scholarly journals A Residential Camp’s Impact on Youths’ Leadership Skills and Natural Resource Knowledge

2019 ◽  
Vol 14 (4) ◽  
pp. 101-121
Author(s):  
Shandra Nicole Frey ◽  
Vernon Parent
Keyword(s):  
Leadership Development ◽  
Natural Resource ◽  
Academic Motivation ◽  
Leadership Skills ◽  
Thinking Skills ◽  
Natural World ◽  
Critical Thinking Skills ◽  
Group Problem Solving ◽  
Knowledge Based ◽  
Resource Knowledge

Learning transcends the classroom. To better understand the natural world around them, it is critical that youth have opportunities to make connections and apply their learning in real-world settings. Improving youths’ perceived skills and knowledge contributes to increased academic motivation and continued leadership development. Multi-day residential natural resource camps have shown the ability to teach ecological concepts and develop land management skills, critical thinking skills, and decision-making skills. We tested the ability of a remotely located residential camp to improve leadership skills and natural resource knowledge, using a pre- and post-camp self-assessment, combined with a pre- and post-camp knowledge test. The teaching strategies of the camp—independent investigations, discussion groups, interactions with field scientists, recreational activities, and group problem solving—resulted in participants feeling they had increased their leadership skills and knowledge of natural resource topics. The campers’ perceived increase in knowledge was supported by an increase in score on a knowledge-based test. A residential natural resource camp is an effective activity to engage youth to develop leadership skills and academic motivation, while connecting them to their natural environment.

Online Collaborative Learning and Leadership Development

2011 ◽  
pp. 1488-1492 ◽  
Author(s):  
Tony W. Day
Keyword(s):  
Online Learning ◽  
Leadership Development ◽  
Learning Process ◽  
Leadership Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Traditional Classroom ◽  
Leadership Potential ◽  
Online Collaborative Learning ◽  
Online Setting

Learner interactions in the traditional classroom setting fail to develop leadership skills (Felser, 2005). Interactions occur in four ways: 1) between the student and the instructor; 2) collaborative interaction of the students; 3) interactions with the curriculum; and 4) with technology in the online setting (Jung, Choi, Lim, & Leem, 2002). Whether or not these interactions occur effectively can affect the success of the online learning process. Successful interactions facilitate the fostering of advanced learner proficiency in analyzing information and creating innovative means of interpretation. This process augments critical thinking skills that cultivate leadership potential (Billings & Kowalski, 2005).

PERBEDAAN PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI TERMOKIMIA MELALUI PEMBELAJARAN GROUP DAN INDIVIDUAL PROBLEM SOLVING

2017 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
St Fatimah Azzahra
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Problem ◽  
Group Problem ◽  
Control Group Design ◽  
Group Design ◽  
Group Problem Solving

ABSTRACTThis research is aimed to know the differences increase critical thinking skills through learning group and individual problem solving in thermochemical material. This research uses a quasi-experimental design with nonequivalent control group design and study sample consisted of 103 students, divided into the first experimental (group problem solving) (35 students), the two group experimental (individual problem solving) (34 students). The collected through pretest-posttest. The analyzed with the Kruskal Wallis test, the results showed that the learning problem solving as a group or individually can improve students’ critical thinking skills. Statistical test there are significant differences in the students critical thinking skills thermochemical material between students who received group and individual problem solving. Critical thinking skills improvement with problem solving individual learning higher compared with group learning problem solving.Keywords: problem solving learning, critical thinking skillsABSTRAKPenelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan berpikir kritis siswa melalui pembelajaran group dan individual problem solving pada materi termokimia. Penelitian ini menggunakan metode quasi experimen dengan desain Nonequivalent Control Group Design dan sampel penelitian ini terdiri dari 103 siswa yang terbagi ke dalam kelompok eksperimen pertama (pembelajaran group problem solving) (35 siswa), kelompok eksperimen kedua (pembelajaran individual problem solving) (34 siswa).Pengumpulan data dilakukan melalui pretest-posttest. Data dianalisis dengan uji Kruskal Wallis Test, hasil penelitian menunjukkan bahwa pembelajaran problem solving secara group maupun secara individual dapat meningkatkan keterampilan berpikir kritis siswa. Data uji statistik, terdapat perbedaan yang signifikan keterampilan berpikir kritis siswa pada materi termokimia antara siswa yang mendapat pembelajaran group problem solving dan individual problem solving. Peningkatan keterampilan berpikir kritis dengan pembelajaran individual problem solving lebih tinggi dibandingkan dengan pembelajaran group problem solving.Kata Kunci: Pembelajaran Problem Solving, Keterampilan Berpikir Kritis

scholarly journals Reflections: The Responsibility of Doctoral Nurses to Lead a Change in Practice

Aquichan ◽  
2021 ◽  
Vol 21 (2) ◽  
pp. 1-8
Author(s):  
Elizabeth A Rosser
Keyword(s):  
Strategic Change ◽  
Critical Mass ◽  
Leadership Skills ◽  
Thinking Skills ◽  
Evidence Base ◽  
Critical Thinking Skills ◽  
Evidence Based ◽  
Training Experience ◽  
New Ways Of Working ◽  
Quality Of Patient Care

This paper aims to consider the responsibilities of doctoral nurses to lead changes in practice through a very personal reflection of over 52 years in nursing. The reflective learning moves from an early training experience where I learned to ‘do’ to becoming a nursing professor with a doctoral qualification and an ‘evidence-based doer.’ The change witnessed has been considerable. As the highest educated professional, I have learned that doctoral nurses are responsible for leading and directly influencing clinical practice, either as a practitioner, an educator, or a researcher. They are capable of encouraging the development of critical thinking skills and helping practitioners to be curious, take risks with ideas, identify gaps in the evidence base, and be creative in their problem-solving. If the strategic vision for nurses globally is to provide the best quality of patient care, then evidence-based practice is key to leading from the head, hand, and heart. Doctoral nurses understand the patient benefits of a high staff-to-patient ratio and having a critical mass of university qualified nurses and must strive to influence policy to this effect. As each country, particularly in Latin America, develops a critical mass of doctorally qualified nurses, then they can harness their innovation, create new ways of working, attract them back into practice, and strengthen their political voice to lead strategic change. Doctoral nurses must develop their leadership skills and their confidence to lead. They have a responsibility to realise their potential and identify the opportunities to really make a difference.

scholarly journals Indikator Kemahiran Employability dalam Kalangan Graduan Pendidikan

2018 ◽  
Vol 10 (3-3) ◽  
Author(s):  
Zaliza Hanapi ◽  
Mohd Shazielan Mohd Shariff ◽  
Azlina Paijan ◽  
Abu Bakar Mamat ◽  
Faizah Abu Kassim
Keyword(s):  
Vocational Education ◽  
Leadership Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Employability Skills ◽  
Highly Qualified ◽  
Management Skills ◽  
Entrepreneurial Skills ◽  
Technical And Vocational Education ◽  
Education Field

The phenomenon of unemployment problem among graduates is not a new issue. In fact, it also involves graduates who hold an education degree. Hence, this study was conducted to determine the indicators of employability skills needed by the education graduates especially from technical and vocational education field in Malaysia. This study was conducted qualitatively through interview among five experts.  Respondents were among those with experiences in teaching and working in technical and vocational education field.  Results showed that there were nine elements of employability skills needed to be mastered by graduates in technical and vocational education.  These indicators are communication skills, creative and critical thinking skills, information management skills, self-management skills, teamwork and cooperation skills, leadership skills, ethics and moral professionalism, entrepreneurial skills and social skills.  The mastery of these employability skills are deemed important in order to produce teachers with highly qualified and competitive professionals.

scholarly journals The Influence of Problem Solving Model Toward Students’ Critical Thinking Skills

2019 ◽  
Vol 3 (2) ◽  
pp. 113-120
Author(s):  
Nindya Ananda Latifa ◽  
Heffi Alberida
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Group Problem Solving ◽  
Significant Difference ◽  
Problem Solving Model ◽  
Post Test ◽  
Experimental Group

The aims of this study was to find whether there was an influence of the Problem Solving Model towards critical thinking skills of students of grade XI in SMAN 9 Padang. A Quasi Experiment method with The Post-test Control Group Only Design was used in this study. Students were grouped in an experimental group (Problem Solving model) and a control group (Direct intruction). The data from a test were analyzed using t-test with a=0,05. The findings showed that there was a significant difference of critical thinking skills enhancement in experimental group than the control group.

scholarly journals The Effect of Multiple Intelligence-Based Instruction on Critical Thinking of Full Day Islamic Elementary Schools Students

Ta dib ◽  
2016 ◽  
Vol 21 (1) ◽  
pp. 31
Author(s):  
Alhamuddin Alhamuddin ◽  
Bukhori Bukhori
Keyword(s):  
Critical Thinking ◽  
Elementary Schools ◽  
Multiple Intelligences ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Knowledge Based ◽  
Based Instruction ◽  
The Impact

Lack of critical thinking skills of elementary schools’ students was influenced by teachers’ domination in instructional activities; meanwhile students did not play independently as the learners. Theoretically, multiple intelligences based instruction is an appropriate solution. For that reason, this research aims to know the impact of multiple intelligences based instruction on students' critical thinking skills. The research was conducted at Al-Amanah and Buahati Islamic Elementary Schools by using a quantitative approach with case study method. Data collected through critical thinking tests was analyzed by using independent sample t-test to examine the impact of instruction on students' critical thinking skills. The results showed that the implementation of multiple intelligences based intruction had significant effect on students’ critical thinking skills. From the finding, some recommendations are given as follows: 1) The teacher’s role is not only for transferring knowledge based on his/her competencies but also students’ characteristics reflecting their instruction styles; and 2) for further researcher, it is suggested to investigate this issues more specifically and comprehensively. Kurangnya keterampilan berpikir kritis dari siswa sekolah dasar dipengaruhi oleh dominasi guru dalam kegiatan pembelajaran; Sementara itu siswa tidak bermain secara independen sebagai peserta didik. Secara teoritis, pendekatan berbasis kecerdasan ganda merupakan solusi yang tepat. Untuk itu, penelitian ini bertujuan untuk mengetahui dampak pendekatan berbasis kecerdasan ganda pada keterampilan berpikir kritis siswa. Penelitian ini dilakukan di Sekolah Dasar Islam Al-Amanah dan Buahati dengan menggunakan pendekatan kuantitatif dengan metode studi kasus. Data dikumpulkan melalui tes berpikir kritis dianalisis dengan menggunakan sampel independent t-test untuk menguji dampak dari pendekatan pada keterampilan berpikir kritis siswa. Hasil penelitian menunjukkan bahwa pelaksanaan pendekatan berbasis kecerdasan ganda memiliki dampak yang signifikan terhadap kemampuan berpikir kritis siswa. Dari temuan tersebut, beberapa rekomendasi yang diberikan sebagai berikut: 1) Peran guru tidak hanya untuk mentransfer pengetahuan berdasarkan kompetensinya, tapi juga karakteristik siswa mencerminkan gaya pendekatan mereka; dan 2) bagi peneliti selanjutnya, disarankan untuk menyelidiki ini secara lebih spesifik dan komprehensif.

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