scholarly journals The effectiveness of using educational robot in the computer course in the development of scientific thinking skills among first year secondary students

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Najwa Al-Mohammadi
Keyword(s):  
Secondary Students ◽  
Thinking Skills ◽  
First Year ◽  
Scientific Thinking ◽  
Computer Course ◽  
Educational Robot

scholarly journals The Role of using smartphone applications in developing creative thinking among first-grade secondary students in the course of computer: دور استخدام تطبيقات الهواتف الذكية في تنمية مهارات التفكير الإبداعي  لطلاب الصف الأول الثانوي في مقرر الحاسب

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Abdulmajeed Mohamad Asiri
Keyword(s):  
Secondary Education ◽  
Secondary Students ◽  
Creative Thinking ◽  
Relative Weight ◽  
First Grade ◽  
Developed Countries ◽  
Thinking Skills ◽  
Smartphone Applications ◽  
Computer Course

The present research aimed to identify the role of using smartphone applications in developing the creative thinking skills among students in the first grade of secondary education in the computer course. The descriptive and analytical approach was adopted, and the research tool was represented in the questionnaire. The research population included all the first-grade students of Abha Department of Education in Asir region, which amounted to (367) students. About (88) students were randomly chosen. The research concluded several conclusions, the most important of which is that there is a role for using smartphone applications in developing the skill of (fluency) among students in the first grade of secondary education in the computer course with relative weight (71.2%), developing the skill of (Flexibility) with relative weight (70.2%), developing the skill of (originality) with relative weight (77.2%), and developing the skill of (brainstorming) with relative weight (73.8%). The researcher recommended the necessity of using smartphone applications because they are one of the most important sources for building, strengthening and developing creative thinking skills in the educational environment in which the education department operates, and increasing interest in these applications by examining the experiences of developed countries and making use of them in the best way possible, and preparing training programs required to increase awareness among students in the first grade of secondary education of the importance of using smartphone applications and their relationship to developing creative thinking skills.

scholarly journals An explorative vs. traditional practical course: how to inspire scientific thinking in medical students

2019 ◽  
Vol 43 (3) ◽  
pp. 350-354
Author(s):  
Julia Eckel ◽  
Olga Zavaritskaya ◽  
Katrin Schüttpelz-Brauns ◽  
Rudolf Schubert
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Thinking Skills ◽  
Muscle Physiology ◽  
First Year ◽  
Scientific Thinking ◽  
Multiple Choice Questions ◽  
Traditional Course ◽  
The Subject ◽  
First Year Medical Students

Recently, medical students’ scientific thinking skills have been identified as an important issue in medical education. Scientific thinking cannot be imparted in conventional lectures, but rather requires actively involving students. We modified a practical course in physiology. A study was designed to test whether the new course fosters scientific thinking without impairing the transfer of physiological knowledge. The study group consisted of 226 first-year medical students at the Medical Faculty Mannheim of Heidelberg University. Written consent to participate in the study was obtained from all participants. The group was then randomly divided into two groups (traditional vs. modified course). The subject of both courses was a laboratory experiment in skeletal muscle physiology. In the traditional course, the students addressed topics already presented in lectures. In the modified course, students dealt with the same topics as in the traditional course, but the experiment was expanded to include one issue not taught before. When working on this issue, the students were instructed in scientific thinking. All participants filled out a questionnaire with 15 multiple-choice questions addressing the physiological subject matter and four open-ended questions addressing the criteria of scientific methodology. Physiological knowledge in both groups did not differ [ F(1) = 2.08, P = 0.15]. Scores in scientific thinking in the modified course were higher (mean = 4.20, SD = 1.89) than in the traditional course (mean = 2.04, SD = 1.91) with F(1) = 70.69, P < 0.001, η2 = 0.24 (large effect). Our study demonstrates that small adjustments to courses in medical education can promote scientific thinking without impairing knowledge transfer.

scholarly journals The effectiveness of using teacher's E-Portfolio Evaluation in the development of academic achievement and performance skills with the computer course of the first year secondary industrial students: فاعلية التقويم باستخدام ملف الانجاز الإلكتروني للمعلم فى تنمية التحصيل الدراسى والأداء المهارى لمقرر الحاسب الآلى لدى طلاب الصف الاول الثانوى الصناعى

2016 ◽  
Vol 2 (8) ◽  
Author(s):  
Abdel Monsef Saad Mohamed El Sakhawy
Keyword(s):  
Academic Achievement ◽  
Secondary Students ◽  
First Grade ◽  
First Year ◽  
Performance Skills ◽  
Portfolio Evaluation ◽  
Microsoft Word ◽  
Computer Course ◽  
Quasi Experimental ◽  
And Performance

This research aims to measure the effectiveness of using teacher's E-Portfolio Evaluation in the development of academic achievement and performance skills with the computer course of the first year secondary industrial students. To reach this goal a list of goals was determined for the Word program course classified into knowledge vocabularies and skill vocabularies and each general goal has a set of sub-goals and a script of the Teacher E-Portfolio was done following the model of Helen Barrett (2006) for instructional design. The researcher used the descriptive approach to monitor and analysis the studies and literature related to the research theoretical framework, its terms procedural limitations and the quasi-experimental approach in the research experience (test) by quasi-experimental design to measure the effectiveness of the valuation by using the teacher’s E-Portfolio in the development of computer course academic achievement and skills performance with the first year secondary industrial students. The researcher chose a sample of (50) students randomly from the industrial secondary first year students of Shobrakhitt industrial secondary school for boys, Al-Beheira  governorate (Arab Republic of Egypt). The sample of the research was divided into two groups, the first group (experimental), which is considering Microsoft Word 2003Course via the teacher’s e-portfolio and the valuation of the electronic tests are through the teacher’s e-portfolio estimated (25) students  and the dominant group studies in the traditional way estimated (25) students. The researcher prepared the research tools: Pre/ after achievement test to measure the cognitive aspect associated with the skills to deal with Microsoft Word 2003 for the first-grade industrial secondary students in computer course. (Prepared by the researcher). Note card to measure the skills of dealing with Microsoft Word 2003 the first-grade industrial secondary students in computer course. (Prepared by the researcher). The research has come to the following results: The very large impact of efficiency on Evaluation by using the teacher’s E-portfolio in the development of academic achievement and skill performance for the computer course with the first year industrial secondary students.

A Compass During the Storm: Offering Students Critical Rigor for Polarizing Times

2021 ◽  
pp. 1-5
Author(s):  
Andrew M. Wender ◽  
Valerie J. D’Erman
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Civic Engagement ◽  
Political Science ◽  
Cognitive Processes ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Objective ◽  
First Year

ABSTRACT Teaching and learning in higher education is occurring, unavoidably, within the broader civic context of today’s extraordinarily polarizing political times. We seek to help students situate themselves with respect to and, above all, thoughtfully assess others’ as well as their own perspectives on issues of profound contention, without contributing to exacerbated polarization ourselves. Specifically, we offer students in our first-year exploratory political science course a vital tool—critical rigor—for navigating but not being inundated by the storm. This article discusses our experiences in teaching the course titled, “The Worlds of Politics,” as we attempt to help students deeply engage in cognitive processes of critical thinking and analysis, without undue infringement from their own—and least of all our own—personal political biases. Our focal learning objective is the cultivation of critical-thinking skills that promote students’ drawing of distinctions between advocacy and analysis, as well as their discerning civic engagement.

Analsis e-learning status in Palestinian universities, a case study of Palestine Technical University KadoorieTulkarm

2020 ◽  
Vol 8 (3) ◽  
pp. 154-178
Author(s):  
Heba Almbayed
Keyword(s):  
Learning System ◽  
Simple Random Sample ◽  
First Year ◽  
First Year Students ◽  
Academic Level ◽  
Computer Course ◽  
E Learning ◽  
Technical University ◽  
Palestinian Universities ◽  
The University

The study aimed to analyze the reality of e-learning at Palestine Technical University-Khudouri/Tulkarem, and to identify the most important challenges facing students when using the education system, as well as to analyze the extent to which university students interact with the e-learning system, and to show the differences between the average opinions of the study sample on e-learning according to the study variables due to the nature of the study, the descriptive analytical approach was used, in order to reach practical results, and to achieve and analyze the reality of e-learning  a questionnaire consisting of (34) paragraphs was designed, where the study community consisted of (6,559) students, and a simple random sample of (522) students was taken, and the questionnaire was distributed electronically because it was not able to be distributed manually due to the prevailing conditions _ the spread of the Corona pandemic- at the time of the preparation of the study. The results of the study showed that (63.136%) of the researched believe that the reality of e-learning at the university suffers from different problems. The study indicated that (87.97%) among respondents, complaints have increased in the e-learning system after the Corona pandemic and that (81.36%) among the researchers, the infrastructure was one of the most barriers in e-learning. While (63.934%)of the researched that e-learning has a role to play in achieving Interaction among students, as the results of the study showed no differences Statistically significant to the reality of e-learning according to the gender variable, and there are no differences depending on the variable of the scientific qualification except in the field of e-learning reality, there are also no differences Statistics according to the variable of the academic level ,except for the field of Interaction with students. In the light of the results of the study, a series of recommendations were made, the most prominent of which were: 1.Include an e-learning system item in The computer course assigned as a university requirement for first-year students 2. Provide opportunities to train and develop the capabilities of all educational parties to use and apply E-learning.

scholarly journals Formulating tasks to develop HOTS for first-year calculus based on Brookhart abilities

2016 ◽  
Vol Volume 112 (Number 11/12) ◽  
Author(s):  
Aneshkumar Maharaj ◽  
Vivek Wagh ◽  
◽  
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
General Definition ◽  
First Year ◽  
Higher Order Thinking Skills ◽  
A Value ◽  
Mathematical Exploration ◽  
Calculus Students ◽  
First Year University ◽  
Value Judgement

Abstract We describe an approach to develop higher-order thinking skills (HOTS) among first-year calculus students. The ideas formulated by Brookhart to develop HOTS were used to identify from the literature three core abilities that should be targeted. Then eight expected learning outcomes for the development of HOTS were documented, in the context of the study of first-year university calculus. Those expected outcomes were used to formulate sample tasks that were designed to target the development of the eight abilities. A pilot study was done to determine whether the tasks had the high mathematical demand envisaged. It was found that about 37% of the participants did not give any response to the tasks. Further it was found that about 31% of the participants were able to critically evaluate a given possible solution to a problem and make a value judgement. It is recommended that to promote HOTS among students, the formulation of tasks should focus on developing the following abilities: interpreting a general definition or statement in the context of a given model; translating a worded or graphically represented situation to relevant mathematical formalisms; identifying possible applications of mathematics in their surroundings; identifying linkages between groups of concepts and interpreting these linkages in the context of a model; working systematically through cases in an exhaustive way; critically evaluating one’s and others’ presented solutions to a problem; interpreting and extending solutions of problems; and using with reasonable skill available tools for mathematical exploration.

scholarly journals Editorial: Thinking Skills

Philosophy ◽  
2000 ◽  
Vol 75 (4) ◽  
pp. 473-473
Keyword(s):  
Thinking Skills ◽  
Informal Logic ◽  
Good Thing ◽  
First Year ◽  
Horse Racing ◽  
Musical Thought ◽  
Tax Returns ◽  
Cast Doubt ◽  
The Government ◽  
The Relationship

Editorial: Thinking SkillsThe Government is, it seems, keen to introduce ‘thinking skills’ into the curriculum. Of course, no one could be against people, young or old, thinking. Nor would it be appropriate in a philosophical journal to cast doubt on an initiative that might expand the market for philosophers. Nevertheless, one may he forgiven for wondering just what is being envisaged by the notion of thinking skills.Are these, in the modern jargon, ‘transferable’? Can someone who can think excellently about physics thereby think well about practical matters? Is there such a thing as musical thought, or painterly thinking? Are those who can compose or paint well necessarily any good at thinking when it comes to horse racing or tax returns?Perhaps what is meant is something like the ability to do some formal and informal logic. No doubt it would be a good thing if people avoided the more glaring fallacies in their thinking, but that does not get us very far (two lessons, maybe). And there is no guarantee that those expert at logic, formal and informal, are going to be much good when it comes to thinking about other people, or even about politics. (All the usual suspects, starting with Frege and Russell.)In any case, even in philosophy, the relationship between perennial fascination and thought in any straightforward, argumentative sense is by no means clear. Every first year undergraduate is given a quiver-full of arguments to show that Descartes and Plato can be punctured at crucial points, and, in Jonathan Bennett's words, every great philosopher is fought ‘tooth and nail’ at every step by those who follow. Mostly this has a disconcertingly small effect on the reputation of those who have a vision and a breadth to compel. If philosophy is a guide, what counts in the end are not thinking skills, but generosity of vision and human resonance: qualities which cannot be characterized as skills at all.

scholarly journals INSIGHTS ON TEACHING CHESS TO UNDERGRADUATE UNIVERSITY STUDENTS

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
William Bart
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Critical Evaluation ◽  
Thinking Skills ◽  
First Year ◽  
State University ◽  
Correct Usage ◽  
Undergraduate University Students ◽  
The Usa ◽  
Computer Based

The purpose of this study was to explore how undergraduate university students react to chess instruction. Certain patterns emerged from 10 offerings of a Freshman Seminar entitled “Beginners’ Chess and 21st Century Thinking Skills”. The course enrolled only first-year and second-year undergraduate students at a large public state university in the USA. The students tended to have little or no knowledge of chess prior to the course. The course made extensive use of chess-related websites available on the Internet such as chess.com, lichess.org, and chessgames.com. The instruction involved the projection of a chess-related website projected onto a large classroom screen with the use of an instructor’s computer connected to a projector that projected the computer-based image onto the screen. The course had 10-20 students in each annual offering of the course that lasted 15 weeks. The student evaluations of the course were very positive, indicating that the students enjoyed the course very much. The course involved instruction in chess on topics such as tactics and basic checkmates along with instruction on the cognitive psychological foundations of chess on topics such as problem solving and critical thinking. The primary task in the course was that each student had to prepare a critical evaluation of two of their own chess games that included correct usage of proper algebraic notation for the chess moves. The chess activity that the students enjoyed the most was group competition.

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