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thinking</title> <meta name="description" content="Search results for: system thinking"> <meta name="keywords" content="system thinking"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="system thinking"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 18477</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: system thinking</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18477</span> Offering a Model for Selecting the Most Suitable Type of Thinking for Managers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20Emari">H. Emari</a>, <a href="https://publications.waset.org/abstracts/search?q=Z.%20Emari"> Z. Emari </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to design an applied framework for strategic thinking which can be applied in all managerial levels and all types of organizational environments. No special applied frame has been presented for this thinking. This paper presents a theoretical framework for the thinking type of a manager by making a historical research and studying the scientific documents about thinking of a strategist. In the new theoretical framework it has been tried to suggest the best type of thinking for a strategist after analyzing the environment of his decisions. So, in this framework, the traditional viewpoint about strategic thinking, which has considered it as a special type of right-brain thinking against other types of right-brain thinking and suggested it for a strategist, was put aside and suggests that the strategist should use a suitable type of thinking under different conditions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=strategic%20thinking" title="strategic thinking">strategic thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=systemic%20thinking" title=" systemic thinking"> systemic thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=lateral%20thinking" title=" lateral thinking"> lateral thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=intuitive%20thinking" title=" intuitive thinking"> intuitive thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=hybrid%20thinking" title=" hybrid thinking"> hybrid thinking</a> </p> <a href="https://publications.waset.org/abstracts/11512/offering-a-model-for-selecting-the-most-suitable-type-of-thinking-for-managers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11512.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">331</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18476</span> Architecture of a Preliminary Course on Computational Thinking</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mintu%20Philip">Mintu Philip</a>, <a href="https://publications.waset.org/abstracts/search?q=Renumol%20V.%20G."> Renumol V. G.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An introductory programming course is a major challenge faced in Computing Education. Many of the introductory programming courses fail because student concentrate mainly on writing programs using a programming language rather than involving in problem solving. Computational thinking is a general approach to solve problems. This paper proposes a new preliminary course that aims to develop computational thinking skills in students, which may help them to become good programmers. The proposed course is designed based on the four basic components of computational thinking - abstract thinking, logical thinking, modeling thinking and constructive thinking. In this course, students are engaged in hands-on problem solving activities using a new problem solving model proposed in this paper. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computational%20thinking" title="computational thinking">computational thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=computing%20education" title=" computing education"> computing education</a>, <a href="https://publications.waset.org/abstracts/search?q=abstraction" title=" abstraction"> abstraction</a>, <a href="https://publications.waset.org/abstracts/search?q=constructive%20thinking" title=" constructive thinking"> constructive thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=modelling%20thinking" title=" modelling thinking "> modelling thinking </a> </p> <a href="https://publications.waset.org/abstracts/17479/architecture-of-a-preliminary-course-on-computational-thinking" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17479.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">456</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18475</span> Applying Systems Thinking and a System of Systems Approach to Facilitate Sustainable Grid Integration of Variable Renewable Energy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Edward%20B.%20Ssekulima">Edward B. Ssekulima</a>, <a href="https://publications.waset.org/abstracts/search?q=Amir%20Etemadi"> Amir Etemadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents a Systems Thinking and System of Systems (SoS) viewpoint for managing requirements complexity in the grid integration of Variable Renewable Energy (VRE). To achieve a SoS approach, it is often necessary to inculcate a Systems Thinking (ST) perspective in the planning and design of the attendant system. We show how this approach can support the enhanced integration of VRE (wind, solar small hydro) for which intermittency is a key inhibiting factor to their sustainable grid integration. The results indicate that a ST and SoS approach are a critical tool for decision makers in the planning, design and deployment of VRE Sources for their sustainable grid-integration in accordance with relevant techno-economic, social and environmental requirements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sustainable%20grid-integration" title="sustainable grid-integration">sustainable grid-integration</a>, <a href="https://publications.waset.org/abstracts/search?q=system%20of%20systems" title=" system of systems"> system of systems</a>, <a href="https://publications.waset.org/abstracts/search?q=systems%20thinking" title=" systems thinking"> systems thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=variable%20energy%20resources" title=" variable energy resources"> variable energy resources</a> </p> <a href="https://publications.waset.org/abstracts/158837/applying-systems-thinking-and-a-system-of-systems-approach-to-facilitate-sustainable-grid-integration-of-variable-renewable-energy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158837.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">124</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18474</span> A Regional Innovation System Model Based on the Systems Thinking Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samara%20E.">Samara E.</a>, <a href="https://publications.waset.org/abstracts/search?q=Kilintzis%20P."> Kilintzis P.</a>, <a href="https://publications.waset.org/abstracts/search?q=Katsoras%20E."> Katsoras E.</a>, <a href="https://publications.waset.org/abstracts/search?q=Martinidis%20G."> Martinidis G.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Regions play an important role in the global economy by driving research and innovation policies through a major tool, the Regional Innovation System (RIS). RIS is a social system that encompasses the systematic interaction of the various organizations that comprise it in order to improve local knowledge and innovation. This article describes the methodological framework for developing and validating a RIS model utilizing system dynamics. This model focuses on the functional structure of the RIS, separating it in six diverse, interacting sub-systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=innovations" title="innovations">innovations</a>, <a href="https://publications.waset.org/abstracts/search?q=regional%20development" title=" regional development"> regional development</a>, <a href="https://publications.waset.org/abstracts/search?q=systems%20thinking" title=" systems thinking"> systems thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20system" title=" social system"> social system</a> </p> <a href="https://publications.waset.org/abstracts/172906/a-regional-innovation-system-model-based-on-the-systems-thinking-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172906.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">73</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18473</span> Improving Students' Critical Thinking in Understanding Reading Material Through Bloom's Critical Thinking Questioning Strategy in English for Specific Purposes (ESP) Class</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hevriani%20Sevrika%20Mayuasti">Hevriani Sevrika Mayuasti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research deals in improving college students’ critical thinking at English for Specific Purposes Subject. The strategy that is applied is Bloom’s Critical Thinking Questioning Strategy. The positive side of this strategy is that the given questions are developed based on Bloom’s taxonomy level. It is an action research because the researcher uses own class in doing this research. The processes of this research have been done from April to Mei 2014. There are two cycles and each cycle consists of two meetings. After doing the research, it is gotten that Bloom’s Critical Thinking Questioning Strategy improves college students’ critical thinking. It helps the students to build and elaborate their ideas. Hence, it increases students’ reading comprehension. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=blooms%E2%80%99%20critical%20thinking" title=" blooms’ critical thinking"> blooms’ critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=questioning" title=" questioning"> questioning</a>, <a href="https://publications.waset.org/abstracts/search?q=strategy" title=" strategy"> strategy</a> </p> <a href="https://publications.waset.org/abstracts/21716/improving-students-critical-thinking-in-understanding-reading-material-through-blooms-critical-thinking-questioning-strategy-in-english-for-specific-purposes-esp-class" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21716.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">656</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18472</span> On the Paradigm Shift of the Overall Urban Design in China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gaoyuan%20Wang">Gaoyuan Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Tian%20Chen"> Tian Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Junnan%20Liu"> Junnan Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Facing a period of major change that’s rarely seen in a century, China formulates the 14th Five-Year Plan and places emphasis on promoting high-quality development. In this context, the overall urban design has become a crucial and systematic tool for high-quality urban development. However, there are bottlenecks in the nature definition, content scope and transmission mechanisms of the current overall urban design in China. The paper interprets the emerging demands of the 14th Five-Year Plan on urban design in terms of new value-quality priority, new dynamic-space performance, new target-region coordination and new path-refined governance. Based on the new trend and appeal, the multi-dimensional thinking integrated with the major tasks of urban design are proposed accordingly, which is the biomass thinking in ecological, production and living element, the strategic thinking in spatial structure, the systematic thinking in the cityscape, the low-carbon thinking in urban form, the governance thinking in public space, the user thinking in design implementation. The paper explores the possibility of transforming the value thinking and technical system of urban design in China and provides a breakthrough path for the urban planning and design industry to better respond to the propositions of the country’s 14th Five-Year Plan. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=China%E2%80%99s%2014th%20five-year%20plan" title="China’s 14th five-year plan">China’s 14th five-year plan</a>, <a href="https://publications.waset.org/abstracts/search?q=overall%20urban%20design" title=" overall urban design"> overall urban design</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20design%20thinking" title=" urban design thinking"> urban design thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=transformation%20of%20urban%20design" title=" transformation of urban design"> transformation of urban design</a> </p> <a href="https://publications.waset.org/abstracts/140511/on-the-paradigm-shift-of-the-overall-urban-design-in-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140511.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">266</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18471</span> The Role of Critical Thinking in Disease Diagnosis: A Comprehensive Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Al-Mousawi">Mohammad Al-Mousawi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This academic article explores the indispensable role of critical thinking in the process of diagnosing diseases. Employing a multidisciplinary approach, we delve into the cognitive skills and analytical mindset that clinicians, researchers, and healthcare professionals must employ to navigate the complexities of disease identification. By examining the integration of critical thinking within the realms of medical education, diagnostic decision-making, and technological advancements, this article aims to underscore the significance of cultivating and applying critical thinking skills in the ever-evolving landscape of healthcare. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20education" title=" medical education"> medical education</a>, <a href="https://publications.waset.org/abstracts/search?q=diagnostic%20decision-making" title=" diagnostic decision-making"> diagnostic decision-making</a>, <a href="https://publications.waset.org/abstracts/search?q=fostering%20critical%20thinking" title=" fostering critical thinking"> fostering critical thinking</a> </p> <a href="https://publications.waset.org/abstracts/182359/the-role-of-critical-thinking-in-disease-diagnosis-a-comprehensive-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182359.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18470</span> Promoting Critical Thinking in a Robotics Class</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ian%20D.%20Walker">Ian D. Walker</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper describes the creation and teaching of an undergraduate course aimed at promoting critical thinking among the students in the course. The class, Robots in Business and Society, taught at Clemson University, is open to all undergraduate students of any discipline. It is taught as part of Clemson’s online class program and is structured to promote critical thinking via a series of interactive discussion boards and assignments. Critical thinking is measured via pre- and post-testing using a benchmark standardized test. The paper will detail the class organization, and describe and discuss the results and lessons learned with respect to improvement of student critical thinking from three offerings of the class. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=robotics" title=" robotics"> robotics</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20teaching" title=" undergraduate teaching"> undergraduate teaching</a> </p> <a href="https://publications.waset.org/abstracts/73009/promoting-critical-thinking-in-a-robotics-class" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73009.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">288</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18469</span> The Influence of 3D Printing Course on Middle School Students' Spatial Thinking Ability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wang%20Xingjuan">Wang Xingjuan</a>, <a href="https://publications.waset.org/abstracts/search?q=Qian%20Dongming"> Qian Dongming</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As a common thinking ability, spatial thinking ability plays an increasingly important role in the information age. The key to cultivating students' spatial thinking ability is to cultivate students' ability to process and transform graphics. The 3D printing course enables students to constantly touch the rotation and movement of objects during the modeling process and to understand spatial graphics from different views. To this end, this article combines the classic PSVT: R test to explore the impact of 3D printing courses on the spatial thinking ability of middle school students. The results of the study found that: (1) Through the study of the 3D printing course, the students' spatial ability test scores have been significantly improved, which indirectly reflects the improvement of the spatial thinking ability level. (2) The student's spatial thinking ability test results are influenced by the parent's occupation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=3D%20printing" title="3D printing">3D printing</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20school%20students" title=" middle school students"> middle school students</a>, <a href="https://publications.waset.org/abstracts/search?q=spatial%20thinking%20ability" title=" spatial thinking ability"> spatial thinking ability</a>, <a href="https://publications.waset.org/abstracts/search?q=influence" title=" influence"> influence</a> </p> <a href="https://publications.waset.org/abstracts/109150/the-influence-of-3d-printing-course-on-middle-school-students-spatial-thinking-ability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109150.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">190</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18468</span> Visual Thinking Routines: A Mixed Methods Approach Applied to Student Teachers at the American University in Dubai</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alain%20Gholam">Alain Gholam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Visual thinking routines are principles based on several theories, approaches, and strategies. Such routines promote thinking skills, call for collaboration and sharing of ideas, and above all, make thinking and learning visible. Visual thinking routines were implemented in the teaching methodology graduate course at the American University in Dubai. The study used mixed methods. It was guided by the following two research questions: 1). To what extent do visual thinking inspire learning in the classroom, and make time for students’ questions, contributions, and thinking? 2). How do visual thinking routines inspire learning in the classroom and make time for students’ questions, contributions, and thinking? Eight student teachers enrolled in the teaching methodology course at the American University in Dubai (Spring 2017) participated in the following study. First, they completed a survey that measured to what degree they believed visual thinking routines inspired learning in the classroom and made time for students’ questions, contributions, and thinking. In order to build on the results from the quantitative phase, the student teachers were next involved in a qualitative data collection phase, where they had to answer the question: How do visual thinking routines inspire learning in the classroom and make time for students’ questions, contributions, and thinking? Results revealed that the implementation of visual thinking routines in the classroom strongly inspire learning in the classroom and make time for students’ questions, contributions, and thinking. In addition, student teachers explained how visual thinking routines allow for organization, variety, thinking, and documentation. As with all original, new, and unique resources, visual thinking routines are not free of challenges. To make the most of this useful and valued resource, educators, need to comprehend, model and spread an awareness of the effective ways of using such routines in the classroom. It is crucial that such routines become part of the curriculum to allow for and document students’ questions, contributions, and thinking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classroom%20display" title="classroom display">classroom display</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=thinking%20classroom" title=" thinking classroom"> thinking classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20thinking%20routines" title=" visual thinking routines"> visual thinking routines</a> </p> <a href="https://publications.waset.org/abstracts/72365/visual-thinking-routines-a-mixed-methods-approach-applied-to-student-teachers-at-the-american-university-in-dubai" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72365.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">227</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18467</span> Unfolding Simulations with the Use of Socratic Questioning Increases Critical Thinking in Nursing Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Martha%20Hough%20RN">Martha Hough RN</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: New nursing graduates lack the critical thinking skills required to provide safe nursing care. Critical thinking is essential in providing safe, competent, and skillful nursing interventions. Educational institutions must provide a curriculum that improves nursing students' critical thinking abilities. In addition, the recent pandemic resulted in nursing students who previously received in-person clinical but now most clinical has been converted to remote learning, increasing the use of simulations. Unfolding medium and high-fidelity simulations and Socratic questioning are used in many simulations debriefing sessions. Methodology: Google Scholar was researched with the keywords: critical thinking of nursing students with unfolding simulation, which resulted in 22,000 articles; three were used. A second search was implemented with critical thinking of nursing students Socratic questioning, which resulted in two articles being used. Conclusion: Unfolding simulations increase nursing students' critical thinking, especially during the briefing (pre-briefing and debriefing) phases, where most learning occurs. In addition, the use of Socratic questions during the briefing phases motivates other questions, helps the student analyze and critique their thinking, and assists educators in probing students' thinking, which further increases critical thinking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=briefing" title="briefing">briefing</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=Socratic%20thinking" title=" Socratic thinking"> Socratic thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=unfolding%20simulations" title=" unfolding simulations"> unfolding simulations</a> </p> <a href="https://publications.waset.org/abstracts/146324/unfolding-simulations-with-the-use-of-socratic-questioning-increases-critical-thinking-in-nursing-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146324.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">183</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18466</span> Teaching Critical Thinking in Post-Conflict Countries: The University of Liberia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kamille%20Beye">Kamille Beye</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Critical thinking is a topic that has been disputed in the field of education for decades, but many resulting debates have centered around strengthening critical thinking capabilities in the societies, workforces, and educational centers of the global north. In contrast, this paper provides an analysis of the teaching of critical thinking in Liberia, which has been ravaged by years of war and a recent Ebola outbreak. These crises have decimated the Liberian education sector, leading to a loss of teaching capacities that are essential to providing critical thinking education. Until recently, critical thinking had no seat at the table when the future needs of the country were discussed by the government and non-governmental agencies. Now, the University of Liberia has a bold goal to become one of the top twenty universities in West Africa in the next seven years, which has led to a focus on teaching critical thinking skills to improve learning. This paper argues that critical thinking is essential to strengthening not only the Liberian education system, but for promoting peace amongst community members, and yet it suggests that commitments to the teaching of critical thinking in Liberia have hitherto been overly superficial. Based on an initial scoping study, this paper will examine the potential impacts of teaching critical thinking skills to undergraduate students in the William V. S. Tubman School of Education at the University of Liberia on continued peacebuilding and reconstruction efforts of the country. The research contends that if critical thinking skills are taught, practiced and continually utilized, teachers and students will have the ability to engage with information and negotiate challenges to solutions in ways that are beneficial to the communities in which they live. The research will use a variety of methods, that include the California Critical Thinking Disposition Inventory. This research will demonstrate that critical thinking skills are not only needed for entering the workforce, but necessary for negotiating and expressing the needs and desires of local communities in a peaceful way. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=Liberia" title=" Liberia"> Liberia</a>, <a href="https://publications.waset.org/abstracts/search?q=peacebuilding" title=" peacebuilding"> peacebuilding</a>, <a href="https://publications.waset.org/abstracts/search?q=post-conflict" title=" post-conflict"> post-conflict</a> </p> <a href="https://publications.waset.org/abstracts/111777/teaching-critical-thinking-in-post-conflict-countries-the-university-of-liberia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111777.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">135</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18465</span> Dwelling in the Built Environment: The Resilience by Design in Modular Thinking toward an Adaptive Alternatives </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tzen-Ying%20Ling">Tzen-Ying Ling</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recently, the resilience of dwellings in urban areas has been deliberated, as to accommodate the growing demand for changing the demography and rapid urbanization. The need to incorporate sustainability and cleaner production thinking have intensified to mitigate climate risks and satisfy the demand for housing. The modular thinking satisfies both the pressing call for fast-tracked housing stocks; while meeting the goal of more sustainable production. In the other side, the importance of the dwelling as a podium for well-being and social connectedness are sought to explore the key human/environment design thinking for the modular system in dwelling. We argue the best practice incorporates the concept of systemic components thinking. The fieldwork reported in this paper illustrates the process of the case study in a modular dwelling unit prototype development; focusing on the systemic frame system design process and adjustment recommendation hereafter. Using a case study method, the study identified that: (1) inclusive human dimensional factoring through systemic design thinking results in affordable implementations possibilities. (2) The environmental dimension encourages the place-based solution suited for the locality and the increasing demand for dwelling in the urban system. (3) Prototype design consideration avails module system component as dwelling construction alternative. (4) Building code often acts as an inhibitor for such dwelling units by the restriction in lot sizes and units placement. The demand for fast-track dwelling construction and cleaner production decisively outweighs the code inhibition; we further underscored the sustainability implication of the alternative prototype as the core of this study. The research suggests that modular thinking results in a resilient solution suited for the locality and the increasing demand for dwelling in the urban system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=system%20prototype" title="system prototype">system prototype</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20resilience" title=" urban resilience"> urban resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=human%2Fenvironment%20dimension" title=" human/environment dimension"> human/environment dimension</a>, <a href="https://publications.waset.org/abstracts/search?q=modular%20thinking" title=" modular thinking"> modular thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=dwelling%20alternative" title=" dwelling alternative"> dwelling alternative</a> </p> <a href="https://publications.waset.org/abstracts/111156/dwelling-in-the-built-environment-the-resilience-by-design-in-modular-thinking-toward-an-adaptive-alternatives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111156.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">174</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18464</span> An Empirical Study of the Effect of Robot Programming Education on the Computational Thinking of Young Children: The Role of Flowcharts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wei%20Sun">Wei Sun</a>, <a href="https://publications.waset.org/abstracts/search?q=Yan%20Dong"> Yan Dong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is an increasing interest in introducing computational thinking at an early age. Computational thinking, like mathematical thinking, engineering thinking, and scientific thinking, is a kind of analytical thinking. Learning computational thinking skills is not only to improve technological literacy, but also allows learners to equip with practicable skills such as problem-solving skills. As people realize the importance of computational thinking, the field of educational technology faces a problem: how to choose appropriate tools and activities to help students develop computational thinking skills. Robots are gradually becoming a popular teaching tool, as robots provide a tangible way for young children to access to technology, and controlling a robot through programming offers them opportunities to engage in developing computational thinking. This study explores whether the introduction of flowcharts into the robotics programming courses can help children convert natural language into a programming language more easily, and then to better cultivate their computational thinking skills. An experimental study was adopted with a sample of children ages six to seven (N = 16) participated, and a one-meter-tall humanoid robot was used as the teaching tool. Results show that children can master basic programming concepts through robotic courses. Children's computational thinking has been significantly improved. Besides, results suggest that flowcharts do have an impact on young children’s computational thinking skills development, but it only has a significant effect on the "sequencing" and "correspondence" skills. Overall, the study demonstrates that the humanoid robot and flowcharts have qualities that foster young children to learn programming and develop computational thinking skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=robotics" title="robotics">robotics</a>, <a href="https://publications.waset.org/abstracts/search?q=computational%20thinking" title=" computational thinking"> computational thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=programming" title=" programming"> programming</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20children" title=" young children"> young children</a>, <a href="https://publications.waset.org/abstracts/search?q=flow%20chart" title=" flow chart"> flow chart</a> </p> <a href="https://publications.waset.org/abstracts/129881/an-empirical-study-of-the-effect-of-robot-programming-education-on-the-computational-thinking-of-young-children-the-role-of-flowcharts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129881.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18463</span> The Investigation on Pre-Service Teachers' Critical Thinking Dispositions in Terms of Several Variables</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C%C3%BCneyit%20Akar">Cüneyit Akar</a>, <a href="https://publications.waset.org/abstracts/search?q=Mustafa%20Ba%C5%9Faran"> Mustafa Başaran</a>, <a href="https://publications.waset.org/abstracts/search?q=Ufuk%20Ulu%C3%A7%C4%B1nar"> Ufuk Uluçınar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research is to examine the critical thinking dispositions of pre-service teachers in terms of several variables. In the line of this aim, we have investigated what their levels of critical thinking dispositions and whether there is any significant different in their critical thinking dispositions. Also, we have examined the relations between their critical thinking dispositions and their parents’ education statues, the number of their siblings, family income levels, and their religiosity level. 202 pre-service teachers who are studying at different departments at faculty of education at Uşak University participated in this research. In study, critical thinking dispositions scale by one of researchers was utilized and its validity and reliability was performed. The findings indicate that the level of their critical thinking dispositions was found to be .376 (arithmetic mean). On the other hand, we found that there is no significant difference in terms of their gender and the department at which they are studying. Furthermore, although there aren’t significant relationships between critical thinking dispositions and their mother education statues, their income levels, their religiosity levels and the number of their siblings; there is any significant positively at low level the relation between thinking dispositions and father educational statues. The findings obtained will be discussed together with literature and other research’ results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=preservice%20teachers" title="preservice teachers">preservice teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20dispositions" title=" critical thinking dispositions"> critical thinking dispositions</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/22052/the-investigation-on-pre-service-teachers-critical-thinking-dispositions-in-terms-of-several-variables" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22052.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">495</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18462</span> Discursively Examination of 8th Grade Students’ Geometric Thinking Levels</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ferda%C4%9F%20%C3%87ulhan">Ferdağ Çulhan</a>, <a href="https://publications.waset.org/abstracts/search?q=Emine%20Gaye%20%C3%87ontay"> Emine Gaye Çontay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Geometric thinking levels created by Van Hiele are used to determine students' progress in geometric thinking. Many studies have been conducted on geometric thinking levels and they have taken their place in teaching curricula over time. It is thought that geometric thinking levels, which have become so important in teaching, can be examined in depth. In order to make an in-depth analysis, it was decided that the most appropriate management was discourse analysis. In this study, the focus is on examining the geometric thinking levels of 8th grade students from a discursive point of view. Sfard (2008)'s "Commognitive" theory will be used to conduct discursive analysis. The "Global Van Hiele Questionnaire" created by Patkin (2014) and translated into Turkish for this research will be used in the research. The "Global Van Hiele Questionnaire" contains questions from the sub-learning domain of triangles and quadrilaterals, circles and geometric objects. It has a wider scope than many "Van Hiele Questionnaires". “Global Van Hiele Questionnaire” will be applied to 8th grade students. Then, the geometric thinking levels of the students will be determined and interviews will be held with two students from each of the 1st, 2nd and 3rd levels. The interviews will be recorded and the students' discourses will be examined. By evaluating the relations between the students' geometric thinking levels and their discourses, it will be examined how much their discourse reflects their level of thinking. In this way, it is thought that students' geometric thinking processes can be better understood. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematical%20discourses" title="mathematical discourses">mathematical discourses</a>, <a href="https://publications.waset.org/abstracts/search?q=commognitive%20framework" title=" commognitive framework"> commognitive framework</a>, <a href="https://publications.waset.org/abstracts/search?q=geometric%20thinking%20levels" title=" geometric thinking levels"> geometric thinking levels</a>, <a href="https://publications.waset.org/abstracts/search?q=van%20hiele" title=" van hiele"> van hiele</a> </p> <a href="https://publications.waset.org/abstracts/148315/discursively-examination-of-8th-grade-students-geometric-thinking-levels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148315.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">129</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18461</span> Improving Students' Critical Thinking in Understanding Reading Material Through Bloom's Taxonomy Questioning Strategy in English for Specific Purposes (ESP) Class</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Mayuasti">M. Mayuasti</a>, <a href="https://publications.waset.org/abstracts/search?q=Hevriani%20Sevrika"> Hevriani Sevrika</a>, <a href="https://publications.waset.org/abstracts/search?q=Armilia%20Riza"> Armilia Riza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research deals in improving college students’ critical thinking at English for Specific Purposes Subject. The strategy that is applied is Bloom’s Critical Thinking Questioning Strategy. The positive side of this strategy is that the given questions are developed based on Bloom’s taxonomy level. It is an action research because the researcher uses own class in doing this research. The processes of this research have been done from April to Mei 2014. There are two cycles and each cycle consists of two meetings. After doing the research, it is gotten that Bloom’s Critical Thinking Questioning Strategy improves college students’ critical thinking. It helps the students to build and elaborate their ideas. Hence, it increases students’ reading comprehension <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=blooms%E2%80%99%20critical%20thinking%20questioning%20strategy" title=" blooms’ critical thinking questioning strategy"> blooms’ critical thinking questioning strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=specific%20purposes%20class" title=" specific purposes class"> specific purposes class</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a> </p> <a href="https://publications.waset.org/abstracts/23741/improving-students-critical-thinking-in-understanding-reading-material-through-blooms-taxonomy-questioning-strategy-in-english-for-specific-purposes-esp-class" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23741.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">557</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18460</span> Examining Whether the Reflection Activities Help and Encourage Students’ Writing and Critical Thinking Skills Within the Law faculty, 3rd year students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Motlatjo%20Ntatamala">Motlatjo Ntatamala</a>, <a href="https://publications.waset.org/abstracts/search?q=Natasha%20Ravyse"> Natasha Ravyse</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Laubsher"> Michael Laubsher</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As much as students are being assessed through reflective activities, it is important to examine and check if those very same activities really assist in influencing and shaping both their writing and critical thinking skills. The skills which students will acquire from the reflective activities will not only be beneficial for the present or immediate moment, but they will also carry them over to their 4th year of writing a mini dissertation and in future for those who would want to explore their post-graduate studies. Thus, the only way to source the reliable and raw feedback on whether students think the reflective activities help them think about their writing and critical thinking skills is to get a direct students’ perspective by analysing their submitted reflective activities. Writing a research proposal implies that critical thinking is a talent that will grow in a holistic manner, as evidenced by previous studies. However, no research has been conducted to investigate the impact of critical thinking on legal writing skills in the South African setting. This study seeks to examine the effectiveness of the reflective activities in 3rd years’ students’ writing and towards their critical thinking. The proposed paper aims to examine the effectiveness of the reflection activities as an encouragement and motivation to their both writing and thinking skills. The paper will make use of students’ activities as a means of data collection and the activities will thus be analysed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reflection%20activities" title="reflection activities">reflection activities</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20skills" title=" writing skills"> writing skills</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20skills" title=" critical thinking skills"> critical thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20thinking" title=" reflective thinking"> reflective thinking</a> </p> <a href="https://publications.waset.org/abstracts/170709/examining-whether-the-reflection-activities-help-and-encourage-students-writing-and-critical-thinking-skills-within-the-law-faculty-3rd-year-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170709.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18459</span> Critical Thinking and Academic Writing: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mubina%20Rauf">Mubina Rauf</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Critical thinking is a highly valued outcome of university education. There is an agreement in literature that it is demonstrated through the abilities to highlight issues and assumptions, find links between ideas and concepts, make correct inferences, evaluate evidence or authority and deduce conclusions (Tsui, 2002). Although Critical thinking plays a significant role in developing all academic skills, its role in developing writing skills is significant (Kurfiss, 1988). SAW (student academic writing) is an observable output of critical thinking (Wilson K. , 2016). When students apply critical thinking to their writing, they present clear, accurate, significant and logical arguments constructing their own voice in the form of an essay or dissertation (Matsuda, 2001). This presentation will show how a rubric can be used to find evidence of critical thinking in SAW. Participants will experience how evidence-based written arguments supported by background knowledge and authorial voice can develop students into efficient critical thinkers. Participants will have an opportunity to use the rubric to find the evidence of critical thinking in SAW samples. This presentation is intended for classroom teachers with or without the basic knowledge of implementing critical thinking in academic settings. Participants will also learn tips how various features of critical thinking can be developed among students. After the session, the participants will be able to use or adapt the rubric according to their needs to find evidence of critical thinking in SAW within their context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=Rubric" title=" Rubric"> Rubric</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20academic%20writing" title=" student academic writing"> student academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=argumentation" title=" argumentation"> argumentation</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20analysis" title=" text analysis"> text analysis</a> </p> <a href="https://publications.waset.org/abstracts/174838/critical-thinking-and-academic-writing-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174838.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">73</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18458</span> Analysing Stem Student Interests in Developing Critical Thinking Skills in Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Ramzan">Muhammad Ramzan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> STEM Education and Critical Thinking Skills are important 21st-century skills. STEM Education is necessary to promote secondary school students’ critical thinking skills. These skills are critical for teachers to respond to students. Pakistan is in the preliminary stages of integrating STEM Education in institutions like other developing countries. Unfortunately, most secondary school students in Pakistan are unaware of STEM Education and teachers are not applying critical thinking skills in classrooms. The study's objectives mainly deal with; to identify the importance of STEM Education in the teaching-learning process; to find out the factors affecting critical thinking skills that can develop interest in students in STEM Education and suggestions on how to improve critical thinking skills in students regarding STEM Education. This study was descriptive. The population of the study was secondary school students. Data was collected from 200 secondary school students through a questionnaire. The research results show that critical thinking skills develop interest in students towards STEM Education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=STEM%20education" title="STEM education">STEM education</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20skills" title=" critical thinking skills"> critical thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning%20process" title=" teaching and learning process"> teaching and learning process</a> </p> <a href="https://publications.waset.org/abstracts/186778/analysing-stem-student-interests-in-developing-critical-thinking-skills-in-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186778.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">43</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18457</span> A Phenomenological-Hermeneutic Account of Design Thinking by Way of an Exposition of Four Species of Negatite: 'Not Being', 'Non-Being', 'Absence', 'Non-Existence'</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Soheil%20Ashrafi">Soheil Ashrafi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, it is attempted to chart and exposit terra incognito of the transcendental intuition of ‘non-being’, a peculiar species of négatité and a form of consciousness which underpins the phenomenal capacity for design thinking, and which serves as the ground of the ‘designing being-relation to the world’. The paper’s contention is that the transcendental intuition of the non-being indwells the agent’s being-relation to the world as a continual tension in that neither does the agent relinquish its ontological leverage and submit altogether to the world’s curbs and dictates, nor is it able to subdue satisfactorily or settle into the world once and for all. By way of phenomenological-hermeneutic analysis, it is endeavoured to argue that design thinking occurs by virtue of a phenomenal transition between the a priori ‘not-being’, the basis of ‘that-which-is’, and the transcendental intuition of non-being through which that-which-is-not-yet announces itself. Along with this, the other two species of négatité as ‘absence’ and ‘non-existence’ are clarified and contrasted with not-being and non-being, which have widely been used in the literature interchangeably as identical terms. In conclusion, it is argued that not only has design thinking in its unadulterated, originary mode historically preceded scientific thinking, but it also has served as the foundation of its emergence. In short, scientific thinking is a derivative, reformed application of design thinking; it indeed supervenes upon it. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design%20thinking" title="design thinking">design thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=designing%20being-relation%20to%20the%20world" title=" designing being-relation to the world"> designing being-relation to the world</a>, <a href="https://publications.waset.org/abstracts/search?q=n%C3%A9gatit%C3%A9" title=" négatité"> négatité</a>, <a href="https://publications.waset.org/abstracts/search?q=not-being" title=" not-being"> not-being</a>, <a href="https://publications.waset.org/abstracts/search?q=non-being" title=" non-being"> non-being</a> </p> <a href="https://publications.waset.org/abstracts/112250/a-phenomenological-hermeneutic-account-of-design-thinking-by-way-of-an-exposition-of-four-species-of-negatite-not-being-non-being-absence-non-existence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112250.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">170</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18456</span> The Development of the Coherence of Moral Thinking</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hui-Tzu%20Lin">Hui-Tzu Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Wen-Ying%20Lin"> Wen-Ying Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Jenn-Wu%20Wang"> Jenn-Wu Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of present research is to investigate whether the global coherence of moral thinking is increased by age. The author utilized two kinds of moral situations to evaluate the subjects’ responses to two contradictive arguments concerning behavior of stealing, cheating in an exam, each with two stories. The two stories will be focused on the main lead and provided two contradictory moral evaluations. Participants were 596 primary schoolchildren in Taiwan. The three age groups were 201 in grade two, 183 in grade three, and 212 in grade six. The result showed that sixth graders’ moral judgment is more coherent than third graders’. The coherence of moral thinking is increased by age which support the implication by Piaget and Kohlberg’s theoretical hypothesis. This indicates that people higher ability to detect contradiction may be involved in the development of the coherence of moral thinking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=moral%20thinking" title="moral thinking">moral thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=coherence" title=" coherence"> coherence</a>, <a href="https://publications.waset.org/abstracts/search?q=local%20coherence" title=" local coherence"> local coherence</a>, <a href="https://publications.waset.org/abstracts/search?q=contradiction" title=" contradiction"> contradiction</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20coherence" title=" global coherence"> global coherence</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20development" title=" cognitive development"> cognitive development</a> </p> <a href="https://publications.waset.org/abstracts/61766/the-development-of-the-coherence-of-moral-thinking" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61766.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">369</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18455</span> Examining Geometric Thinking Behaviours of Undergraduates in Online Geometry Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peter%20Akayuure">Peter Akayuure</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Geometry is considered an important strand in mathematics due to its wide-ranging utilitarian value and because it serves as a building block for understanding other aspects of undergraduate mathematics, including algebra and calculus. Matters regarding students’ geometric thinking have therefore long been pursued by mathematics researchers and educators globally via different theoretical lenses, curriculum reform efforts, and innovative instructional practices. However, so far, studies remain inconclusive about the instructional platforms that effectively promote geometric thinking. At the University of Education, Winneba, an undergraduate geometry course was designed and delivered on UEW Learning Management System (LMS) using Moodle platform. This study utilizes van Hiele’s theoretical lens to examine the entry and exit’s geometric thinking behaviours of prospective teachers who took the undergraduate geometry course in the LMS platform. The study was a descriptive survey that involved an intact class of 280 first-year students enrolled to pursue a bachelor's in mathematics education at the university. The van Hiele’s Geometric thinking test was used to assess participants’ entry and exit behaviours, while semi-structured interviews were used to obtain data for triangulation. Data were analysed descriptively and displayed in tables and charts. An Independent t-test was used to test for significant differences in geometric thinking behaviours between those who entered the university with a diploma certificate and with senior high certificate. The results show that on entry, more than 70% of the prospective teachers operated within the visualization level of van Hiele’s geometric thinking. Less than 20% reached analysis and abstraction levels, and no participant reached deduction and rigor levels. On exit, participants’ geometric thinking levels increased markedly across levels, but the difference from entry was not significant and might have occurred by chance. The geometric thinking behaviours of those enrolled with diploma certificates did not differ significant from those enrolled directly from senior high school. The study recommends that the design principles and delivery of undergraduate geometry course via LMS should be structured and tackled using van Hiele’s geometric thinking levels to serve as means of bridging the existing learning gaps of undergraduate students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=geometric%20thinking" title="geometric thinking">geometric thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=van%20Hiele%E2%80%99s" title=" van Hiele’s"> van Hiele’s</a>, <a href="https://publications.waset.org/abstracts/search?q=UEW%20learning%20management%20system" title=" UEW learning management system"> UEW learning management system</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20geometry" title=" undergraduate geometry"> undergraduate geometry</a> </p> <a href="https://publications.waset.org/abstracts/133894/examining-geometric-thinking-behaviours-of-undergraduates-in-online-geometry-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133894.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18454</span> Critical Thinking Index of College Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Helen%20Frialde-Dupale">Helen Frialde-Dupale</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Critical thinking Index (CTI) of 150 third year college students from five State Colleges and Universities (SUCs) in Region I were determined. Only students with Grade Point Average (GPA) of at least 2.0 from four general classification of degree courses, namely: Education, Arts and Sciences, Engineering and Agriculture were included. Specific problem No.1 dealt with the profile variables, namely: age, sex, degree course, monthly family income, number of siblings, high school graduated from, grade point average, personality type, highest educational attainment of parents, and occupation of parents. Problem No. 2 determined the critical thinking index among the respondents. Problem No. 3 investigated whether or not there are significant differences in the critical thinking index among the respondents across the profile variables. While problem No.4 determined whether or not there are significant relationship between the critical thinking index and selected profile variables, namely: age, monthly family income, number of siblings, and grade point average of the respondents. Finally, on problem No. 5, the critical thinking instrument which obtained the lowest rates, were used as basis for outlining an intervention program for enhancing critical thinking index (CTI) of students. The following null hypotheses were tested at 0.05 level of significance: there are no significant differences in the critical thinking index of the third college students across the profile variables; there are no significant relationships between the critical thinking index of the respondents and selected variables, namely: age, monthly family income, number of siblings, and grade point average. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude%20as%20critical%20thinker" title="attitude as critical thinker">attitude as critical thinker</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20applied" title=" critical thinking applied"> critical thinking applied</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20index" title=" critical thinking index"> critical thinking index</a>, <a href="https://publications.waset.org/abstracts/search?q=self-perception%20as%20critical%20thinker" title=" self-perception as critical thinker"> self-perception as critical thinker</a> </p> <a href="https://publications.waset.org/abstracts/14959/critical-thinking-index-of-college-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14959.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">517</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18453</span> The Study of the Correlation of Future-Oriented Thinking and Retirement Planning: The Analysis of Two Professions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ya-Hui%20Lee">Ya-Hui Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Ching-Yi%20Lu"> Ching-Yi Lu</a>, <a href="https://publications.waset.org/abstracts/search?q=Chien%20Hung"> Chien Hung</a>, <a href="https://publications.waset.org/abstracts/search?q=Hsieh"> Hsieh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to explore the difference between state-owned-enterprise employees and the civil servants regarding their future-oriented thinking and retirement planning. The researchers investigated 687 middle age and older adults (345 state-owned-enterprise employees and 342 civil servants) through survey research, to understand the relevance between and the prediction of their future-oriented thinking and retirement planning. The findings of this study are: 1.There are significant differences between these two professions regarding future-oriented thinking but not retirement planning. The results of the future-oriented thinking of civil servants are overall higher than that of the state-owned-enterprise employees. 2. There are significant differences both in the aspects of future-oriented thinking and retirement planning among civil servants of different ages. The future-oriented thinking and retirement planning of ages 55 and above are more significant than those of ages 45 or under. For the state-owned-enterprise employees, however, there is no significance found in their future-oriented thinking, but in their retirement planning. Moreover, retirement planning is higher at ages 55 or above than at other ages. 3. With regard to education, there is no correlation to future-oriented thinking or retirement planning for civil servants. For state-owned-enterprise employees, however, their levels of education directly affect their future-oriented thinking. Those with a master degree or above have greater future-oriented thinking than those with other educational degrees. As for retirement planning, there is no correlation. 4. Self-assessment of economic status significantly affects the future-oriented thinking and retirement planning of both civil servants and state-owned-enterprise employees. Those who assess themselves more affluently are more inclined to future-oriented thinking and retirement planning. 5. For civil servants, there are significant differences between their monthly income and retirement planning, but none with future-oriented thinking. As for state-owned-enterprise employees, there are significant differences between their monthly income and retirement planning as well as future-oriented thinking. State-owned-enterprise employees who have significantly higher monthly incomes (1,960 euros and above) have more significant future-oriented thinking and retirement planning than those with lower monthly incomes (1,469 euros and below). 6. The middle age and older adults of both professions have positive correlations with future-oriented thinking and retirement planning. Through stepwise multiple regression analysis, the results indicate that future-oriented thinking and retirement planning have positive predictions. The authors then present the findings of this study for state-owned-enterprises, public authorities, and older adult educational program designs in Taiwan as references. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=state-owned-enterprise%20employees" title="state-owned-enterprise employees">state-owned-enterprise employees</a>, <a href="https://publications.waset.org/abstracts/search?q=civil%20servants" title=" civil servants"> civil servants</a>, <a href="https://publications.waset.org/abstracts/search?q=future-oriented%20thinking" title=" future-oriented thinking"> future-oriented thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=retirement%20planning" title=" retirement planning "> retirement planning </a> </p> <a href="https://publications.waset.org/abstracts/8153/the-study-of-the-correlation-of-future-oriented-thinking-and-retirement-planning-the-analysis-of-two-professions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8153.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">366</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18452</span> A Review of Critical Thinking Formative Assessment Framework: Coping with Teachers Resistance to Critical Pedagogy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chenhui%20Wang">Chenhui Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Chwee%20Beng%20Lee"> Chwee Beng Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The practice of critical pedagogy is challenged by resistance from teachers. This study presents a discussion on teachers' resistance to critical pedagogy and previous practical frameworks for assessing critical thinking in formative assessment in the classroom through a critical review of the related literature. The authors found out that the main issue of teachers' resistance is not whether teachers should possess theoretical knowledge of critical thinking but how they apply that knowledge in their classroom teaching. In addition, critical thinking in formative assessment may provide teachers with a comprehensive understanding of critical pedagogical planning, implementing, and reflecting. Therefore, this paper intends to discuss a practical step-by-step framework for critical thinking formative assessment to address this resistance. Such discussion is based on a thorough examination of the related theories and frameworks. This review paper will benefit teachers in understanding and reducing their resistance to critical pedagogy as well as in implementing critical pedagogy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20pedagogy" title=" critical pedagogy"> critical pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20formative%20assessment%20framework" title=" critical thinking formative assessment framework"> critical thinking formative assessment framework</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%20resistance" title=" teachers resistance"> teachers resistance</a> </p> <a href="https://publications.waset.org/abstracts/155786/a-review-of-critical-thinking-formative-assessment-framework-coping-with-teachers-resistance-to-critical-pedagogy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155786.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">119</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18451</span> Exploring Critical Thinking Skill Development in the 21st Century College Classroom: A Multi-Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kimberlyn%20Greene">Kimberlyn Greene</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Employers today expect college graduates to not only develop and demonstrate content-specific knowledge but also 21st century skillsets such as critical thinking. International assessments suggest students enrolled in United States (U.S.) educational institutions are underperforming in comparison to their global peers in areas such as critical thinking and technology. This multi-case study examined how undergraduate digital literacy courses at a four-year university in the U.S., as implemented by instructors, fostered students’ development of critical thinking skills. The conceptual framework for this study presumed that as students engaged in complex thinking within the context of a digital literacy course, their ability to deploy critical thinking was contingent upon whether the course was designed with the expectation for students to use critical thinking skills as well as the instructor’s approach to implementing the course. Qualitative data collected from instructor interviews, classroom observations, and course documents were analyzed with an emphasis on exploring the course design and instructional methods that provided opportunities to foster critical thinking skill development. Findings from the cross-case analysis revealed that although the digital literacy courses were designed and implemented with the expectation students would deploy critical thinking; there was no explicit support for students to develop these skills. The absence of intentional skill development resulted in inequitable opportunities for all students to engage in complex thinking. The implications of this study suggest that if critical thinking is to remain a priority, then universities must expand their support of pedagogical and instructional training for faculty regarding how to support students’ critical thinking skill development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20skill%20development" title="critical thinking skill development">critical thinking skill development</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20design" title=" curriculum design"> curriculum design</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20literacy" title=" digital literacy"> digital literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/93299/exploring-critical-thinking-skill-development-in-the-21st-century-college-classroom-a-multi-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93299.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">293</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18450</span> Design, Research and Culture Change in the Age of Transformation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maya%20Jaber">Maya Jaber</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Climate change is one of the biggest challenges that require immediate attention and mitigation for the continued prosperity of human existence. The transformation will need to occur that is top-down and bottom-up on holistic scales. A new way of thinking will need to be adopted that is innovative, human-centric, and global. Designers and researchers are vital leaders in this movement that can help guide other practitioners in the strategy development, critical thinking process, and alignment of transformative solutions. Holistic critical thinking strategies will be essential to change behaviors and cultures for future generations' survival. This paper will discuss these topics associated with Dr. Jaber's research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=environmental%20social%20governance%20%28ESG%29" title="environmental social governance (ESG)">environmental social governance (ESG)</a>, <a href="https://publications.waset.org/abstracts/search?q=integral%20design%20thinking%20%28IDT%29" title=" integral design thinking (IDT)"> integral design thinking (IDT)</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20transformation" title=" organizational transformation"> organizational transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability%20management" title=" sustainability management"> sustainability management</a> </p> <a href="https://publications.waset.org/abstracts/143014/design-research-and-culture-change-in-the-age-of-transformation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143014.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">175</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18449</span> Computational Thinking Based Coding Environment for Coding and Free Semester Mathematics Education in Korea</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Han%20Hyuk%20Cho">Han Hyuk Cho</a>, <a href="https://publications.waset.org/abstracts/search?q=Hanik%20Jo"> Hanik Jo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, coding education has been globally emphasized, and the Free Semester System and coding education were introduced to the public schools from the beginning of 2016 and 2018 respectively in Korea. With the introduction of the Free Semester System and the rising demand of Computational Thinking (CT) capacity, this paper aims to design ‘Coding Environment’ and Minecraft-like Turtlecraft in which learners can design and construct mathematical objects through mathematical symbolic expressions. Students can transfer the constructed mathematical objects to the Turtlecraft environment (open-source codingmath website), and also can print them out through 3D printers. Furthermore, we design learnable mathematics and coding curriculum by representing the figurate numbers and patterns in terms of executable expression in the coding context and connecting them to algebraic symbols, which will allow students to experience mathematical patterns and symbolic coding expressions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coding%20education" title="coding education">coding education</a>, <a href="https://publications.waset.org/abstracts/search?q=computational%20thinking" title=" computational thinking"> computational thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20education" title=" mathematics education"> mathematics education</a>, <a href="https://publications.waset.org/abstracts/search?q=TurtleMAL%20and%20Turtlecraft" title=" TurtleMAL and Turtlecraft"> TurtleMAL and Turtlecraft</a> </p> <a href="https://publications.waset.org/abstracts/96410/computational-thinking-based-coding-environment-for-coding-and-free-semester-mathematics-education-in-korea" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96410.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">206</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18448</span> The Role of Questioning Ability as an Indicator of Scientific Thinking in Children Aged 5-9</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aliya%20K.%20Salahova">Aliya K. Salahova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Scientific thinking is a fundamental cognitive skill that plays a crucial role in preparing young minds for an increasingly complex world. This study explores the connection between scientific thinking and the ability to ask questions in children aged 5-9. The research aims to identify and assess how questioning ability serves as an indicator of scientific thinking development in this age group. A longitudinal investigation was conducted over a span of 240 weeks, involving 72 children from diverse backgrounds. The participants were divided into an experimental group, engaging in weekly STEM activities, and a control group with no STEM involvement. The development of scientific thinking was evaluated through a comprehensive assessment of questioning skills, hypothesis formulation, logical reasoning, and problem-solving abilities. The findings reveal a significant correlation between the ability to ask questions and the level of scientific thinking in children aged 5-9. Participants in the experimental group exhibited a remarkable improvement in their questioning ability, which positively influenced their scientific thinking growth. In contrast, the control group, devoid of STEM activities, showed minimal progress in questioning skills and subsequent scientific thinking development. This study highlights the pivotal role of questioning ability as a key indicator of scientific thinking in young children. The results provide valuable insights for educators and researchers, emphasizing the importance of fostering and nurturing questioning skills to enhance scientific thinking capabilities from an early age. The implications of these findings are crucial for designing effective educational interventions to promote scientific curiosity and critical thinking in the next generation of scientific minds. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=scientific%20thinking" title="scientific thinking">scientific thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM" title=" STEM"> STEM</a>, <a href="https://publications.waset.org/abstracts/search?q=intervention" title="intervention">intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title=" collaborative learning"> collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=longitudinal%20study" title=" longitudinal study"> longitudinal study</a> </p> <a href="https://publications.waset.org/abstracts/170553/the-role-of-questioning-ability-as-an-indicator-of-scientific-thinking-in-children-aged-5-9" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170553.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">70</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=system%20thinking&page=2">2</a></li> <li class="page-item"><a class="page-link" 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