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Artykuły w czasopismach na temat "Creative thinking – problems, exercises, etc"
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Purik, E. E., M. L. Akhmadullin, M. G. Shakirova i V. R. Shakirov. "THE METHODS OF DEVELOPING COMPOSITIONAL THINKING OF DESIGN STUDENTS". Bulletin USPTU Science education economy Series economy 4, nr 42 (2022): 168–78. http://dx.doi.org/10.17122/2541-8904-2022-4-42-168-178.
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The article deals the problems of professional artistic training of design students in the process of teaching composition. The composition studies the laws of the creation of an artistic form and the means of artistic expression, organization of image perception. Compositional activity has an artistic and plastic character; it relies on the use of the language of art and consists in creating a new, holistic, original artistic image. The authors identify compositional thinking as one of the most important professional qualities of an artist and designer and reveal the methodology of its formation among students. The process of teaching composition – creating a painting, drawing, sculpture or design object – cannot be built as a simple linear process of learning image methods, compositional rules and techniques. The author's methodology is based on the method of problem tasks, which involves the formulation of an educational and creative task, the creation of a problem situation; comprehension, acceptance and resolution of the problem, during which students master generalized methods of artistic and creative activity. At the same time, the creative process is considered as a series of successive stages associated with the work of productive or creative imagination, and requiring the provision of visual or other information in the process of work. The article presents the results of the ascertaining and formative stages of experimental work on the development of compositional thinking of art students in the process of mastering expressive means, such as line, spot, texture, color, as well as compositional techniques and rules (static, dynamics, dominant, rhythm, etc.). The authors have developed a series of creative exercises, described the methodology of their implementation and the criteria are proposed to determine the level of development of students' compositional thinking based on the evaluation of their creative works.
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Kumar, Naveen, Rashmi Yadav i Soniya Gupta. "Implementation of Vedic Sutras to Resolve Division". International Transactions in Mathematical Sciences and Computer 15, nr 01 (2022): 09–14. http://dx.doi.org/10.58517/itmsc.2022.15102.
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Mathematical science has a lots of importance in our life, this encourages logical reasoning, critical thinking, creative thinking, abstract or spatial thinking, problem solving ability etc. Everyone requires mathematics in their daily lives. Analytical and reasoning skills are important because they help us solve problems and look for solutions.If we solve any problem based on division by using Vedic Mathematics formula such as flag method, then our time is saved as well as our logical and mental development also increases. This paper includes action research on the group of 20 students who are selected from the 50 students. This study is based on the uses of the Flag Method and Urdhava-Triyagbhyam Method to solve division problems involving tables near 60, 100. Division operations are used in many problems such as square roots, cube roots, etc. Vedic Method based on Urdhava-Triyagbhyam sutra is used by these for enhancing the mental exercise and reduced the time duration during the session.
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Vashdi, E. "Interdisciplinary approach to pediatric rehabilitation - The MDT method". European Psychiatry 65, S1 (czerwiec 2022): S750. http://dx.doi.org/10.1192/j.eurpsy.2022.1938.
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Introduction Interdisciplinarity involves the combining of two or more academic disciplines into one activity (e.g. a research project). It is about creating something new by crossing traditional boundaries between academic disciplines or schools of thought, as new needs and professions emerge, and thinking across them. The roots of interdisciplinarity can be found hundreds of years ago however, In the twentieth century it became a more academic movement. Objectives Interdisciplinarity also involves integrated thinking, borrowing ideas and metaphors, collaboration, flexibility in thinking, innovation and complex problem solving. The traditional professional model is usually disciplinary. Complex problems sometimes demand interdisciplinary solution. There is a constant dispute between the disciplinary and interdisciplinary approaches. Methods The MDT (Multidimessional therapy) method is part of the transdisciplinary approach. This is the next step after interdisciplinarity in which there are no boundaries between disciplines and the role of a primary therapist is established. Results The MDT is a system that implements the integrative therapy perception, and strives for optimal integration of all developmental areas, disciplines, methods, goals, schools, activities etc. So the child is seen as a whole and all developmental areas are considered in unison. The integration takes place at different aspects of therapy: evaluation, analysis process, case management, team work, disciplines and methods, therapist, goals and exercises.The MDT uses variuos integrative tools evaluation such as analysis process, primary therapist or integrative goals and exercises. Conclusions This lecture will present the structure and uniqueness of the system and the approach in order to introduce the beneficiary aspects of the integrative model in treatment of complex cases. Disclosure No significant relationships.
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Brovko, K. "FORMATION OF FOREIGN-LANGUAGE ACTIVITIES OF 6-7-YEAR-OLD CHILDREN USING THE WEB-SERVICE LEARNINGAPPS.ORG". Pedagogical education: theory and practice. Psychology. Pedagogy 2, nr 36 (2021): 59–64. http://dx.doi.org/10.28925/2311-2409.2021.368.
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The study considers the potential opportunities and features of using the Web-service LearningApps.org in the for- mation of foreign-language activities of 6-7-year-old children in English classes. The classification of types of tasks on a functional basis (Multiple-choice, Sequence or Pairing, Order, Filling in, Group Puzzle, Crossword, Word grid, Patring Game and ect.) is carried out. A brief description is given. A strategic analysis of the Web- service LearningApps.org in the formation of foreign-language activities of 6-7-year-old children is presented. A set of methodological, didactic, pedagogical and psychological principles, which is implemented in the process of using Web-services LearningApps.org in English classes, is described. Didactic possibilities of formation foreign-language activities of 6-7-year-old children in English classes are considered. Among them: activation of children’s vocabulary, formation reading skills and abilities, improvement of children’s written speech, development of basic speech skills: listening, speaking, practicing children’s use of grammatical forms, stimulation of children’s word formation. Emphasis is placed on the effectiveness of using the Web-service LearningApps.org for the development of critical and creative thinking; formation of communication skills, in particular: analysis of material, comparison, comparison, establishment of associations; development of logic of sequence of actions and decisions, ability of systematization and generalization of material; teamwork skills in the process of solving problems. Fragments of own development of interactive exercises in the Web-service LearningApps.org aimed at studying lexical units, grammatical skills, listening and consolidation of the studied material by the topic «Parts of body. Appearance» are presented.
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Ryzhko, O. "РЕЗУЛЬТАТИ ЦІЛЬОВОГО ОПИТУВАННЯ «ПЛАГІАТ ЯК ПОРУШЕННЯ АКАДЕМІЧНОЇ ДОБРОЧЕСНОСТІ»". State and Regions. Series: Social Communications, nr 4(52) (2.03.2023): 108. http://dx.doi.org/10.32840/cpu2219-8741/2022.4(52).16.
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<p><strong><em>The purpose of the study</em></strong><em> is to adjust the content of the «Plagiarism and academic integrity» academic subject on basis of the answers to the outlined survey.</em></p><p><strong><em>Research methodology.</em></strong><em> To find out the opinion of the respondents regarding the effectiveness of the «Plagiarism and academic integrity» academic subject, despite working in the conditions of a full-scale war in Ukraine, and to adjust the content of this academic subject under the study results, a survey (conducted on May 09–26, 2022) by the method of purposive sampling with Google Forms was used. It covered 67 respondents. This is 69.1% of the general population, that are the students with whom the author worked within this academic subject. The questionnaire contained 6 questions: 3 open-ended questions and 3 close-ended questions. To process the received information, the study used methods of generalization and analysis of information: systematization, grouping, qualitative (text analysis, classification) and quantitative (digital data) methods of data interpretation. The results are presented as a detailed verbal description.</em></p><p><strong><em>Results.</em></strong><em> It was found that for 100% of the respondents, the </em><em>academic subject opened up new knowledge and for 97% helped to master new skills important for maintaining academic integrity. The interviewees testify that the educational course is mostly balanced and creative, but it is still worth adding some items about plagiarism in artistic fields; increase the number of training exercises to develop the skills to compose list of references, to use citations, to create paraphrases and compilations, etc.; focus more on enhancement of basic competencies. Almost 75% of the respondents noted that studying the course prompted them to investigate more deeply the problems of academic integrity in general and plagiarism in particular. Respondents are most interested in creative industries, such as music, cinema, and literature, which means that it will be necessary to offer such formats for acquiring knowledge and skills that combine approaches and principles of academic integrity with course issues, for example, the creation of podcasts devoted to the prevention of plagiarism in various fields.</em></p><p><strong><em>Novelty.</em></strong><em> A number of issues are outlined that should be included in the course content, such as plagiarism and photography, plagiarism and stand-up, plagiarism and social media. Competences are highlighted, which, although they are fundamental in obtaining higher education (critical thinking, generating ideas, analyzing information) can be deepened in mastering of this academic subject.</em></p><p><strong><em>Practical importance.</em></strong><em> The obtained results will be used to adjust the content of the «Plagiarism and academic integrity» academic subject.</em></p><p><strong><em>Key words:</em></strong><em> academic integrity, plagiarism, violation of academic integrity, academic course.</em></p>
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Molita, Afni, i Masriyah Masriyah. "Junior High School Students Creative Thinking Ability In Solving Open Ended Problems On Straight-Line Equations From Gender". Edumaspul: Jurnal Pendidikan 7, nr 1 (1.03.2023): 822–32. http://dx.doi.org/10.33487/edumaspul.v7i1.5660.
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Teachers generally do not present exercises for students to think creatively because each exercise given is only result-oriented regardless of how the process is carried out by students. Therefore we need the right learning approach to improve students' creative thinking skills. An approach that can be used to improve students' creative thinking skills in learning is by providing open-ended questions. The purpose of this study was to obtain a description of (1) the mathematical creative thinking abilities of male students in solving open-ended questions on straight-line equations and (2) the mathematical creative thinking abilities of female students in solving open ended questions on straight line equations. This research method is descriptive qualitative. Data was collected using test methods and interview methods. The written test in this study was in the form of a Mathematical Ability Test (TKM) which was adapted from validated SMP National Exam questions with a selection of questions covering material for grades VII and VIII in odd semesters. Apart from that, the written test in this study was also a Problem-Solving Test (TPM) containing open-ended questions on straight-line equations. While the interview method was carried out after the students who were selected as research subjects took tests. The data collected was then analyzed qualitatively. The results showed that female students were only able to meet the fluency creative thinking ability indicators. However, female students did not meet the flexibility and novelty indicators. Thus, female students are included in the less creative category based on the level of students' mathematical creative thinking ability according to Siswono. Meanwhile, male students met the fluency and novelty mathematical creative thinking ability indicators. Thus, male students are included in the creative category based on the level of ability to think creatively mathematically according to Siswono.
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Zaimoglu, O., i Sh Chelgechen. "Improving the creative abilities of teachers in the education system at the present stage". Рroblems of engineering and professional education 69, nr 2 (2010): 17–32. http://dx.doi.org/10.32523/2220-685x-2023-69-2-17-32.
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In the modern world, one of the main tasks of the education system is the development of creativity. Creativity - (English, create - to create, creative - creative, creative) - creative abilities characterized by a willingness to create fundamentally new ideas that deviate from traditional or accepted patterns of thinking, and are included in the structure of giftedness as an independent factor, as well as the ability to solve problems that arise within static systems. Creativity has many advantages. Creativity allows you to solve tasks, a good idea can help you find a way out of a difficult situation. Creative thinking helps a person to find the most unusual ways of development. Creativity makes life infinitely diverse. Creativity allows you to realize a creative idea. Creativity helps to find ways for self-realization. The article reveals the relevance of the development of creative thinking of students. The most significant characteristics of a person's creative thinking are determined. It is emphasized that the level of development of students' creative abilities can be increased if special methods and exercises are purposefully applied, and creative methods are actively used. The pedagogical conditions that ensure the formation of the experience of creative thinking of students and the methods of pedagogical interaction are highlighted.
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Hannon, Stephen, Hugh McBride i Barbara Burns. "Developing Creative and Critical Thinking Abilities in Business Graduates". Industry and Higher Education 18, nr 2 (kwiecień 2004): 95–100. http://dx.doi.org/10.5367/000000004323051868.
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Educational programmes should promote an ethos of lifelong learning and develop in graduates the capacity for long-term personal and professional development through self-learning and reflection. A business degree programme should seek to produce graduates who are confident, creative thinkers with the capacity to solve problems, think creatively, negotiate, make decisions and resolve conflict. The development of these capabilities should not be left to chance, but should be addressed explicitly in the programme. Whether creativity and critical thinking skills are innate or learned, there is little disagreement that experience deepens and expands these abilities. A module entitled ‘Critical Thinking’ has been introduced into a bachelor's degree in Business Studies. In this module both individual and team experiential tasks are used to develop creative thinking. These tasks are relevant to business activities in product development, marketing, and process development. Experiential exercises in decision making and conflict resolution abilities build skills necessary to face challenges from new technologies, competition or the business environment.
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Konecki, Krzysztof T. "Creative Thinking in Qualitative Research and Analysis". Qualitative Sociology Review 15, nr 3 (31.07.2019): 6–25. http://dx.doi.org/10.18778/1733-8077.15.3.01.
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I would like to present the possibility of broadening the traditional methodological and technical skills of researcher and analyst, but also the intellectual capacity of the researcher associated with combining data, categorizing, linking categories, as well as the interpretation of the causes and consequences of the emergence of certain social phenomena. Some methodologies, methods, and research techniques are more conducive to creative conceptual and interpretive solutions. Therefore, I describe the serendipity phenomenon in such methodologies as grounded theory, ethnography, phenomenological research, and contemplative inquiry. The problem of intuition in qualitative research will be also described in the paper. There will be presented also some suggestions how to be creative in qualitative research.
From the review of issues of creativity in qualitative research we can derive the following conclusions:
Creativity in qualitative research depends on the strength of a priori conceptualization and stiffness of the adapted methods of research and analysis.
If the methodology is more flexible (as the methodology of grounded theory), the researcher can get to phenomena that he/she has not realized and which are still scantily explored in his/her field of expertise.
The phenomenological and contemplative approaches allow the use of the investigator’s feelings and experience as they appear in the studied phenomena, which usually does not take place in objectifying and positivistic research.
The investigator may therefore consciously use these methodologies and approaches that foster creativity.
The researchers can improve their skills in thinking and creative action by doing some methodical exercises (journal writing, writing poetry as a summary of the collected data, the use of art as representation of the phenomenon, the use of meditation, observation of the body feelings, humor, etc.).
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Septin Grahaning Tyas i Erman. "Creative Thinking of Middle School Students in Solving Physics Problems". Indonesian Journal of Science Learning (IJSL) 2, nr 2 (31.12.2021): 61–71. http://dx.doi.org/10.15642/ijsl.v2i2.1631.
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This study aims to describe the creativity in thinking of junior high school students in solving physics problems. Creativity in thinking is important for students to make themselves understand a physics concept, such as force, work, etc. Creativity in thinking is also needed so that students can find several possible problem solving according to their potential and are not fixated on a method because basically every student has their own imagination and thought process. Twelve students in the class VIII J of SMP Negeri 1 Jombang participated in the study. Data obtained from student's thinking creativity test instrument which is strengthened by data from student and teacher interviews. Data analysis referred to three indicators of creativity used in the study: fluency, flexibility, and originality. The results showed that the students' thinking fluency with high ability and some students with medium and low abilities got high scores. The highest score of the flexibility indicator was obtained by students with low abilities. High scores for the originality indicator were also obtained by several students from the high, medium, and low ability groups. High creativity scores are not only obtained by high-ability students but also medium, and low-ability students. The creativity of students' thinking in solving physics problems is different. Students' knowledge and experience play a role in the differences in students' creativity in thinking fluently, flexible, and new. So that teachers can use learning methods that provide direct experience to students to make it easier for students to understand a concept and also improve students' mathematical operational abilities to make it easier for them to solve a problem that requires mathematical calculations.
Rozprawy doktorskie na temat "Creative thinking – problems, exercises, etc"
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"Strategies to overcome obstacles in the facilitation of critical thinking in nursing education". Thesis, 2012. http://hdl.handle.net/10210/5488.
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M.Cur.Critical thinking is the ideal of a democratic citizenry of a country. Intellectual liberation is the characteristic of the human mind, but it is learned as the individual takes a conscious step into developing his/her critical thinking skills. The virtues of a critical thinker are open-mindedness, intellectual integrity, intellectual empathy, intellectual courage, accommodation for ambiguity, ability to metacognise and acceptance of one's faults in thinking and a willingness to adapt one's beliefs and values. The nursing profession has a dire need for critically thinking practitioners, who will be able to make calculated judgements that brings about life-saving decisions. Nursing education need to adopt an educational approach that integrates development and facilitation of critical thinking in students. Scholars support the ideal of development and facilitation of critical thinking in the classroom as well as in practice. The purpose of this study is to describe strategies that can be used to overcome obstacles in the facilitation of critical thinking in nursing education. To realize this purpose the researcher undertook a qualitative, exploratory, descriptive and contextual research approach (Mouton 1998). The research design is conducted in 2 phases. The recommendations arising out of the study are based on the findings that there is an urgent need to make a concerted effort to facilitate critical thinking in students and further research on how to integrate critical thinking in the curriculum as well as appropriate evaluation of the skills.
Książki na temat "Creative thinking – problems, exercises, etc"
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Creativity for kids of all ages. Upper Marlboro, MD: Thinkorporated, 1998.
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Take charge of tomorrow and change it!: Secrets and techniques of creative thinking. London: Arrow Business Books, 1997.
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Wujec, Tom. Five star mind: Games and exercises to stimulate your creativity and imagination. New York: Broadway Books, 1995.
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Five star mind: Games and exercises to stimulate your creativity and imagination. New York: Doubleday, 1995.
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Epstein, Robert. El gran libro de los juegos de creatividad: Actividades rápidas y divertidas para estimular la inventiva. Barcelona: Ediciones Oniro, 2002.
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The big book of creativity games: Quick, fun activities for jumpstarting innovation. New York: McGraw-Hill, 2000.
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Mayesky, Mary. How to foster creativity in all children. Australia: Thomson/Delmar Learning, 2003.
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Taris, Louis James. Problem solving in science: An interactive program for content reading & critical thinking. Wyd. 2. North Billerica, Maine: Curriculum Associates, 1997.
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Boeck, Tammy. Connections: Writing, reading, and critical thinking. New York: Addison Wesley Longman, 2000.
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Boeck, Tammy. Connections: Writing, reading, and critical thinking. Wyd. 2. New York: Pearson/Longman, 2004.
Znajdź pełny tekst źródłaCzęści książek na temat "Creative thinking – problems, exercises, etc"
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BARTIENIEVA, Iryna. "DESIGNING THE PROFESSIONAL DEVELOPMENT OF FUTURE TEACHERS IN THE CONDITIONS OF THE CREATIVE EDUCATIONAL ENVIRONMENT OF THE INSTITUTION OF HIGHER EDUCATION". W THEORETICAL AND METHODOLOGICAL PRINCIPLES DESIGNING THE PROFESSIONAL EDUCATION OF FUTURE SPECIALISTS IN THE CONDITIONS OF THE UNIVERSITY SPACE, 183–234. Ushynsky University, 2024. http://dx.doi.org/10.24195/cm2024uuch4.
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The study is devoted to the topical issue of designing the professional development of future teachers in the conditions of a creative educational environment of a higher education institution. The essence of the concepts “personal creativity”, “creative thinking”, “creative innovative thinking”, “formation of creativity of future teachers”, in particular future teachers of fine arts, labor training and technology, design teachers, is defined. It has been proven that creativity is a driver of personal and professional success of future teachers during the study of pedagogical disciplines. The study stated that the creative activity of higher education students is a research activity of a scientific nature, which was aimed at creating methodical and didactic tools for the purpose of solving educational and educational tasks. During the production, analysis and selection of ideas, the applicants developed all components of professional competence: professional (speech, socio-cultural aspects), pedagogical (motivational-stimulating, informative, constructive-projective, organizational aspects), personal. The main characteristics of innovative educational technologies for producing a creative educational environment in a higher education institution are disclosed: game, interactive, integral, developmental, humanistic, person-oriented, project, problem, remote, etc. The experience of implementing innovative technologies in the professional training of future teachers when studying the educational disciplines “Pedagogy”, “Pedagogy in institutions of higher education” is highlighted. Attention is focused on the organization of the creative work of the winners regarding the formation of the foundations of pedagogical mastery as a necessary component of their professional development. The experience of conducting various types of modern lectures (problematic, visualization, provocation, press conference) is analyzed. A variety of types of didactic, role-playing, educational and pedagogical games, interactive tasks and exercises, web quests, press conferences, case studies, collages, discussions, brainstorming, card pedagogical lotto, methodological operatives, creative reports of teachers, projects during practical classes are presented. It has been found out from own experience that the best results can be obtained only through a harmonious combination, improvement, and diversification of traditional and innovative technologies, methods, and forms of education.
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Altiok, Serhat, i Erman Yükseltürk. "Analyzing Current Visual Tools and Methodologies of Computer Programming Teaching in Primary Education". W Advances in Early Childhood and K-12 Education, 201–29. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3200-2.ch011.
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In our age, computational thinking that involves understanding human behavior and designing systems for solving problems is important as much as reading, writing and arithmetic for everyone. Computer programming is one of the ways that could be promote the process of developing computational thinking, in addition to developing higher-order thinking skills such as problem solving, critical and creative thinking skills etc. However, instead of focusing on problems and sub-problems, algorithms, or the most effective and efficient solution, focusing on programming language specific needs and problems affects the computational thinking process negatively. Many educators use different tools and pedagogical approaches to overcome these difficulties such as, individual work, collaborative work and visual programming tools etc. In this study, researchers analyze four visual programming tools (Scratch, Small Basic, Alice, App Inventor) for students in K-12 level and three methodologies (Project-based learning, Problem-based learning and Design-based learning) while teaching programming in K-12 level. In summary, this chapter presents general description of visual programming tools and pedagogical approaches, examples of how each tool can be used in programming education in accordance with the CT process and the probable benefits of these tools and approaches to explore the practices of computational thinking.
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Altiok, Serhat, i Erman Yükseltürk. "Analyzing Current Visual Tools and Methodologies of Computer Programming Teaching in Primary Education". W Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom, 648–76. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-2411-7.ch030.
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In our age, computational thinking that involves understanding human behavior and designing systems for solving problems is important as much as reading, writing and arithmetic for everyone. Computer programming is one of the ways that could be promote the process of developing computational thinking, in addition to developing higher-order thinking skills such as problem solving, critical and creative thinking skills etc. However, instead of focusing on problems and sub-problems, algorithms, or the most effective and efficient solution, focusing on programming language specific needs and problems affects the computational thinking process negatively. Many educators use different tools and pedagogical approaches to overcome these difficulties such as, individual work, collaborative work and visual programming tools etc. In this study, researchers analyze four visual programming tools (Scratch, Small Basic, Alice, App Inventor) for students in K-12 level and three methodologies (Project-based learning, Problem-based learning and Design-based learning) while teaching programming in K-12 level. In summary, this chapter presents general description of visual programming tools and pedagogical approaches, examples of how each tool can be used in programming education in accordance with the CT process and the probable benefits of these tools and approaches to explore the practices of computational thinking.
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Rao, Mamata N. "Creative and Visualization Tools in Context of Design". W Handbook of Research on Trends in Product Design and Development, 139–58. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61520-617-9.ch008.
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The chapter in the broader sense will look in the area of creativity, creative process, and creative product. Specifically we shall look at the aspects of a creative product, discuss on thought process of the designers with focus on creative and visualization tools. Creative tools will be looked in context of changing mindset or assumptions, redefining problems, developing ideational fluency and bringing flexibility in thinking. Visualization tools such as sketches, storyboards, rough models, developing scenarios for the usage of proposed concepts etc will be discussed in parallel to creative tools serving as aids to externalize thought processes. Creative and visualization tools complement each other in enhancing the designer’s creativity as well as help them come out of the stuckness feeling that they encounter while addressing design problems. Practicing the tools rather than being aware of them is important and the chapter will demonstrate the application of these tools with examples.
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Popescu, Anamaria. "THE ROLE OF MATHEMATICAL COMPETENCE IN THE INITIAL TRAINING OF STUDENTS' PROFESSIONAL SKILLS". W Education, Society, Family. Interdisciplinary Perspectives and Analyses, 105–10. Eikon Publishing House, 2021. http://dx.doi.org/10.56177/epvl.ch14.2021.en.
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Mathematics is the discipline that can and has the purpose of forming an investigative, creative thinking, a deepening of new knowledge and in general, an approach to the unknown through a true style of research. Regardless of the field in which he works, the man must possess a good mathematical training, in order to be able to solve the multitude of problems of the socio-professional life. The emphasis is primarily on thinking due to the fact that thinking has always been the basis of progress constituting social evolution. Any critical thinking, original and creative, is formed through mathematics. By teaching this discipline, the development of reasoning and the spirit of receptivity, of the skills of logical thinking, of clear and precise definition of the notions of creative adaptation to the current requirements are achieved. Cognitive development through mathematics also helps man in solving the daily problems he encounters. Mathematical thinking is manifested through a wide variety of intellectual activities related to memory and imagination, namely: judgment, reasoning, understanding, explanation, invention, deduction, induction, analogy, abstraction, generalization, comparison, concretization, classification, division, solving problem situations etc. Mathematical reasoning and thinking create the person's ability to understand other disciplines, problems in nature, life and society. It also contributes to the formation and development of the ability to work organized and rhythmically and the spirit of investigation. Mathematical education results in the formation of skills and abilities necessary in mathematical activity that become useful in human practical activity.
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Dhodapkar, Prashant, Anup Gogoi i Medhi Agadh. "Innovation System Linkages in Indian Hydrocarbon Sector". W Innovation in Business and Enterprise, 260–79. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-643-8.ch017.
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With the liberalization of Indian hydrocarbon sector, the various organizations that comprise this sector face the challenge of becoming globally competitive. This chapter elaborates the concept of innovation system, that is, the formal or informal linkages between the policy makers, industry, academic and research institutions, etc. and its relevance for organizational effectiveness. Using creative and visual thinking tools, authors explore the reasons for the fragmentation of innovation system of Oil India Limited (OIL), a national oil company operating mainly in the northeast India. This fragmentation is evident from several issues such as stagnating oil production, technological obsolescence, continued impact of natural calamities and conflicts in the region and prolonged dependence on central government funding. The authors suggest a high impact solution consisting of policy-making directed at promoting entrepreneurship, strengthening the innovation system through improved stakeholder communication and prioritizing the science and technology investments to address the regional problems.
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Litvin, Valentina. "РЕАЛІЗАЦІЯ СТРУКТУРНО-ЛОГІЧНОЇ МОДЕЛІ СИСТЕМИ ВИХОВАННЯ У МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ОСВІТИ ВІДПОВІДАЛЬНОГО СТАВЛЕННЯ ДО ВЗАЄМОДІЇ З СІМ’ЄЮ МОЛОДШОГО ШКОЛЯРА". W CROSS-CULTURAL STUDIES IN HIGHER SCHOOL PEDAGOGY, 931–63. OKTAN PRINT, 2024. http://dx.doi.org/10.46489/ccsihsp-23-32.
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The article is devoted to the problem of implementing a structural-logical model of the education system in future teachers of primary education of a responsible attitude to interaction with the family of primary school student. The peculiarities of the phased implementation of the author's structural-logical model according to the components: motivational (value-motivational criterion), cognitive (knowledge-creative criterion), activity (communicative-activity criterion) and reflective (analytical-evaluative criterion) are highlighted. It is noted that in order to achieve the goal, the necessary pedagogical conditions must be created (creating a developmental 932 environment; using a complex of various forms, methods and means of educational influence on future specialists in the aspect of implementing the research problem; improving practical training, filling various types of pedagogical practice with tasks). Activities, methods, forms, and means that contribute to the effective achievement of the research goal have been developed and highlighted, including lectures, seminar-training, storytelling, flash mob book crossing, solving pedagogical problems, training exercises, etc. The perspective of the research is defined by the author as an experimental verification of the structural-logical model of the education system in future teachers of primary education of a responsible attitude to interaction with families of primary school students
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Markus, Dace. "Bērnu latviešu valodas attīstība artikulācijas, normu un lingvistiskās vides šķēršļu joslā". W Latviešu valodas apguve. XIII Starptautiskais baltistu kongress : rakstu krājums, 73–92. Liepājas Universitāte, 2021. http://dx.doi.org/10.37384/lva.2021.073.
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The history of civilization and our historical contacts lie not only in archaeological digs. Linguistics studies have both a historical and a powerful modern dimension with a significant impact on the future. The Latvian language is an undoubted national value in Latvia, and it should be valued since birth, at least in this country. It is a means of strengthening thoughts and ideas for children, a means of building their worldview, a stimulus for enriching their knowledge, creative activity, and, ultimately, civic thinking. The facts of language history and the traces of language contacts are also found in children’s language; for example, children are more likely to learn sounds that can be found in most languages of the world, while the sounds specific for each language are more difficult to learn for speakers of other languages. This time, I describe such creative linguistic activities of children that remind us of linguistic relationships and older forms and fit into our historical development. I have already analysed the examples observed in children’s Latvian, which, in adult language, we have transformed throughout history, but which very directly show the common grounds of the Baltic languages. For example, the historical change in vocalism known in Latvian phonetics, the sound change determined by the consonant /n/, is not inherited; it appeared in the Latvian language when in > ī, un > ū, an > o [uo], en > ie as a result of historical changes. When we compare Latvian words with Lithuanian, examples can be found: krītu < krintù, jūtu < juntù, protu < prantù, pieci < penkì, arī rankà > roka, etc. The change kind of lives in Latvian children’s language because we can hear examples of it: tinšu kamolā ‘tīšu kamolā’, pint matus ‘pīt matus’, un pinšu bizi ‘pīšu bizi’, dzint bārdu ‘dzīt bārdu’, uzmint uz kājas ‘uzmīt uz kājas’. These are variations of the change mentioned above, and these families had no relationship or other close contact with Lithuanians. Also, an example of simplification has been observed when, alike to the historical loss of consonant /d/, e.g. nīd-a – nī(d) -st-u, a child made a similar change: līd-a – es pašlaik jau lī(d)-st-u `lienu`. In reference to conversations between children and their parents, this article mentions Lithuanian formant -iuk and Latvian affix -uk- that are used to form masculine diminutives, whether the primary word is masculine or feminine. Problems in pronunciation of Latvian and Lithuanian only opening diphthongs ie and o [uo] not common in other languages are also described along with the reminder of play languages of children speaking Latvian or southern part of Zhemaitian subdialects as a signal that children perceive ie and o [uo] as monophonemes in contrast to biphonemic character of other diphthongs. Children learn languages gradually, first memorising the dominant, most frequently heard elements of language, e.g. maybe: es lasu, tu lasi, es nāku…, but why tu nāc? Why not tu nāki or even tu nāci (pres.), thus demonstrating a naturally perceived once occurred change of the consonant k into c in front of the lost front vowel? Maybe the intensity could be escalated by saying, Tu mani ļoti mīli, bet es tevi mīlu ļotāk! Education is an objective necessity, and language skills are important for learning. The five-year-old Eiženija understands this very clearly: “Jaunība ir jauns bērns. Jaunībā ir jāmācās, jo savādāk paliks vecs un neko nezinās.” (‘Youth is a young child. You have to learn when you’re young, because otherwise [one] will grow old and know nothing.’) This article focuses solely on the results of pre-school speech records and parental surveys and highlights the impact of the linguistic environment as a contributing or preventing factor.
Streszczenia konferencji na temat "Creative thinking – problems, exercises, etc"
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Borodzhieva, Adriana. "PROJECT-BASED LEARNING APPROACH APPLIED IN THE COURSE "CODING IN TELECOMMUNICATION SYSTEMS"". W eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-084.
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The paper describes the application of the project-based learning approach, one of the trends of Education 4.0, for increasing students' motivation for learning the material studied in the course "Coding in Telecommunication Systems" on the topic of Hamming codes by using different computer-based tools, such as MS Excel, Logisim, ISE Project Navigator, creating bilingual interactive multimedia testing exercises, etc. The applications are used in the educational process in the course "Coding in Telecommunication Systems" for Bachelors in the specialty "Internet and Mobile Communications" in our University. Nowadays, the progress of Information and Communication Technologies (ICT) and the educational innovations have provoked the university professors to develop more effective teaching and learning approaches for attracting students' attention and motivating them to learn the material. The university professors are trained to transform the "conventional teacher-centred approach" into the "innovative student-centred approach" using ICT and project-based learning approach. ICT in education are applied with the aim of providing more facilities to students to learn the issues. The use of ICT in learning will improve the efficiency, motivation, critical, logical and analytical thinking and facilitate the active, experimental and consistent learning [2]. The paper describes different approaches applied in the course "Coding in Telecommunication Systems" for increasing students' motivation using project-based learning on the topic of Hamming codes solving the following problems: 1) studying the theory of Hamming codes in advance based on the idea of flipped-classroom; 2) building MS Excel-based applications for illustrating the principle of operation of encoders and decoders of Hamming (7, 4) codes, 3) building the circuits of encoders and decoders of Hamming (7, 4) codes in Logisim; 4) creating bilingual multimedia interactive applications in English and Bulgarian, with various types of testing exercises, allowing students to learn basic concepts in the theory of Hamming codes.
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Gadambay qizi, Orinbayeva Shaxnoza, i Musoyev Anvar Abduqodirovich. "APPLICATION OF NON-TRADITIONAL TECHNIQUES AND METHODS OF TEACHING FOR LANGUAGE LEARNERS". W TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES. ISCRC, 2023. http://dx.doi.org/10.37547/geo-68.
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This article highlights how innovative pedagogical strategies, known as creative teaching methods, are designed to stimulate creativity and actively involve students in the learning process. These strategies encompass a broad spectrum of activities, from straightforward team-building exercises to intricate, open-ended problems that could necessitate an entire semester to resolve. They incorporate interactive lessons, the application of virtual reality technology, blended learning, project-based learning, among others. The objective of these strategies extends beyond mere knowledge transfer, they aim to cultivate creative thinking and problem-solving abilities in students.
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Rush, Monica, David Wallace i Dava Newman. "Creative Thinking in a First Year Mechanical Engineering Design Course at the Massachusetts Institute of Technology: A Community of Practice Model". W ASME 2008 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/detc2008-49364.
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This paper investigates student acquisition of creative thinking skills in Solving Real Problems, a first year engineering design course in the Mechanical Engineering Department at the Massachusetts Institute of Technology. This class was developed around a service-learning model where teams of two to six students worked with community-based partners to design products for use in their communities. Each team also had at least one faculty member and one teaching assistant working alongside the students as additional team members. Teaching techniques used in the class included multiple in-class idea generation exercises, individual and group assignments, concept, visualization, and fabrication instruction. There were thirteen students total enrolled in the class, two of whom were upperclassmen, one of whom was cross-registered from another university. The participants of this study are the ten first-year MIT students that took Solving Real Problems (2.00B) in spring semester 2007, consisting of five females and five males. At the end of the semester, eleven students total, including each of these ten first-year MIT students, participated in focus groups and responded affirmatively to the question “Thinking about Solving Real Problems in particular, do you think that the class improved your ability to be creative?” Thirty minute follow-up interviews with each student explored this improvement in creativity and make up the core data analyzed in this paper. Common themes discussed by students in relation to creativity include the interactive lecture and lab environment, the involvement of the professors and confidence and hands-on practice, suggesting a community of practice model of learning creativity in the classroom.
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Petropolserb, Gabrieladana, i Ion Petropolserb. "'THEORY OF INVENTIVE PROBLEM SOLVING' (TRIZ) METHODOLOGY APPLIED IN ELEARNING PROCESS". W eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-106.
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The paper proposes a conceptual design to organize the scenario of the creative activity of students. The activity is based on active-participative methods in eLearning environment. The area of topics is ‘Smart Products Development’. The general objective of the scenario is to build up to students the capabilities to understand and apply the creative thinking to develop a smart product. As specific objectives of this activity could be those aimed to obtain the abilities to explore and apply different techniques to generate ideas; to learn to turn ideas in a project and find opportunity to implement the project. The TRIZ methodology (‘Theory of Inventive Problem Solving’) was chosen to generate ideas. The professional competences of this activity are: students learn to define the problems, understand and deduce the influence of all contextual factors of a particular design challenge or need for the project; elaborate ideas, organize those ideas and refine the potential solutions for real life; try to work through all technical and non technical issues to generate solutions; apply the financial and business models to predict the impact of smart product developed. As transversal skills, the purpose of this scenario is to encourage the students to identify and act in accordance with the norms of professional ethics and deontology; identify the roles and the responsibilities in a multidisciplinary team; apply efficient the techniques and the working relationships within the team and to use efficient the information source and the communication resources (e-learning platforms, Internet, software application, data bases on line courses, etc.). The success of implementing this scenario is assured by the environment of the learning activity. A great attention must be given to design the eLearning platforms. The topic of these platforms regards: the creative and design thinking, smart products and materials, smart manufacturing process, integral process engineering for a smart production, products life cycle, cost engineering system, etc. As a final result, the scenario could be applied on different subjects included in area of smart products.
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Trif, Letitia. "MODERN PRACTICES OF TEACHING-LEARNING-EVALUATION USED IN THE CONTEXT OF THE CLASS OF STUDENTS. PROPOSALS OF CONTINUOUS TRAINING OF TEACHING STAFF." W eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-123.
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In the present context of Romanian education, the curricular reform being in full deployment, more and more often is brought up the issue of : authentic, in-depth creative-innovative, participative learning, with forward-looking with and prospective character; the formation and development of operating knowledge and skills applicable in ecological training situations; the emphasis on education (without ignoring training) - the development of social-relating skills, effective learning, etc., an education that would be based on the four pillars: learning to know; learning to do; learning to be; learning to live with others. At the same time, access to information is extremely easy, as a result it is necessary to impart to students effective strategies for planning, monitoring and effective selection of information required for solving various tasks: school, social or professional related, they can be placed in, formally, informally or casually. Thus, teaching students to learn (information and learning management) is becoming a major goal for contemporary education. These premises have led to the implementation of a continuous training program for teachers of gymnasium during September-December of the school year 2015-2016 for disciplines within the curricular area "Mathematics and sciences". Specific objectives proposed were: the creation of a suitable meta-cognitive climate at the class level; "online" focus on strategies of planning, monitoring, evaluation of cognitive approach in the process of teaching-learning-problem-solving through verbalization (prompting) of meta-cognitive actions, self-questioning, aspects related to planning, monitoring, evaluation, at the level of the internal language (usage by the teacher of the thinking aloud protocol); emphasis on the relationship between meta-cognitive steps and efficiency of learning and resolving problems. And the resources involved: human resources: teachers involved; methodological and procedural resources - online tests and questionnaires applied through open-source platform "Limesurvey"; material resources - computer labs; time resources (45 hours).
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Borodzhieva, Adriana. "DEVELOPMENT AND DESCRIPTION OF AN INTERACTIVE MULTIMEDIA APPLICATION APPLIED IN THE COURSE "CODING IN TELECOMMUNICATION SYSTEMS"". W eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-158.
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Nowadays, the advances of information and communication technologies (ICT) have stimulated the development of more effective and interesting approaches for teaching and learning at universities around the world. The educational innovations have stimulated the creative development for interactive technologies in various forms, for example, integrated learning systems, intelligent tutoring systems, computer-based instruction, computer aided assessment and computer mediated communication. These new concepts show that the advance in the digital era has expanded the learning process and has enabled higher levels of learner interactions in order to make learning more meaningful for overcoming the shortages in traditional learning. With reference to the advances in ICT and information growth, the delivery of knowledge needs to be more flexible in connecting the learners with the learning resources to support the independent and self-managed learning. Educators are trained to transform from the conventional teacher-centred approach to student-centred learning approach with technology-based learning environment which can better motivate students to participate and interact with others in the learning process for enhancing the quality of learning and encouraging students to demonstrate their understanding in the learning activities. ICT in education are applied in the form of interactive multimedia, which provides facilities to students to learn the material. The use of interactive multimedia applications in learning will improve the efficiency, motivation, thinking and logic abilities and facilitate the active learning, experimental, consistent learning, with student-centred learning. The benefits are as follows: the learning process is more interesting, more interactive, the amount of teaching time can be reduced, the quality of student learning can be improved and the learning process can be done anywhere and anytime. Although interactivity is a widely used term in discussions of multimedia learning, a preliminary look at the literature proves that the definition and the benefits of interactivity are not clear. Some authors have tried to clarify the concept of interactivity and what factors need to be taken into account in the design of interactive systems and to present a unifying model including the user, the learning environment, and a system of connections and concepts that together make up interactivity. Such a model can help inform research, discussion, and design decisions on interactive multimedia instruction. Some tools for designing interactive and multimedia training systems are considered in the paper. Their advantages in teaching students at universities are described. The paper presents the development and description of an interactive multimedia application applied in the course "Coding in Telecommunication Systems". The application, developed in English, allows students at the University of Ruse to learn the basic concepts studied in the course "Coding in Telecommunication Systems", including different codes applied in the field of telecommunications, such as linear block codes, Hamming codes, cyclic codes, BCH codes, Reed-Solomon codes, etc. The application covers different types of testing exercises, for example combining in pairs, crosswords, etc. The application will be used in the educational process in the course "Coding in Telecommunication Systems" for the bachelors in the specialty "Internet and Mobile Communications" in the University of Ruse "Angel Kanchev", and mainly for Erasmus students attending the course. The application is planned to be multilingual, incorporating Bulgarian (designated for Bulgarian students) and Spanish (the second most widely spoken language in the world), in addition to English.