life skills. Thus, intervention found to be effective among women respondents to develop and enhance their empowerment status through decision-making skills.

scholarly journals Active Learning via Problem-Based Collaborative Games in a Large Mathematics University Course in Hong Kong

2019 ◽  
Vol 9 (3) ◽  
pp. 172
Author(s):  
Fridolin Sze Thou Ting ◽  
Wai Hung Lam ◽  
Ronnie Homi Shroff
Keyword(s):  
Hong Kong ◽  
Active Learning ◽  
Collaborative Learning ◽  
Learning Outcomes ◽  
Conceptual Understanding ◽  
Positive Impact ◽  
Tertiary Education ◽  
Background Knowledge ◽  
Learning Platform ◽  
The Impact

Research has demonstrated the positive impact of active learning on students’ learning outcomes, particularly in science, technology, engineering and mathematics (STEM) fields. However, few studies have explored the impact of active learning via problem-based collaborative games in large mathematics classes in the context of Asian tertiary education. This study assesses the effects of active learning on students’ learning outcomes using class test scores and the calculus concept inventory (CCI) to test the conceptual understanding of the basic principles of differential calculus, in a first year calculus course in Hong Kong. Three hypotheses were tested to determine the effects of game-based collaborative learning on learning mathematics among students. Active learning through a problem-based collaborative learning methodology was employed, using Kahoot!, a game-based learning platform. Results supported all three hypotheses, demonstrating a statistically significant increase in students’ conceptual understanding and examination performance, based upon their individual perceptions of active engagement and time spent in active learning. Our results indicated that active learning “levels the playing field”, in the sense that students with less pre-requisite background knowledge, using a problem-based collaborative learning methodology, were relatively more inclined to catch up or even exceed the performance of students with a stronger prerequisite background knowledge, at the end of the course.

scholarly journals Keterampilan Berpikir Kritis melalui Penerapan Model Pembelajaran Inkuiri Terbimbing di Kelas XI IPA

2021 ◽  
Vol 5 (10) ◽  
pp. 1397
Author(s):  
Ana Rizka Falentina ◽  
Murni Saptasari ◽  
Sri Endah Indriwati
Keyword(s):  
Critical Thinking ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Class Action ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Data Presentation ◽  
The Times ◽  
High Level ◽  
The Impact

<pre><strong>Abstract:</strong> Education aims to prepare students to become independent generations who are able to face the challenges of the times by having 21st century life skills, one of which is critical thinking, in fact contrary to the low critical thinking skills that occur in SMAN 2 Probolinggo. The purpose of this study was to describe the application of guided inquiry learning in improving critical thinking skills. This type of research is Class Action Research (CAR). Data is analyzed by triangulation through the process of data reduction, data presentation, and conclusion drawing. Research Results guided inquiry learning model can change the way students learn to practice high-level thinking through learning syntax so that it gives the impact of increasing critical thinking skills by 18.75% students of class XI IPA 1 Probolinggo 2 High School.</pre><strong>Abstrak:</strong><em> </em>Pendidikan bertujuan menyiapkan siswa menjadi generasi mandiri yang mampu menghadapi tantangan zaman dengan memiliki keterampilan hidup abad 21 salah satunya berpikir kritis, faktanya bertolak belakang dengan rendahnya keterampilan berpikir kritis yang terjadi di SMAN 2 Probolinggo. Tujuan penelitian ini adalah mendeskripsikan penerapan pembelajaran inkuiri terbimbing dalam meningkatkan keterampilan berpikir kritis. Jenis penelitian ini adalah Penelitian Tindakan Kelas. Data dianalisis secara triangulasi melalui  proses reduksi data, penyajian data, dan penarikan kesimpulan. Hasil Penelitian model pembelajaran inkuiri terbimbing dapat mengubah cara belajar siswa untuk berlatih berpikir tingkat tinggi melalui sintaks pembelajaran sehingga memberikan dampak meningkatkan keterampilan berpikir kritis sebesar 18,75% siswa kelas XI IPA 1 SMA Negeri 2 Probolinggo.

scholarly journals The Applicability of Scientific Approach to Increase the Student’s Critical Thinking Skill in Mathematic of the Student 5 Grade

2019 ◽  
Vol 6 (1) ◽  
pp. 56-63
Author(s):  
Tri Lestari ◽  
Mawardi Mawardi ◽  
Krisma Widi Wardani
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Intermediate Level ◽  
It Use ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Low Level ◽  
Scientific Approach ◽  
Classroom Action Research ◽  
High Level

The goal of this research is to increase the student’s critical thinking skill using scientific approach in mathematic of the students 5 grade SD Negeri Ledok 01 Salatiga. It use Classroom Action Research (CAR), it will do to solve learning problems in the classroom. The writer does Classroom Action Research (CAR) collaboratively with the teacher of 5 grade SD Negeri Ledok 01 Salatiga. The subjects of this research is the students 5 grade SD Negeri Ledok 01 there are 30 students consists of 16 boys and 14 girls. The result of the analysis data show the students critical thinking skill of the pre-cycle is 26% high level, 20% intermediate level and 54% in the low level. First cycle it about 50% high level, 43% intermediate level, and 7% low level, second cycle 57% high level and 43% intermediate. Based on the result above, the writer can conclude the scientific approach is increasing the students critical thinking skill in mathematic of the student 5 grade SD Negeri Ledok 01 Salatiga.

scholarly journals Continuous Flash Suppression Known and Unknowns

2019 ◽  
Author(s):  
Ali Pournaghdali ◽  
Bennett L Schwartz
Keyword(s):  
Visual Processing ◽  
Visual Information ◽  
Continuous Flash Suppression ◽  
Low Level ◽  
Experimental Configuration ◽  
High Level ◽  
The Impact ◽  
Nonconscious Perception

Studies utilizing continuous flash suppression (CFS) provide valuable information regarding conscious and nonconscious perception. There are, however, crucial unanswered questions regarding the mechanisms of suppression and the level of visual processing in the absence of consciousness with CFS. Research suggests that the answers to these questions depend on the experimental configuration and how we assess consciousness in these studies. The aim of this review is to evaluate the impact of different experimental configurations and the assessment of consciousness on the results of the previous CFS studies. We review studies that evaluated the influence of different experimental configuration on the depth of suppression with CFS and discuss how different assessments of consciousness may impact the results of CFS studies. Finally, we review behavioral and brain recording studies of CFS. In conclusion, previous studies provide evidence for survival of low-level visual information and complete impairment of high-level visual information under the influence of CFS. That is, studies suggest that nonconscious perception of lower-level visual information happens with CFS but there is no evidence for nonconscious highlevel recognition with CFS.

scholarly journals Investigation of regularities of occurrence of external effects of education and their significance for the economic development

2021 ◽  
Vol 17 (5) ◽  
pp. 82-98
Author(s):  
A. Kh. Karanashev ◽  
A. V. Blinnikova ◽  
V. D. Orekhov
Keyword(s):  
Distance Education ◽  
Economic Development ◽  
Tertiary Education ◽  
Significant Proportion ◽  
The European Union ◽  
External Effects ◽  
Total Contribution ◽  
The Usa ◽  
High Level ◽  
The Impact

The aim of the research is to assess the quantitative impact of education on the emergence of externalities and economic development. It has been shown that the increase in the education of specialists in interaction with innovative activity contributes to the emergence of external effects, which have a high level of significance for economic dynamics. As a result, the total contribution to GDP, as a result of an additional year of study for a specialist with a higher education, increases by about 50%. Realizing this effect, the largest economies of the world (the USA, the European Union, China and Japan) have been increasing the share of specialists with tertiary (vocational) education approximately linearly at a rate of 0,8 ±0,2% per year over the past 25 years. For Russia, the positive effect of a high level of tertiary education is significantly reduced due to the problems of interaction with the economic environment. The income that innovators themselves receive is, in a significant proportion of cases, relatively small. In particular, for the «Open Distance Education» innovation, the innovator's income was about 0,3% of the income of other recipients of benefits from the innovation. A significantly large share of the income from innovation is realized as an external effect of other users of the innovation, especially the consumers of the manufactured products and followers. Quantitative estimates of the external contribution to GDP of the innovation «Open Distance Education» show that they amount to about 14 thousand dollars per graduate, and only 340 million dollars a year. The findings can be used to assess the impact of education and develop strategies for staff training and innovation development.

scholarly journals Estrutura Ontológica para representar Papéis Colaborativos Afetivos em ambientes CSCL

2017 ◽  
Vol 25 (02) ◽  
pp. 87
Author(s):  
Rachel Carlos Duque Reis ◽  
Carla Lopes Rodriguez ◽  
Kamila Takayama Lyra ◽  
Seiji Isotani
Keyword(s):  
Collaborative Learning ◽  
Learning Theory ◽  
Personality Trait ◽  
Distributed Cognition ◽  
Group Performance ◽  
Homogeneous Groups ◽  
Alternative Hypotheses ◽  
Participant Role ◽  
The Impact

The use of ontologies to represent CSCL scenarios have been investigated by several researchers in the literature. Despite of important contributions of such works, we have observed the lack of studies that consider the aspects related to students’ affect (e.g., personality trait) to represent such scenarios. Thus, this paper aims at extending the ontological structure of Affective Collaborative Learning (ACL) role to represent the relation between Stable/Unstable Extroverted personality traits and Full Participant role defined by the Distributed Cognition learning theory. Based on such ontological structure we create three CSCL scenarios to deal with lack of students’ reflection. In order to evaluate the impact of low and high impulsivity characteristics on such scenarios, we developed a case study with children aged between 09-10 to verify three alternative hypotheses. The results indicate that low impulsivity in homogeneous groups, where students performed the ACL role Extroverted Stable Full Participant, does not influence the group performance. Based on such ontological structure we hope to contribute with solutions to create more effective and personalized CSCL scenarios.

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