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1
Klunnikova, M. M. "THE METHODS OF DEVELOPING COMPUTATIONAL THINKING OF STUDENTS WHILE STUDYING THE COURSE "NUMERICAL METHODS" BASED ON BLENDED LEARNING." Informatics and education, no. 6 (September 17, 2019): 34–41. http://dx.doi.org/10.32517/0234-0453-2019-34-6-34-41.
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The work is devoted to the consideration of improving the quality of teaching students the discipline “Numerical methods” through the development of the cognitive component of computational thinking based on blended learning. The article presents a methodology for the formation of computational thinking of mathematics students, based on the visualization of algorithmic design schemes and the activation of the cognitive independence of students. The characteristic of computational thinking is given, the content and structure of computational thinking are shown. It is argued that a student with such a mind is able to manifest himself in his professional field in the best possible way. The results of the application of the technique are described. To determine the level of development of the cognitive component of computational thinking, a diagnostic model has been developed based on measuring the content, operational and motivational components. It is shown that the proposed method of developing computational thinking of students, taking into account the individual characteristics of students’ thinking, meaningfully based on the theoretical and practical aspects of studying the discipline, increases the effectiveness of learning the course “Numerical methods”. The materials of the article are of practical value for teachers of mathematical disciplines who use information and telecommunication technologies in their professional activities.
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Al Afgoni, Harun, Fiki Alghadari, and Niken Vioreza. "Pencapaian Kemampuan Berpikir Geometri Tingkat Rendah Siswa: Analisis Berdasarkan Tipe Pembelajaran Kooperatif." RANGE: Jurnal Pendidikan Matematika 2, no. 1 (July 31, 2020): 32–37. http://dx.doi.org/10.32938/jpm.v2i1.557.
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Two important elements in the learning process at school are how students' understanding and learning activities are. On the other hand, most students only memorize algorithmic formulas without understanding the concept in depth. As a result, students' thinking abilities at low levels become dominant in learning operations. This study was conducted with the aim of analyzing the achievement of students' low-level geometry thinking skills between the learning group of think pair share (TPS) and the two stay to stray (TSTS). This quantitative study was conducted on students in one of the junior high schools in the East Jakarta area. Data were obtained using instruments developed based on three initial levels of geometrical thinking according to van Hiele's theory. Data were analyzed with parametric statistics. The results of the data analysis concluded that there were differences in the achievement of the ability to think of low-level geometry students in the TPS and TSTS learning groups. Based on descriptive statistics, the average achievement of TPS group students is more than TSTS. According to the results of this study, learning the geometry of the triangle concept for junior high school students is suggested by learning TPS. There are indications based on the distribution of data that the level of thinking of students in geometry is mostly at the level of analysis.
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Klimina, N. V., and I. А. Morozov. "The program of the advanced training course for teachers of mathematics and informatics "Graphs and graph models: methods of visual processing "." Informatics and education, no. 3 (June 4, 2021): 31–41. http://dx.doi.org/10.32517/0234-0453-2021-36-3-31-41.
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The method of visual presentation of educational information for solving problems of mathematics and informatics is effective for the development of algorithmic, logical and computational thinking of schoolchildren. Technical progress, informatization of education, the emergence of modern software for visualization of information change the activities of teachers who need to master new technologies of information visualization for use in the classroom and in work with gifted children. Visual models for presenting educational information and methods of their processing with the use of computer programs are also relevant in extracurricular activities, allowing to develop the intellectual abilities of schoolchildren. Teachers are required to teach children to create projects in which visibility is a necessary component and must be represented by an electronic product created using modern information visualization tools. The article proposes a variant of the advanced training course for teachers of mathematics and informatics on teaching methods for visualization of solving problems using graphs and the free software “Graphoanalyzator”. The relevance of the course is due to the need to form the competency to carry out targeted work with gifted children in the use of software for creating and processing graphs based on the graph visualization program “Graphoanalyzator”. The authors believe that the training of teachers on this course will contribute to the formation of their skills to solve problems of mathematical modeling in informatics and mathematics, to apply information technologies to solve pedagogical problems in the context of informatization of education.
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Geda, Gábor, and Csaba Biró. "A Possible Way to Develop Algorithmic Thinking." Acta Didactica Napocensia 13, no. 1 (July 31, 2020): 19–28. http://dx.doi.org/10.24193/adn.13.1.3.
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Griffiths, Catherine. "Computational Visualization for Critical Thinking." Journal of Science and Technology of the Arts 11, no. 2 (December 29, 2019): 9–17. http://dx.doi.org/10.7559/citarj.v11i2.666.
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This paper looks back at historical precedents for how computational systems and ideas have been visualized as a means of access to and engagement with a broader audience, and to develop a new more tangible language to address abstraction. These precedents share a subversive ground in using a visual language to provoke new ways of engaging with about complex ideas. Two new approaches to visualizing algorithmic systems are proposed for the emerging context of algorithmic ethics in society, looking at prototypical algorithms in computer vision and machine learning systems, to think through the meaning created by algorithmic structure and process. The aim is to use visual design to provoke new kinds of thinking and criticality that can offer opportunities to address algorithms in their increasingly more politicized role today. These new approaches are developed from an arts research perspective to support critical thinking and arts knowledge through creative coding and interactive design.
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Horbatiuk, Roman M., and Vitalii V. Kabak. "ВИКОРИСТАННЯ ІНФОРМАЦІЙНОЇ СИСТЕМИ ALGOSTUDY У ПРОЦЕСІ ФОРМУВАННЯ АЛГОРИТМІЧНОГО МИСЛЕННЯ МАЙБУТНІХ ІНЖЕНЕРІВ-ПЕДАГОГІВ У ГАЛУЗІ КОМП’ЮТЕРНИХ ТЕХНОЛОГІЙ." Information Technologies and Learning Tools 69, no. 1 (February 25, 2019): 124. http://dx.doi.org/10.33407/itlt.v69i1.2385.
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The specificities of algorithmic thinking formation for engineer-teachers in the field of computer technologies, that is an important intellectual part of their professional activities, have been determined in the article. The information system AlgoStudy has been created in the programming environment Adobe Flash CS6. Its structural components have been built with the use of Flash animation. The pedagogical software product is some Flash App with the given consistency of footages. The transition between these footages is realized with the help of the navigation in such sections: modeling, algorithms, structure of compliance, structure of branching, and structure of cycle. Hypertext links among parts is realized with the help of programming language commands Action Script. Main stages (organizational, practical, and efficient) of the algorithmic thinking formation have been determined, as well as their characteristics have been showed in the article too. The attention has paid to the creation of teaching material (interactive tasks, modeling tasks and logic games) in the information system AlgoStudy for the preparing of future engineer-teachers in the field of computer technologies on the basics of algorithmization and programming. The special organization of educational process for future engineer-teachers algorithmic thinking formation has been realized. The pedagogical software tool AlgoStudy has been used in experimental groups, and traditional didactical materials have been used in control groups during this process. The calculation of results in these research activities is clear enough to allow to conclusion that the use of the information system AlgoStudy contributes the growth performance of high and sufficient levels for students’ algorithmic thinking formation. The practical value of the study could be useful for algorithmic thinking formation of future professionals on computer specializations in pedagogical and technical institutions of higher education.
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Al-Haj Bedar, Rana, and Muhannad Anwar Al-Shboul. "The Effect of Using STEAM Approach on Developing Computational Thinking Skills among High School Students in Jordan." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 14 (August 28, 2020): 80. http://dx.doi.org/10.3991/ijim.v14i14.14719.
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The growing demand for combining digital technology with learning practices has surpassed the use of technology or learning how to use it into the process of enhancing learners’ intellectual levels and scaffolding their understanding by focusing on skills that include thought processes gathered in what is called computational thinking. On the other hand, educational challenges promote the search for new instructional tools and approaches. Consequently, learning shall be extended by superimposing science, technology, engineering, arts, and mathematics (STEAM) approach in the instructional practices. The aim of this paper is to show how STEAM approach can develop the computational thinking among high school learners in Jordan. The main skills of computational thinking included: algorithmic thinking, abstraction, decomposition, and generalization. The sample of this study involved 32 high school students in a private school in Amman. The experimental group studied geography skills in a STEAM approach that included the use of online resources such as LightBot maze and the Ordnance Survey maps (OS) website. The control group studied the same content but through conventional method. Findings showed a significant development in the computational thinking especially in algorithmic thinking and abstraction. Thus a STEAM approach learning environment is one of the effective methods of teaching that improved computational thinking.
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Zabot, Diego, Saulo Ribeiro de Andrade, and Ecivaldo De Souza Matos. "Computational Thinking and Digital Games: Developing Skills With Fun." Journal on Computational Thinking (JCThink) 3, no. 1 (June 1, 2020): 80. http://dx.doi.org/10.14210/jcthink.v3.n1.p80.
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INTRODUCTION: Several researchers consider the importance of Computational Thinking being presented and developed from the earliest years of basic education and, furthermore, that digital games can be one of the vehicles to introduce it to children in schools. However, before developing new game solutions for this purpose, it is important to recognize how games can actually contribute to develop Computational Thinking, as well as to identify which skills have been worked on. OBJECTIVE: In this sense, this article presents the synthesis of a systematic mapping, whose objective was to identify how digital games can be used to develop Computational Thinking skills. METHOD: The objective was met by a systematic literature mapping executed by two reviewers and an expert. RESULTS: It was possible to identify some games used to stimulate the development of Computational Thinking skills, as well as the mechanics used by these games. CONCLUSION: It has been found that puzzle games are most commonly used to develop skills in Computational Reasoning. It has also been observed that the abilities of Abstraction and Algorithmic Thinking are the main skills developed in these games.
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Bosova, L. L. "Coding as a tooL for forming ComputationaL thinking of students." Informatics in school, no. 10 (December 18, 2020): 4–10. http://dx.doi.org/10.32517/2221-1993-2020-19-10-4-10.
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The article outlines the developmental and social aspects of teaching coding to schoolchildren: the development of thinking, the formation of new values of the digital society, understanding the rules of behavior in the digital environment. Coding is a powerful tool for developing computational (algorithmic) thinking. The article shows a variant of teaching coding, which allows schoolchildren to independently invent algorithms, develop their thinking, and improve their abilities. Namely, an example of a sequence of coding tasks on the topic "Integers and operations on them" for elementary school students is considered in detail. Tasks solutions (programs) are given in Python. The emphasis is on how, on the basis of a specially organized sequence of tasks, to provide the student with the opportunity to develop their abilities to perform decomposition, abstraction, pattern recognition, algorithmization, modeling, assessment.
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Pires, Fernanda, Fabrizio F. Honda, Guibson Silva, Rafaela Melo, Rosiane De Freitas, and Marcela Pessoa. "A game proposal to develop Computational Thinking and environmental awareness." Journal on Computational Thinking (JCThink) 3, no. 1 (June 1, 2020): 111. http://dx.doi.org/10.14210/jcthink.v3.n1.p111.
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INTRODUCTION: Discussions around the development of Computational Thinking have demanded efforts to propose methods, techniques and tools that can assist in this process, especially in the school context. This paper deals with the development of an educational game with the theme "Environment and Sustainability" involving the pillars of Computational Thinking. OBJECTIVE: The game aims to assist the development of Computational Thinking by solving the problems to be solved in the missions of the heroine Sofia. The proposal for creating the game points out ways to create tools that work across curriculum themes. Tactics usually incorporated into the algorithmic language that permeate the problem solving processes in Computer Science be used. METHOD: The creation of the game followed a development process based on agile methodologies. The human cognitive structure was considered together with the intertwining between the games and the four pillars of Computational Thinking for the composition of an architecture applied to the game map. RESULTS: The evaluation of the game map regarding the "algorithmization" of the phases fulfilled the requirements regarding the location of the pillars (Decomposition, Pattern, Abstraction and Algorithm). The game, as an entertainment product, was evaluated using the E-Game Flow which pointed to acceptance by the evaluators (undergraduate students in the Computing area) and some suggestions for improvement were recorded. CONCLUSION: Games are presented as an important tool regarding the development process of Computational Thinking considering the engagement they can cause in their users and the possibilities of using their mechanics for directed learning.
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Wolz, Ursula, and Jennifer Wilson. "Coding in the Liberal Arts through Natural Language Processing and Machine Learning." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 09 (April 3, 2020): 13506–7. http://dx.doi.org/10.1609/aaai.v34i09.7071.
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An initiative recently established at our institution is creating new opportunities for students to deepen their understanding of code and computational thinking, and to embrace questions of access, equity and social justice. In this short paper we report on two contextualized computing courses in this initiative that introduce coding and computational thinking through contextualizing two subfields of AI: Natural Language Processing and Machine Learning. The goal was two-fold: to help students gain foundational computational skills to further their own creative and critical practices; and more broadly, to help them develop better-informed critiques of the use of algorithmic systems, especially AI technology.
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Brown, Carmen S., Julie Sarama, and Douglas H. Clements. "Thinking about Learning Trajectories in Preschool." Teaching Children Mathematics 14, no. 3 (October 2007): 178–81. http://dx.doi.org/10.5951/tcm.14.3.0178.
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Learning trajectories (routes, curves) in preschool and how they helped a teacher develop goals and objectives for her students' mathematical knowledge. Learning trajectories have three parts: a mathematical goal, a developmental path, and a set of activities matched to each of those levels. Activities and a teacher's explanation are included.
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Harizaj, Marsela, and Veneranda Hajrulla. "Fostering Learner’s Critical Thinking Skills in EFL: Some Practical Activities." European Scientific Journal, ESJ 13, no. 29 (October 31, 2017): 126. http://dx.doi.org/10.19044/esj.2017.v13n29p126.
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Developing student’s critical skills is one of the major concerns of foreign language teachers. Professional teachers and novice ones try to find ways to motivate their students. Developing communicative competence requires students to develop learning strategies and focus on language function and context. In every course assignments, learners understand and realize better that communication is not an easy thing. Developing accuracy and fluency in foreign language classes enhance students critical thinking too. However, What is critical thinking? What is the perception of learners about it? What communicative activities can foreign language teachers use in the classroom to enhance student’s critical thinking? These are some research questions that this paper brings in focus, from theory to practice. The study is based on observations in EFL classes. From observations, it was found that developing critical thinking skills help learners to enhance their communication, enlarge their vocabulary, and help them to learn how to use language for different purposes in a variety of contexts. Foreign language teachers can help learners develop critical thinking skills. In this paper, some suggestions for foreign language teachers to use practical activities to foster critical thinking will be presented. Thus, in English language learning and teaching contexts, critical thinking becomes more dynamic.
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Vysotskaya, Natalia V., and T. V. Kyrbatskaya. "About digital transformation of the transport industry in Russia." Scientific notes of the Russian academy of entrepreneurship 19, no. 3 (September 20, 2020): 95–105. http://dx.doi.org/10.24182/2073-6258-2020-19-3-95-105.
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The article is devoted to the consideration of the main directions of digital transformation of the transport industry in Russia.
It is proposed in the process of digital transformation to integrate the community approach into the company's business model using blockchain technology and methods and results of data science; complement the new digital culture with a digital team and new communities that help management solve business problems; focus the attention of the company's management on its employees and develop those competencies in them that robots and artificial intelligence systems cannot implement: develop algorithmic, computable and non-linear thinking in all employees of the company.
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Chadziqoh, Niswatul. "THE IMPLEMENTATION OF PROBLEM BASED LEARNING MODEL IN DEVELOPING STUDENTS’ HIGHER ORDER THINKING IN SOCIAL STUDIES LEARNING (A Descriptive Study on Teacher in SMP Negeri 40 Bandung)." International Journal Pedagogy of Social Studies 2, no. 2 (February 21, 2018): 72. http://dx.doi.org/10.17509/ijposs.v2i2.10170.
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Abstract-This research is motivated by the results of initial observation on social studies learning activities conducted by one of the teachers at SMP Negeri 40 Bandung indicating that the implementation of Problem Based Learning (PBL) model is able to develop students' higher order thinking in social studies learning. PBL learning model needs to be developed by the teacher during the learning activities so that students have higher order thinking ability to provision them in facing various challenges in the 21st century era. For that matter, this study aims to describe the implementation of learning PBL model to develop students’ higher order thinking ability. The method used in this study is descriptive method with the subject of research is social studies teacher and students of class IX-D SMP Negeri 40 Bandung, consisting of 30 students. Data collection techniques used to obtain the data on the implementation of PBL model to develop students' higher order thinking ability is observation. The results showed that the implementation of the PBL model can develop students' higher order thinking skills. This is supported by observational data on students' higher order thinking activities developed through the PBL model at the first and second meetings that showed improvement in each of the higher order thinking level areas i.e. analysis, evaluation, and creation.Keywords: Problem Based Learning (PBL) Model, Higher Order Thinking
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Nuraisa, Diah, Amalina Nur Azizah, Dian Nopitasari, and Swasti Maharani. "Exploring Students Computational Thinking based on Self-Regulated Learning in the Solution of Linear Program Problem." JIPM (Jurnal Ilmiah Pendidikan Matematika) 8, no. 1 (September 27, 2019): 30. http://dx.doi.org/10.25273/jipm.v8i1.4871.
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This study aims to analyze the students computational thinking in the solution of the linear program problem based on self-regulated learning. The data were collected by self-regulated learning questionnaire, computational thinking test, and depth interviews. This study was conducted in SMAN 10 Tangerang. Computational thinking in students with high and medium levels of self-regulated learning has no difference. Students still make a solution that is fixated with linear program problem-solving procedures in general, that is using examples, substitution, and elimination. In solving problems, students can reach the stages of decomposition and pattern recognition only. Students still do not evaluate the results of their work. Algorithmic performed is less coherent because the abstraction has not been done. The recommendation for further research is the need for research that can develop student abstraction in solving problems. Besides, there is also a need for research that analyzes the reflective of students in computational thinking when solving problems.
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Bazhenova, I. V., М. М. Klunnikova, and N. I. Pak. "School-university cluster of disciplines developing the calculative-algorithmic component of computational thinking." Informatics and education, no. 3 (June 4, 2021): 42–49. http://dx.doi.org/10.32517/0234-0453-2021-36-3-42-49.
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Problem relevance. Due to the multi-departmental concepts and the different content of educational programs of schools and universities, a serious problem arises of the succession and continuity of the education system along the “vertical” in general and subject teaching in particular. Another didactic problem is the need to ensure interdisciplinary connections of basic courses in the traditional disciplinary model of the educational process for more effective and expedient formation of certain student’s competencies sets. In this regard, it is of interest to create new organizational and meaningful approaches to training specialists without a significant restructuring of the traditional educational process.The purpose of the article is to substantiate a collaborative model of subject training of students in a school-university cluster of disciplines, which ensures the succession and continuity of education at school and university.Methodological basis. On the example of three disciplines “Programming”, “Computanional Methods”, “Information Technologies in Education”, a cluster model of teaching schoolchildren and students in the direction of training “Mathematics and Computer Science” has been designed and implemented. A feature of the considered school-university cluster of disciplines is a unified methodological base of target, meaningful and didactic elements that form and develop the calculative-algorithmic component of the computational thinking of students. The basis of the means and methods of teaching in the cluster is made up of cognitive techniques and a platform of “computational and algorithmic primitives” — solving elementary task template. A recursive approach is used in the methods of cluster subject teaching of schoolchildren and students.Results and Conclusions. The model of the created disciplinary cluster “Programming — Computanional Methods — Information Technologies in Education” contributes to the formation and development of the calculative-algorithmic component of the computational thinking of schoolchildren and students, and also forms their assigned groups of competencies. The school-university cluster of disciplines ensures real succession and continuity of school and university education, without unnecessary, sometimes artificial, labor-intensive additional organizational and methodological means and techniques. The approach under consideration can be used to create clusters of disciplines in various educational areas, allowing their meaningful collaboration and forming given competencies sets and schoolchildren’s and student’s cognitive abilities.
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Liu, Xiaozhong, Daqing He, and Dan Wu. "Breaking Social Media Bubbles for Information Globalization: A Cross-Cultural and Cross-Language User-Centered Sense-Making Approach." Data and Information Management 4, no. 4 (November 20, 2020): 297–305. http://dx.doi.org/10.2478/dim-2020-0020.
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AbstractWith the globalization of data, online social media plays an active role in spreading information and classifying people, and thinking about how to break the solidification of algorithms becomes critical. Current algorithmic research in the social media space often focuses on a single service or language, mainly due to the lack of a way to connect the different bubbles. The panel speakers described their various research activities in which they presented different perspectives on how to break the bubble. This article provides a summary of this interactive panel.
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Пичугин, С., and S. Pichugin. "Innovative Techniques for the Formation of Metadisciplinary Learning Outcomes of Younger Schoolchildren." Primary Education 7, no. 2 (April 25, 2019): 14–19. http://dx.doi.org/10.12737/article_5caef1e7bd6a83.98370505.
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The article discusses the ways to implement in the pedagogical practice the requirements of the Federal State Educational Standard of Primary General Education to form the basis for the younger schoolchildren of the ability to learn and the ability to organize their activities, which refers to metasubjective results of learning. It offers techniques that allow to level the difficulties and eliminate potential problems of primary school graduates in performing tasks based on working with information and associated with the development of logical and algorithmic thinking, the construction of reasoning, predictions and conclusions.
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Пичугин, С., and S. Pichugin. "Innovative Techniques for the Formation of Metadisciplinary Learning Outcomes of Younger Schoolchildren." Primary Education 7, no. 3 (July 1, 2019): 10–13. http://dx.doi.org/10.12737/article_5d0c7c645dcde3.71909431.
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The article discusses the ways to implement in the pedagogical practice the requirements of the Federal State Educational Standard of Primary General Education to form the basis for the younger schoolchildren of the ability to learn and the ability to organize their activities, which refers to metasubjective results of learning. It offers techniques that allow to level the difficulties and eliminate potential problems of primary school graduates in performing tasks based on working with information and associated with the development of logical and algorithmic thinking, the construction of reasoning, predictions and conclusions.
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Chamberlin, Scott A., and Sidney M. Moon. "Model-Eliciting Activities as a Tool to Develop and Identify Creatively Gifted Mathematicians." Journal of Secondary Gifted Education 17, no. 1 (November 2005): 37–47. http://dx.doi.org/10.4219/jsge-2005-393.
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This article addresses the use of Model-Eliciting Activities (MEAs) as a (curricular) tool to develop mathematical creativity and identify students who are creatively gifted in mathematics. The thesis of this article is that by using MEAs, gifted educators can: (a) provide students with opportunities to develop creative and applied mathematical thinking; and (b) analyze students’ mathematical thinking when engaged in creative mathematical tasks, aiding in the identification of those students who are especially talented in domain-specific, mathematical creativity. The authors’ conclude that MEAs have potential for both developing and identifying creatively gifted mathematicians in the middle grades.
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Nu'man, Mulin. "Eksplorasi berpikir kreatif melalui discovery learning Bruner." Humanika 20, no. 1 (November 10, 2020): 13–30. http://dx.doi.org/10.21831/hum.v20i1.29265.
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Creative thinking is an essential component of advanced mathematical thinking. The components of creative thinking are lateral thinking (creating one’s own and non-routine ways), divergent thinking (using a variety of ways), and convergent-integrative thinking (using patterns in other situations). One way to develop creative thinking is learning with Bruner’s discovery learning model, namely learning with an enactive, iconic, and symbolic stage. Learning activities with Bruner’s discovery learning on the material of the two-variable linear equation system (SPLDV) to explore creative thinking are: 1) preliminary activities: goals and perceptions, 2) core activities include: the enactive stage, which is giving contextual problems to be solved themselves of students to explore lateral thinking, the iconic stage, which is writing solutions and presentations to explore divergent thinking, and the symbolic stage, which is the elaboration of the results of the previous stages to be brought to the mathematical process in the form of modeling and elimination and substitution methods to explore lateral thinking, divergent thinking, and convergent thinking integrative, and 3) closing activities: feedback and conclusions.
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Peel, Amanda, Troy D. Sadler, and Patricia Friedrichsen. "Using Unplugged Computational Thinking to Scaffold Natural Selection Learning." American Biology Teacher 83, no. 2 (February 1, 2021): 112–17. http://dx.doi.org/10.1525/abt.2021.83.2.112.
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Computational thinking (CT) is a thought process composed of computer science ideas and skills that can be applied to solve problems and better understand the world around us. With the increase in technology and computing, STEM disciplines are becoming interwoven with computing. In order to better prepare students for STEM careers, computational literacy needs to be developed in K–12 education. We advocate the introduction of computational literacy through the incorporation of CT in core science courses, such as biology. Additionally, at least some of this integration should be unplugged, or without computers, so that all schools can participate in developing computational literacy. These lessons integrate unplugged CT and science content to help students develop CT competencies and learn natural selection content simultaneously through a series of lessons in which unplugged CT is leveraged for natural selection learning within varying contexts. In these lessons, students engage in the creation of handwritten algorithmic explanations of natural selection. Students build CT skills while making sense of the process, resulting in converged learning about CT and science. This article presents a description of CT, the specifics of the classroom implementation and lessons, student work and outcomes, and conclusions drawn from this work.
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García-Valcárcel-Muñoz-Repiso, Ana, and Yen-Air Caballero-González. "Robotics to develop computational thinking in early Childhood Education." Comunicar 27, no. 59 (April 1, 2019): 63–72. http://dx.doi.org/10.3916/c59-2019-06.
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The development of programming skills is currently promoting from an early school age, trying to get children to take an active and creative role in the use of technologies. The objective of this article is to verify the repercussion of educational robotics activities on kindergarten students in the acquisition of computational thinking and programming skills. The research design is quasi-experimental, with pre-test and post-test measures, using experimental and control groups. The sample consists of 131 students from the second cycle of early education (between 3 and 6 years old), all from the same Spanish school. Computational thinking is measured through three dimensions: sequences (algorithms), action-instruction correspondence and debugging. The intervention sessions, as well as the structure of the challenges that were used in the pre- and post-test evaluations, were designed based on the reference program of robotics studies called “TangibleK”. The intervention, carried out doing learning activities using educational robotics resources, presents positive results in relation to the computational thinking skills achieved. The differences between the pre-test and the post-test in the experimental and control groups are statistically significant, in that children engaged in robotics program achieves a greater advance in the three dimensions of computational competence through this method. Actualmente se promueve el desarrollo de habilidades de programación desde una edad escolar temprana, tratando de que los niños adquieran un rol activo y creativo en el uso de las tecnologías. El objetivo de este trabajo es comprobar la repercusión del desarrollo de actividades de robótica educativa en la adquisición de habilidades de pensamiento computacional y programación en escolares de educación infantil. El diseño de la investigación es de tipo cuasi-experimental, con medidas pretest y postest, utilizando grupo experimental y control. La muestra la conforman 131 estudiantes del segundo ciclo de educación infantil (entre 3 y 6 años de edad) de un centro educativo español. El pensamiento computacional se mide a través de tres dimensiones: secuencias (algoritmos), correspondencia acción-instrucción y depuración. Las sesiones de intervención, así como la estructura de los retos que se utilizaron en las evaluaciones pre y postest fueron diseñadas tomando como base el programa de estudios en robótica denominado «TangibleK». La intervención, centrada en actividades de aprendizaje mediante recursos de robótica educativa, presenta resultados positivos en relación a las habilidades de pensamiento computacional logradas. Las diferencias encontradas entre el pre y postest en el grupo experimental son estadísticamente significativas y superiores a las presentadas en el grupo control, de modo que se concluye que los niños que realizan el programa de robótica consiguen un mayor avance en las tres dimensiones de la competencia computacional.
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Susanto, Rovi, and I. Gusti Putu Suryadarma. "Thinking actively in social contexts for improving the creating thinking skills." Psychology, Evaluation, and Technology in Educational Research 2, no. 1 (November 20, 2019): 51. http://dx.doi.org/10.33292/petier.v2i1.14.
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The study aims at developing the Thinking Actively in Social Contexts (TASC) and the fit manual book for improving the students’ creative thinking skills. Within the conduct of the study, the 4D (Define, Design, Develop and Disseminate) had been adopted. First, the Define stage consisted of curriculum analysis, students’ characteristics analysis, students’ activities analysis and learning objectives and materials analysis. Second, the Design stage consisted of media selection, manual book format design and preliminary product prototype manufacture. Third, the Develop stage consisted of manual book prototype development with expert judgment and development test (limited experiment and expanded experiment). Fourth, the Disseminate stage consisted of manual book distribution after the manual book had been revised by the given party. Then, the results of the study show that both the TASC learning model and the manual book have been fit for improving the students’ creative thinking skills. Based on the post-test results that have been analysed using the gain-score test and the t-test, it might be concluded that the students’ creative thinking skills have fallen into the “High” category. In other words, the TASC learning model provides learning opportunity for the students based on the social context of the farming problems.
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Gürbüz, Hasan, Bengisu Evlioğlu, Çiğdem Selçukcan Erol, Hulusi Gülseçen, and Sevinç Gülseçen. "“What’s the Weather Like Today?”: A computer game to develop algorithmic thinking and problem solving skills of primary school pupils." Education and Information Technologies 22, no. 3 (March 23, 2016): 1133–47. http://dx.doi.org/10.1007/s10639-016-9478-9.
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Penry, Lynda. "Math by the Month: Communication." Teaching Children Mathematics 1, no. 5 (January 1995): 280–81. http://dx.doi.org/10.5951/tcm.1.5.0280.
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These activities are designed to speak directly to students, giving them open-ended questions intended to engage their intellect through their interests. Students are encouraged to work on the activities individually, in pairs, or in small groups. No answers are given so that students are encouraged to look to themselves as the mathematical authority, to develop the confidence and critical-thinking skills necessary to validate their thinking.
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Hu, Yingying. "How Teacher Can Develop Children’s Creativity through Facilitating Possibility Thinking in Chinese Folk Dance Classroom." Review of Educational Theory 4, no. 2 (May 13, 2021): 22. http://dx.doi.org/10.30564/ret.v4i2.3043.
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In recent decades, people has gradually focused on creativity especially in education and society. Through teaching activities, students may be able to use possibility thinking in their classes for developing creativity. Hence, it is important that understanding how teachers can develop children’s creativity by supporting possibility thinking. As a dance teacher, I am looking forward to bringing this knowledge into my teaching. Through a theoretical analysis and experiential combination, this paper aims to explore how teachers can cultivate children’s creativity by facilitating possibility thinking.
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Nagorna, G. "RESEARCH ACTIVITIES AS FORMATION FACTOR OF MUSICAL THINKING OF PERSONALITY." Pedagogical education: theory and practice. Psychology. Pedagogy, no. 30 (2018): 46–52. http://dx.doi.org/10.28925/2311-2409.2018.30.4652.
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The article reveals the problem of organizing research activities of students of musical universities as the main factor influencing the formation of their musical thinking. To achieve this goal, music education is transformed as a holistic process of musical research based on reflexive modeling, and musical research as a musician’s self-critical research activity. It is found that only in a systematic study by future musicians of facts, phenomena, circumstances of the musical process, it is possible to develop generalized skills to determine and achieve the goal of musical research, develop value-methodological strategy and tactics of relations in the process of interaction with the subjects of this research, self-assess the results of their research activities. In addition, development of musical thinking of personality is aimed at achieving its professional reasonableness as a universal quality, providing understanding and comprehension of the holistic process of musical research and determining mastering the value-methodological culture. In the process of the research, the following is undertaken: the methodology of the criterion-value approach is substantiated as the leading strategy of the personality-activity approach to students of music universities in the process of development of their musical thinking; the types of research activities (reasonable, organizational-informational, creatively transformative, evaluating) and their interrelation on the basis of the principles of unity of the universal and particular, simple and complex are revealed; the research self-critical activity of the future musician is revealed as a criterion of the truth of his musical thinking, aimed at mastering the professional reasonableness of the individual; analysed the role of the reflexive control of the formation of musical thinking of the individual and the holistic process of musical research. The involvement of future musicians in research self-critical activity, as well as the implementation of the reflexive control of the process of development of musical thinking, provided significant positive changes in the levels of development of this thinking. If reflexive management of the process of development of musical thinking contributed to the development of rational and creative individuality, then reflexive modeling of the holistic process of musical research made it possible to achieve self-management of the student’s personality, which led to the development of dialogical thinking, actualization of the independence of professional ideas, judgments, inferences, activation of self-criticism, priority to solving complex problems . As a result of the study, the appropriateness of the realization of the personality-activity approach to students of musical universities in the process of development of their musical thinking are derived: the increase in the effectiveness of the implementation of the personal-activity approach to students during the formation of their musical thinking depends on the degree of implementation of the reflexive management of the integral process of musical research; the achievement of the goal and result of the development of musical thinking — mastering professional reasonableness of a musician — is determined by the degree of effectiveness of the implementation of the personality-activity approach in the process of formation of the specified thinking with future musicians.
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Suwarsono, Rossy Miselina, and Abdul Muhid. "Pengaruh Kegiatan Robotika Terhadap Keterampilan Berpikir Kreatif Siswa Usia SD." JURNAL PENDIDIKAN DASAR NUSANTARA 6, no. 1 (July 31, 2020): 136–46. http://dx.doi.org/10.29407/jpdn.v6i1.14555.
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Abstract: Thinking skills become one of the important aspects in creating ideas, concepts, and creativity to make something new work. Thinking skills are very necessary for elementary school students because it involves instruments of development in themselves to be able to gain knowledge as well as insight in shaping creativity. Robotics activities are related to creative thinking skills, because this activity is not only done as an activity to develop ideas, concepts, and works but is one of the skills in thinking students to be able to explore their abilities so that students can train and improve their motor skills in creating ideas, concepts, and works in robotics activities.
Keywords: Thinking Skills, Robotics, Creativity, Personal Development
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Slunjski, Edita. "Mogućnosti razvoja matematičkog mišljenja i učenja u samoorganiziranim aktivnostima djece u vrtiću." Magistra Iadertina 5, no. 1. (April 9, 2018): 89–101. http://dx.doi.org/10.15291/magistra.1479.
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The paper starts with the assumption that children in young age can develop mathematical thinking and also develop mathematical competences through activities that are not organized by an adult, but by children themselves. In such, self-organized explorative activities, the children actively investigate phenomena that interest them and solve different problems which demand even the use of very complex mathematical operations. Different techniques of observing, teaching and understanding such children's activities can lead to realization of a new concept of learning and teaching, i.e. early education curriculum that is in accordance with the nature of children's learning. The paper also includes one ethnographic case study related to the educational potential of children's self-organized activities, i.e. their connection with the development of mathematical thinking and learning in children.
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João Silva, Maria, Joaquim Bernardino Lopes, and António Alberto Silva. "USING SENSES AND SENSORS IN THE ENVIRONMENT TO DEVELOP ABSTRACT THINKING – A THEORETICAL AND INSTRUMENTAL FRAMEWORK." Problems of Education in the 21st Century 53, no. 1 (April 15, 2013): 99–119. http://dx.doi.org/10.33225/pec/13.53.99.
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The authors of this paper present a framework developed in a project that explores the use of senses and sensors in environmental education, to develop children’s abstract thinking. The research started with a brief formulation of a framework that was used to guide the cross-analysis of six case studies, in order to explore its usefulness. This analysis showed that it was possible to teachers to support the development of children’s abstract thinking by facilitating the use of senses and sensors in inquiry activities; and by scaffolding complex tasks, using concreteness fading, and bridging representations, with different levels of abstraction. The analysis also showed that the assessment of the development of abstract thinking can be based on the analysis of children’s epistemic practices, like observing, describing, interpreting, and creating multiple representations. Furthermore, the cross-analysis showed that sensorial information was used as a concrete basis to abstraction. After that, an improved framework is presented, showing how senses and sensors may be used in authentic activities to develop abstract thinking: (a) making it possible to observe the unobservable (for human senses), (b) scaffolding the understanding of patterns resulting from the influence of independent in dependent variables, (c) facilitating epistemic practices. Key words: abstract thinking, environmental education, senses, sensors.
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Porter, Jeanna. "Math by the Month: Balancing Acts." Teaching Children Mathematics 1, no. 7 (March 1995): 430–31. http://dx.doi.org/10.5951/tcm.1.7.0430.
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These activities are designed to speak directly to students, giving them open-ended questions intended to engage their intellect through their interests. Students are encouraged to work on the activities individually, in pairs, or in small groups. No answers are given for the questions so that students are encouraged to look to themselves as the mathematical authority, to develop the confidence and critical-thinking skills necessary to validate their thinking.
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Çimer, Atilla, and Melih Timuçin. "Content of an in-service training to develop and assess activities minding critical thinking." Procedia - Social and Behavioral Sciences 9 (2010): 958–62. http://dx.doi.org/10.1016/j.sbspro.2010.12.267.
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Filipov, A. V. "USING VIRTUAL WORLDS TO DEVELOP THINKING IN PRESCHOOL CHILDREN." Informatics in school, no. 4 (June 26, 2021): 60–62. http://dx.doi.org/10.32517/2221-1993-2021-20-4-60-62.
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During the first seven years of his life, the child receives a huge amount of knowledge about the world around him. The development of the child's thinking during this period and the results of his knowledge of the world around him affect the further educational activities of the preschooler. Thanks to the development of thinking, a child is able to imagine an image of an object and its properties in the absence of the object itself, based only on previously received information. In a child in the early and preschool years of life, game is the main activity for forming a personality. Didactic games facilitate the process of all-round development of children. Various tasks solved in didactic games are presented for children in an interesting and attractive form of activity. In a computer game, using simulation, it becomes possible to demonstrate objects and phenomena that are inaccessible to a child in the real world. The use of didactic computer games not only increases the preschooler's motivation to learn new material, but also contributes to the development of thinking. An educational computer game acts as a mentor for a child. However, the lack of communication with a living, and not virtual, mentor causes a negative effect both on the development of the child's speech and the formation of his communicative abilities. Therefore, a computer game cannot be perceived as a complete alternative to the classical means of teaching and educating preschoolers.
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Prayogi, Saiful, and Muhali Muhali. "PENGEMBANGAN MODEL PEMBELAJARAN AKTIF BERBASIS INKUIRI (ABI) UNTUK MENGEMBANGKAN KETERAMPILAN BERPIKIR KRITIS MAHASISWA." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 3, no. 1 (June 21, 2015): 21. http://dx.doi.org/10.33394/j-ps.v3i1.1074.
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The purpose of this research was to develop an inquiry base active (IBA) learning model to develop students' critical thinking skills. Inquiry was chosen as the base for the development of the model, because according to Arends (2012) the inquiry learning model was developed for the purpose of how learners think, in this case including critical thinking. Elements of critical thinking skills developed, namely interpretation, analysis, evaluation, inference, explanation and self-regulation. The IBA learning model was based on scientific inquiry activities, thus indirectly practicing scientific process skills on students. In general, the validator assessment of the developed learning model was valid with the score range 4 to 4.56. The conclusion of the validity test of this learning model was the inquiry based active learning model valid and proper to be used as a reference to develop the learning device and implemented / experimented to develop students' critical thinking skill.
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Chancellor, Dinah. "Calendar Mathematics." Arithmetic Teacher 39, no. 6 (February 1992): 30–31. http://dx.doi.org/10.5951/at.39.6.0030.
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The calendar is designed to speak directly to students by giving them open-ended questions intended to engage them mathematically in high-interest activities. Students ore encouraged to work on the activities individually, in pairs, or in small groups. No answers are given for the calendar questions so as to encourage students to look to themselves as the mathematical authority and to develop the confidence and critical-thinking skills necessary to validate their thinking. The activities in this calendar involve mathematics integrated with various school subjects.
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Rozov, K. V. "THE DEVELOPMENT OF ALGORITHMIC CULTURE AND PROGRAMMING CULTURE OF STUDENTS IN PROFILE CLASSES WHILE STUDING THE BASIS OF PROGRAMMING IN C++." Informatics in school, no. 6 (October 10, 2020): 24–33. http://dx.doi.org/10.32517/2221-1993-2020-19-6-24-33.
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The article presents the structure, content and results of approbation of the C++ programming course developed for the 10th grade students of physics and mathematics profile and implemented as part of the academic subject “Informatics”. The aim of the course is to develop in the student not only knowledge and skills in programming, but also his algorithmic culture and programming culture as important qualities of a potential IT-specialist. This is facilitated by special control of educational process by the teacher, which consists in monitoring the activities of students in writing programs and timely correction of this activity. The assessment of the level of development of student algorithmic culture and programming culture relative to the basic level of their formation (when mastering the basics of algorithmization and programming in the 9th grade) was carried out on the basis of a number of criteria presented in the article. The results of approbation showed that the specially organized teacher activity makes it possible to increase the level of algorithmic culture and programming culture of high school students when studying the basics of programming in C++.
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Papancheva, Rumyana, and Lyudmila Dermendzhieva. "THE IMPLEMENTATION OF STEM APPROACH IN EDUCATION AND AS A FACTOR FOR DELEVOPMENT OF TEAMWORKING SKILLS AND ALGORITHMIC WAY OF THINKING." Education and Technologies Journal 11, no. 1 (August 1, 2020): 57–61. http://dx.doi.org/10.26883/2010.201.2176.
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The paper presents some accents concerning implementation of the STEM approach in education, such as the learning environment, content, technologies and the management process. Special accent is set on the use of school robots in interdisciplinary school activities. Examples from pedagogy practice are presented. Some conclusions are formulated.
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Chancellor, Dinah. "Calendar Mathematics." Arithmetic Teacher 39, no. 1 (September 1991): 24–25. http://dx.doi.org/10.5951/at.39.1.0024.
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The calendar is designed to speak directly to students by giving them open-ended questions intended to engage them mathematically in high-interest activities. Students ore encouraged to work on the activities individually, in pairs, or in small groups. No answers ore given for the calendar questions so as to encourage students to look to themselves as the mathematical authority and to develop the confidence and critical-thinking skills necessary to validate their thinking.
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Wahyuni, Erly. "TEACHING ENGLISH WITH AN INTERNET-BASED NATURE OF GOOGLE DOCS TO IMPROVE STUDENTS’ CRITICAL THINKING." International Journal of Education 10, no. 2 (February 28, 2018): 157. http://dx.doi.org/10.17509/ije.v10i2.7895.
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One of the 4C skills required by the students in today’s global community is critical thinking. Critical thinking skill is not a skill that can evolve by itself along with the development of human body. Accordingly, it requires creativity on teachers’ side. The teacher can consider strategies and methods that can enhance students’ thinking ability. One of the strategies used by the teacher in teaching language to enhance learners’ critical thinking is internet-based nature of Google docs, an online application that can enrich learning environment by transferring teaching instruments that are user-centered. The objectives of this study are to identify the learning activities designed by the teacher to develop critical thinking; and describe the activities that expose the skill and to know the students’ responses toward the activities of teaching English with Google docs. This study employed descriptive qualitative method. The subjects consisted of an English teacher and 24 senior high school students in Malang. The instruments used included observation and open-ended questionnaire. The result of the analysis indicates that the English teacher designed the learning activities consisting of three main parts: a) pre-teaching that focuses on the orientation and registration of students to use email or user account to access to Google App; b) during teaching which focuses on students’ engagement of remembering, understanding, applying, analyzing, evaluating, and creating; and c) post-teaching which includes sharing and providing students with opportunities to receive immediate feedback on their work. Meanwhile, the learning activities to develop students’ critical thinking not only refer to the teaching of English skills and those of language components but also integrating literary texts with answering effective questions. The students have positive responses toward the activities and they feel comfortable using technology as a medium to learn. Furthermore, they expect technology to be used in classroom as they completely adopted it in their lives.Keywords: Teaching English; critical thinking; Google docs
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Yuli Nurul Fauziah. "KEMAMPUAN GURU SD DALAM MENGEMBANGKAN KETERAMPILAN BERPIKIR KREATIF PADA PELAJARAN IPA." Jurnal Pendidikan 11, no. 2 (August 28, 2010): 61–77. http://dx.doi.org/10.33830/jp.v11i2.556.2010.
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This study aims to analyze the ability of elementary school teacher to develop creative thinking skills in teaching science. The research was conducted at grade 5 of 11 elementary schools in the city of Bandung during the 2010-2011 school year. Research subjects were 5 certified teachers through portfolio program, 5 certified teachers through training program, and 5 uncertified teachers. Data collection include analyzing lesson plans, observing learning processes, recording the process of learning through vidoegraph and conducting evaluation tests. Data were analyzed based on the characteristics of creative thinking; which were fluency, flexibility, originality and elaborateness. Results revealed that elementary school teacher had drawn up plans to develop creative thinking skills in their lesson plans, but still could not implemented them in learning activities in classroom. It was concluded that the development of creative thinking skills in science teaching had not been executed effectively. It is suggested that teachers should be encouraged to carry out the learning process that is able to develop creative thinking skills.
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Muiz Ghifari. "An Instructional Design Process for Developing Students Higher Order Thinking Skills in Number Patterns." Jurnal Riset Pendidikan Matematika Jakarta 3, no. 1 (February 24, 2021): 36–47. http://dx.doi.org/10.21009/jrpmj.v3i1.19988.
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Higher order thinking skills in learning are the application of thinking processes for complex situations and of course have many variables. Every student can think, but most students need encouragement and guidance for higher order thinking processes. The research used a qualitative approach, namely literature review. This study aims to explain the outline of activities planned for designing learning on number pattern class VIII material, the development of learning objectives, expected results, and practice questions that require the use of high order skills. Several efforts must be made to improve students' higher order thinking skills in mathematics, namely: (1) involving students in non-routine problem solving activities; (2) facilitating students to develop their ability to analyze and evaluate (critical thinking) and creative ability (creative thinking); and (3) encourage students to construct their own knowledge, so that learning becomes meaningful for students.
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Zou, Guangyu. "Research on Architectural Design Thinking Innovation." World Construction 4, no. 4 (December 28, 2015): 34. http://dx.doi.org/10.18686/wcj.v4i4.6.
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<p>Architectural design thinking innovation is the innovative thinking activities of inside and outside area of building, in order to meet the daily life and entertainment needs. With the development of economy, people have increasingly high design requirements for the building, which requires designers to improve their innovative thinking and ability of aestheticism. It continually innovate and inspire talent during the building design, and combine the theory and actual situation, in order to develop the new realm of architectural design work. This paper will mainly analyze and discuss the architectural design innovation thinking.</p>
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Zou, Guangyu. "Research on Architectural Design Thinking Innovation." World Construction 4, no. 4 (December 28, 2015): 34. http://dx.doi.org/10.18686/wc.v4i4.16.
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<p>Architectural design thinking innovation is the innovative thinking activities of inside and outside area of building, in order to meet the daily life and entertainment needs. With the development of economy, people have increasingly high design requirements for the building, which requires designers to improve their innovative thinking and ability of aestheticism. It continually innovate and inspire talent during the building design, and combine the theory and actual situation, in order to develop the new realm of architectural design work. This paper will mainly analyze and discuss the architectural design innovation thinking.</p>
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Wujiati, Wujiati, Toho Cholik Mutohir, Nining W. Kusnanik, Zukhairina Zukhairina, Sri Hidayati Sri Hidayati, Emosda Emosda, Ekawarna Ekawarna, Yennizar Yennizar, and Amirul Mukminin. "Critical Thinking Skills Based–Physical Activities Learning Model for Early Childhood." Journal of Social Sciences Research, no. 53 (March 10, 2019): 738–55. http://dx.doi.org/10.32861/jssr.53.738.755.
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This research aimed to develop a physical activities learning model (MPAF) based on critical thinking skills (CTS) among children aged 5 to 6 years old and to evaluate its validity, practicality or commitment, and effectiveness in implementing the CTS based –MPAF among those children. The data were collected from 14 students of TK (Kindergarten) Negeri Pembina Surabaya through both qualitative and quantitative methods. The finding revealed that teachers played a vital role in learning process and could be confirmed by a successful achievement of valid, practical and effective critical thinking according to the determined standards. Conclusion: CTS based – MPAF can successfully work if the teachers precisely realize the learning principles in early childhood education and CTS based – syntax referred to available references.
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Husna, Nida. "DEVELOPING STUDENTS’ CRITICAL THINKING THROUGH AN INTEGRATED EXTENSIVE READING PROGRAM." TEFLIN Journal - A publication on the teaching and learning of English 30, no. 2 (August 7, 2019): 212. http://dx.doi.org/10.15639/teflinjournal.v30i2/212-230.
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This study was conducted to help English teacher candidates maximize their efforts to develop critical thinking skills through an Extensive Reading (ER) program. There were forty research participants, from 18 to 21 years age range, in their fourth semester of undergraduate study in English Education Department. The main instrument to collect the data was a test in Critical Thinking, which was given before and after the program. The students were also asked to share their perception about the program after it ended by writing a reflection. During the ER program, the students practiced exercising their critical thinking skills in the post-ER activities which integrated all the four language skills. They needed to demonstrate their critical thinking as a required part of the assessment to provide evidence for their ER activities. Findings from the Critical Thinking test indicate improvement in the students’ critical thinking skills after the program. They also had positive perceptions of the activities and assessment in the program, which they thought to have positive influence on their critical thinking. All these imply the potential of integrating the development of critical thinking skills in an ER program.
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Catarino, Paula, and Paulo Vasco. "Teaching Linear Algebra in Engineering Courses Using Critical Thinking." Open Education Studies 3, no. 1 (January 1, 2021): 76–83. http://dx.doi.org/10.1515/edu-2020-0141.
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Abstract Nowadays it is important to improve in higher education students the critical thinking skills and dispositions in the different curricular units that are part of their schooling. Since “Linear Algebra” is a curricular unit part of any degree in engineering, we show that it is possible to integrate activities in their classes that enable the development of skills and critical thinking dispositions by students. We present examples of such activities for one item/topic of the syllabus of Linear Algebra as a proposal for future implementation in the teaching process. We will apply principles of instructional design planning and evaluation of those activities that develop critical thinking skills and dispositions in students. We will also apply active learning principles and cooperative learning strategies, including the learning based on problem solving, using questioning.
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Cockburn-Wootten, Cheryl, and Tom Cockburn. "Unsettling Assumptions and Boundaries: Strategies for Developing a Critical Perspective About Business and Management Communication." Business Communication Quarterly 74, no. 1 (February 23, 2011): 45–59. http://dx.doi.org/10.1177/1080569910395563.
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This article describes how a collaborative class strategy and an introductory activity were used to develop students’ thinking about business and management communication. The article focuses on teachers who want to integrate critical perspectives about business communication into their classes. A course ethos, learning groups, and an introductory activity were used to develop students’ thinking about business and management communication. These strategies encouraged collaborative peer learning in a large bicultural/multicultural lecture environment and developed learning relationships typically found in a small class context. In addition, the activities produced ongoing lecture learning groups in which business students could question their “trained incapacities,” boundaries, and assumptions gained from their experiences of communicating and managing relationships during these activities.
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Austin, Richard A., and Denisse R. Thompson. "Exploring Algebraic Patterns through Literature." Mathematics Teaching in the Middle School 2, no. 4 (February 1997): 274–81. http://dx.doi.org/10.5951/mtms.2.4.0274.
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Activities that engage middle school students in investigating and extending patterns are essential in developing students' algebraic thinking. The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) for grades 5-8 and the position statement on “Algebra for Everyone” (NCTM 1994) describe the importance of using patterns and relationships to develop algebraic thinking.