Gotowe bibliografie tematyczne / Thinking skills

Gotowa bibliografia na temat „Thinking skills”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Thinking skills"

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Singh, Dr N. K. "Skills of Critical Thinking". International journal of Emerging Trends in Science and Technology 04, nr 05 (16.05.2017): 5180–82. http://dx.doi.org/10.18535/ijetst/v4i5.09.

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Smith, William J. "Thinking Skills". NASSP Bulletin 69, nr 480 (kwiecień 1985): 108. http://dx.doi.org/10.1177/019263658506948024.

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Burke, Lynsey A., i Joanne M. Williams. "Two thinking skills assessment approaches: “Assessment of Pupils’ Thinking Skills” and “Individual Thinking Skills Assessments”". Thinking Skills and Creativity 7, nr 1 (kwiecień 2012): 62–68. http://dx.doi.org/10.1016/j.tsc.2011.11.002.

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QUICKE, JOHN. "Clear thinking about thinking skills". Support for Learning 7, nr 4 (listopad 1992): 171–76. http://dx.doi.org/10.1111/j.1467-9604.1992.tb00235.x.

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Nicoteri, Jo Ann. "Critical Thinking Skills". American Journal of Nursing 98, nr 10 (październik 1998): 62. http://dx.doi.org/10.2307/3471579.

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Mays, Wolfe. "Thinking Skills Programs". Thinking: The Journal of Philosophy for Children 7, nr 4 (1988): 2–11. http://dx.doi.org/10.5840/thinking1988742.

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Schlichter, Carol L. "Thinking Skills Instruction". Gifted Child Today Magazine 11, nr 2 (marzec 1988): 24–29. http://dx.doi.org/10.1177/107621758801100210.

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Stein, Barry S. "Improving Thinking Skills". Contemporary Psychology: A Journal of Reviews 35, nr 2 (luty 1990): 136–37. http://dx.doi.org/10.1037/028256.

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Hernstein, Richard J., Raymond S. Nickerson, Margarita de Sánchez i John A. Swets. "Teaching thinking skills." American Psychologist 41, nr 11 (1986): 1279–89. http://dx.doi.org/10.1037/0003-066x.41.11.1279.

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Wallace, Belle. "Teaching thinking skills". Practical Pre-School 2003, nr 39 (maj 2003): 3–7. http://dx.doi.org/10.12968/prps.2003.1.39.40304.

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Rozprawy doktorskie na temat "Thinking skills"

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Andin, Christina. "Teacher educators' conceptions of thinking skills and practices for modelling thinking skills teaching". Thesis, University of Surrey, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.599917.

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Instructional reform requires learning by those who implement it. Learning involves a process of reconstructing knowledge and beliefs entailed by complex behavioral change. A cognitive perspective of policy implementation underscores that behavioural changes have a fundamental cognitive component. By assuming that policy implementation as a relatively straightforward process of transmitting behavioural rules drawn up by policy-makers to those responsible for implementing the rules, a top-down policy implementation tends to undermine the learning needs of those who are implementing instructional change. This implies a connection between the organisational factor, learning and change. There is a rich base of literature on educational change theory and learning theory. What is lacking is research attempting to link these fields. This case study sheds light on the discussion about organisational factor, learning and change by investigating the implementation of a thinking skills policy in the context of teacher education in a fully centralised education system. This involves the examination of how eight teacher educators conceptualised the thinking skills policy and implemented the intended change in their teaching. Specifically, the research questions seek to examine the acquisition of knowledge and the alteration of belief which guide the change in practice with regard to thinking skills policy. Data were collected through interviews, observations and questionnaires. The study produces three key findings. The first finding concerns the gap and uncertainties of was the absence of the intended change in practice. The third finding relates the many barriers that impede the change in teaching practice to the lack of consideration of systemic factors in the change process. All the results are connected to the issue of the organisational factors as the framing that underlies the change process. The implications of the finding for the policy-making process are discussed
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Чернець, М. О. "The importance of critical thinking skills". Thesis, Київський національний університет технологій та дизайну, 2017. https://er.knutd.edu.ua/handle/123456789/7237.

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Husband, Gregg. "An analysis of critical thinking skills in computer information technology using the California Critical Thinking Skills Test". Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006husbandg.pdf.

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Profetto-McGrath, Joanne. "Critical thinking skills and critical thinking dispositions of baccalaureate nursing students". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0025/NQ39582.pdf.

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Brown, Ken. "Education, culture and critical thinking". Thesis, University of Aberdeen, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388942.

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The recent movement to enhance critical thinking through education is not entirely new. However, it differs from an earlier tradition which was concerned broadly with the historical origins and social ramifications of critical thought. The terms of reference of the current 'thinking skills debate' are more narrowly restricted to the objectives and methods of contemporary education systems and there is a characteristic tendency to adopt features of individual psychology and 'cognitive science'. Even where such conceptual perspectives are not made explicit, there is widespread commitment to the idea that it is possible to identify general skills of thought and teach them successfully. Various programmes maintain this commitment, despite a paucity of evidence that the 'skills' thus identified transfer readily between 'cognitive domains'. A powerful and controversial counter-argument has been advanced against this conception of critical thinking skills. The main thrust of 'domain-theory' is that the 'generalist' position is incoherent; thinking skills are specific to subject-matters of 'domains' of thought, and cannot be abstracted from them, a conclusion said to be preordained by the logic of language and thought. The present thesis is that this counter-argument is substantially correct as a refutation of the theoretical basis of many current aspirations for the introduction of 'thinking skills' programmes into education. Formal representations and generalised accounts of thinking fail to address the open-endedness and creativity of genuinely critical thought. Domain-theory falters, however, in its attempt to interpret logically self-authenticating modes of thought. They are not distinguished by seamless, internal logics or methodologies, nor are they radically distinct from common modes of discourse. Indeed, specialised disciplines derive their intelligibility from this common ground of evolving linguistic meaning and imagery. It is from this, rather than from within the constraints of 'logical domains' that some of the most innovatory developments occur; the perception of analogy; the 'thought-experiment' with revolutionary implications for established theory. Paradigms of this kind have universal significance for the elucidation of critical thought.
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O''''Neill, Mary. "Measuring the predictors of postgraduate nurses' thinking skills". Thesis, Queen's University Belfast, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728388.

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Reflection is an important concept in nursing education, and is regularly used to explore the application of theory to practice and ascertain knowledge arising from practice. The ability to think critically is an essential skill for students to acquire during their education to support effective patient care and evidence-based practice. Today, reflection and thinking skills are commonly embedded in nursing curricula as learning outcomes. This study explored the relationship between reflection and reflective practice as a teaching strategy on the thinking skills of postgraduate nursing students. The study also investigated how students reflected on situations in everyday practice and the factors that motivated them to learn and the approaches they used when studying and learning. A quantitative cross-sectional survey design was used. Participants (n=210) completed four self-reported questionnaires to measure their reflective abilities, motivation, thinking skills and approaches to learning. Data were analysed using descriptive and correlation analyses including multiple regression to explore multivariate relationships between the dependent variable thinking skills and the combined sets of independent variables for reflection, motivation and approaches to learning. A model was created that explained the relationship among the independent variables and their individual and distinct contribution to the model and specifically the predication of thinking skills as postulated in the hypotheses. The model showed that self-efficacy and habitual action were statistically significant and made a unique contribution to the model as predictors of postgraduate nurses’ thinking skills. The findings provide new insights to inform teaching practice and enhance learning experiences for postgraduate students.
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Coetzee, Carla. "Mathematical thinking skills needed by first year programming students". Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60991.

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The aim of this qualitative study is to explore and describe the mathematical thinking skills that students require for a first level programming subject that forms part of the National Diploma in Information Communication Technology (ICT) at a University of Technology (UoT). Mathematics is an entry requirement for many tertiary programmes, including ICT courses, unfortunately the poor quality of schooling in South Africa limits learners' access to higher education. From the literature it is evident that students lack fluency in fundamental mathematical and problem-solving skills when they enter higher education. In this study, the concept of programming thinking skills is explored, described and linked to mathematical thinking skills. An instrument (Mathematical and Programming Thinking Skills Matrix for the Analysis of Programming Assessment) has been developed and used to analyse examination papers of a first-year programming subject (at TUT) in order to identify mathematical skills as these appear in programming assessments. Semi-structures interviews were conducted with first-year programming lecturers, examiners and moderators. The literature as well and the results of the analysed data indicated and confirmed that mathematical thinking skills are extremely important when learning to program. The results of the study indicate a strong relationship between mathematical thinking skills and programming thinking skills. The outcome of this study is therefore a set of mathematical thinking skills that needs to be developed when compiling a mathematics curriculum for first level programming students studying towards a National Diploma in ICT.
Dissertation (MEd)--University of Pretoria, 2016.
Science, Mathematics and Technology Education
MEd
Unrestricted
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Swiger, Wanda S. "Correlation between critical thinking skills and decision making skills in athletic training and the examination of critical thinking differences across the curriculum". Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4259.

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Thesis (Ed. D.)--West Virginia University, 2005.
Title from document title page. Document formatted into pages; contains v, 122 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 94-103).
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Dewey, J. L. "Activating children's thinking skills (ACTS) : an intervention evaluation study". Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1444712/.

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This study investigated the impact of an infusion intervention on the cognitive, emotional and social development of Year 4 and Year 5 children across 10 schools in a large county. A two year intervention period was utilised to ascertain effects over time and contexts to monitor transfer and maintenance (Blagg, 1991 McGuinness, 1993 McKinstery & Topping, 2003). The project provided a unique contribution to the specialist sphere of thinking skills by using an experimental and matched waiting list control group to overcome limitations of earlier research design (Blagg, 1991 DfEE, 1999 Gorodetsky et al., 2002 Sternberg & Bhana, 1986). A multi-method pre, post and delayed post test using standardised measures across a range of learner outcomes developed research further in the domain of student effects in the primary age range (Coles, 1999 Nisbet, 1993 McKinstery & Topping, 2003 Watkins et al., 2001 Wilson, 2000). Furthermore, the research offered a distinctive insight into the perceptions of the key players involved through triangulated qualitative analysis which, unlike earlier studies examined the practicalities of the program in real life educational environments (Higgins et al., 2004 McGuinness, 2003 TES, 2002 Topping, 2002 Wilson, 2000). Key findings demonstrate the impact of the ACTS intervention on enhancing children's cognitive abilities over a two year as opposed to a one year intervention period. This resonates with similar studies in which such an extended time period is considered essential to generate cognitive change (Blagg, 1991 Feuerstein et al., 1980 Shayer & Adey, 1993). Correspondingly qualitative data from students and staff illustrate that children were not only able to detail the range of thinking skills taught but describe application. This evidenced transfer in both the near and far contexts an area ignored in prior work (Blagg, 1991 DfEE, 1999 McGuinness, 2003 Wilson, 2000). Additional effects linked the teaching of thinking to social and emotional gains of children in line with the evidence base (Blagg, 1991 Lipman et al., 1980 McKinstery & Topping, 2003). Considerable impact was, likewise, apparent in relation to the professional development of staff in terms of both skills and knowledge as paralleled in other studies (McGuinness et al., 1997 McKinstery & Topping, 2003 Munro, 1999 Stewart & Smardon, 2002). The research is of significance in strengthening both the empirical and theoretical evidence base in the teaching of thinking skills by evaluating infusion. Important implications for both the psychological knowledge base and educational psychology practice are made. Of particular significance are the application of such programmes within curriculum contexts alongside the professional artistry required to ensure effectiveness (McGuinness, 2003 McKinstery & Topping, 2003 Topping 2002). This will form the focus of future studies with evaluation necessitated to determine the relative value of core components within cognitive instruction. The growing interest in the area makes it of particular pertinence for ongoing EP scientific scrutiny. As McGuinness (1999) argues "The idea of thinking classrooms and schools as thinking communities, requires further articulation and interpretation, and the research base is in its infancy' (p.30). This is an area ripe for development and it is argued that educational psychologists should focus their efforts on helping teachers to translate theory into practice into the classroom.
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O'Hare, Liam. "Measuring critical thinking skills and dispositions in undergraduate students". Online version, 2004. http://bibpurl.oclc.org/web/25083.

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Książki na temat "Thinking skills"

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1952-, Siegel Harvey, i Winch Christopher, red. Teaching thinking skills. Wyd. 2. London: Continuum International Pub. Group, 2010.

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Johnson, Stephen. Teaching thinking skills. Ringwood: Philisophy of Education Society of Great Britain, 2001.

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Sandra, Parks, red. Building thinking skills. Pacific Grove, CA: Critical Thinking Press & Software, 1987.

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Joshua, Slomianko, red. Critical thinking skills. Washington, D.C: National Education Association, 1985.

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Cottrell, Stella. Critical Thinking Skills. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-55052-1.

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Cottrell, Stella. Critical Thinking Skills. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34489-1.

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Mumford, Michael D., i Cory A. Higgs, red. Leader Thinking Skills. 1 Edition. | New York : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9781315269573.

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Johnson, Stephen. Teaching thinking skills. New York, NY: Continuum International Pub. Group, 2010.

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Salkeld, Barbara A. Thinking skills research. Consett: Morrside Community College, 2001.

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Huw, Evans, i NetLibrary Inc, red. Thinking it through: Linking language skills, thinking skills and drama. London: David Fulton Publishers, 2005.

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Części książek na temat "Thinking skills"

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Jacobs, George M., Willy A. Renandya i Michael Power. "Thinking Skills". W Simple, Powerful Strategies for Student Centered Learning, 55–63. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25712-9_7.

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Reid, Norman, i Asma Amanat Ali. "Thinking Skills". W Springer Texts in Education, 227–52. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53677-0_10.

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Fisher, Robert. "Thinking Skills". W Learning to Teach in the Primary School, 443–55. Fourth edition. | New York : Routledge, 2018. | Series: Learning to Teach in the Primary School Series: Routledge, 2018. http://dx.doi.org/10.4324/9781315453736-40.

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Jacobs, George M., i Willy A. Renandya. "Thinking Skills". W Student Centered Cooperative Learning, 43–59. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7213-1_4.

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Delamain, Catherine, i Jill Spring. "Thinking Skills". W Speaking, Listening & Understanding, 59–75. London: Routledge, 2022. http://dx.doi.org/10.4324/9781315173344-8.

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Greenstreet, Karen, i Robert Greenstreet. "Thinking Skills". W The Survival Guide for Academic Leaders, 105–12. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003137283-7.

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Hughes, Vera. "Creative Thinking". W People Skills, 140–50. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-12527-2_12.

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Cherkassky, Lisa, Julia Cressey, Christopher Gale, Jessica Guth, Ilias Kapsis, Robin Lister, William Onzivu i Steve Rook. "Critical thinking". W Legal Skills, 108–63. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34443-3_4.

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McComas, William F. "Scientific Thinking Skills". W The Language of Science Education, 96. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_86.

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Cottrell, Stella. "Developing thinking skills". W Teaching Study Skills and Supporting Learning, 255–64. London: Macmillan Education UK, 2001. http://dx.doi.org/10.1007/978-1-137-07094-4_15.

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Streszczenia konferencji na temat "Thinking skills"

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Tikhonova, Elena. "SOPHISTICATED THINKING: LOWER ORDER THINKING SKILLS". W 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b12/s3.117.

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Susanti, Elsa, i Hartono. "Mathematical Critical Thinking and Creative Thinking Skills". W the 2019 International Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3348400.3348408.

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West, David, Margaret Young i Jane Quillien. "Foundational Skills for Strategic Thinking". W Annual International Conference on Business Strategy and Organizational Behaviour. Global Science and Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-1970_bizstrategy12.

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Komalasari, Heni, Dewi Karyati, Frahma Sekarningsih i Heny Rohayani. "Higher Order Thinking Skills (HOTS)". W 3rd International Conference on Arts and Design Education (ICADE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210203.050.

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Arsih, Fitri, Siti Zubaidah, Heffi Alberida i Asham Bin Jamaluddin. "Relationship of critical thinking skills and creative thinking skills through the RANDAI learning model". W THE 5TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2021: Science and Mathematics Education Research: Current Challenges and Opportunities. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0112399.

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Garcia Ferraz, Mariana, Ana Paula Perfetto Demarchi i Cleuza Bittencourt Ribas Fornasier. "The Influence of Design Thinking in the Development of Skills and Expertise". W Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.2288.

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This project is dedicated on understanding how expertise can have an affect on developing the Design Agent skills. It was based on interviews and observation conducted in five design offices located in Londrina (Paraná, Brasil), through this research was possible to identify which are the techniques and methods most used by professional, from both Graphic and Product Design area, and therefore ascertain how Strategic Design Management and Design Thinking actuate on improving professional’s skills on the innovation process of the companies. It took as a basis the studies of several authors, such as Brown (2009), Cross (2007), Demarchi (2011), Lawson (2006) and Martin (2009), which discourse, among other issues, about Design Thinking and its implications. By the use of ethnography methodology, the data was collected, analyzed and organized into comparative charts, relating the novice Design Agents with expert Design Agents. It was proved that experience can hold two distinct aspects; A positive one, that comes as a result from the holistic vision and ensure sensibility to the Design Agent to handle situations; And an unfavorable one, once the expert is strictly guided by intuition, it sets aside creativity hampering the innovation process. Besides it was possible to verify that although the enterprises and the Design Agents work using different techniques and methods, visual tools such as mind maps, sketches, visual panels and mockups are seen as essential resources for all the professionals.DOI: http://dx.doi.org/10.4995/IFDP.2016.2288
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Miterianifa, Miterianifa, Ashadi Ashadi, Sulistyo Saputro i Suciati Suciati. "Higher Order Thinking Skills in the 21st Century: Critical Thinking". W Proceedings of the 1st International Conference on Social Science, Humanities, Education and Society Development, ICONS 2020, 30 November, Tegal, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.30-11-2020.2303766.

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Noviarini, Rizki Isna, Eva Banowati i Sarwi. "Discovery-Oriented Thinking Square Media to Improve Critical Thinking Skills". W International Conference on Science and Education and Technology (ISET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200620.092.

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Nuraini, Ni Luh Sakinah, Puri Selfi Cholifah, Putri Mahanani i Andini Mukharoma Meidina. "Critical Thinking and Reflective Thinking Skills in Elementary School Learning". W 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.001.

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Khoiriyah, Umatul, Uly Pramuditya Isnaini, Rizki Fajar Utami, Nur Aini Djunet, Punik Mumpuni Wijayanti i Fajar Alfa Saputra. "Stimulating Critical Thinking Skills Through Critical Thinking Question List (CTQL)". W International Conference on Medical Education (ICME 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210930.005.

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Raporty organizacyjne na temat "Thinking skills"

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Vincent-Lancrin, Stéphan. Skills for Life: Fostering Critical Thinking. Inter-American Development Bank, listopad 2021. http://dx.doi.org/10.18235/0003743.

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AUTHORVincent-Lancrin, StéphanDATEOct 2021DOWNLOAD:English (63 downloads)DOIhttp://dx.doi.org/10.18235/0003743Critical thinking has become key to the skill set that people should develop not only to have better prospects in the labor market, but also a better personal and civic life. This brief shows how policymakers and teachers can help students develop their critical thinking skills. First, this brief defines critical thinking skills. Then, the brief shows how the concept can be translated into teacher-friendly rubrics to support them to design or redesign better lessons but also to assess their students. Lastly, the brief highlights 10 concrete steps for policymakers, school principals, and teachers to better prepare students for the future with critical thinking skills and improve the quality of their education. While applied to the fostering and assessing of students critical thinking skills, those 10 steps can be generalized to the implementation of other forms of educational innovation, notably competency-based curricula.
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Shadrick, Scott B., Brian T. Crabb, James W. Lussier i Thomas J. Burke. Positive Transfer of Adaptive Battlefield Thinking Skills. Fort Belvoir, VA: Defense Technical Information Center, lipiec 2007. http://dx.doi.org/10.21236/ada470215.

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Murray, William R., i Michelle Sams. Commander's Adaptive Thinking Skills Tutor (CATS Tutor) - Phase 1. Fort Belvoir, VA: Defense Technical Information Center, sierpień 2001. http://dx.doi.org/10.21236/ada395618.

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Гладка, О. В. Developing Higher Order Thinking Skills in the English Classroom. ПП "Марусич", 2016. http://dx.doi.org/10.31812/0564/2035.

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Riedel, Sharon L., Ray A. Morath i Timothy P. McGonigle. Training Critical Thinking Skills for Battle Command: ARI Workshop Proceedings. Fort Belvoir, VA: Defense Technical Information Center, lipiec 2001. http://dx.doi.org/10.21236/ada400824.

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Michael, Bryane. Using Tutorials in the Development of Economics and Management Thinking Skills. Bristol, UK: The Economics Network, wrzesień 2008. http://dx.doi.org/10.53593/n188a.

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Jaradat, Raed, Erin Stirgus, Simon Goerger, Randy Buchanan, Niamat Ullah Ibne Hossain, Junfeng Ma i Reuben Burch. Assessment of workforce systems preferences/skills based on employment domain. Engineer Research and Development Center (U.S.), styczeń 2020. http://dx.doi.org/10.21079/11681/39399.

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Given the growing demand for a workforce with an understanding of system of systems, there is a need to assess an individual’s systems thinking skills. This research was undertaken to address this need by measuring an individual’s inclination to work on complex system problems based on their systems thinking score. This article investigates the correlation between employment domains and an individual’s systems thinking preferences/skills. Results of this research show that each employment domain is significantly different in their systems thinking preferences/skills profiles as well as significantly different in how the employment domains perceive change and their system’s worldview.
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Barnard, S. Diane. Analysis and Critical Thinking Skills: A Line-for-Line Copy Draping Project. Ames: Iowa State University, Digital Repository, listopad 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-68.

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Shadrick, Scott B., i Jeffrey E. Fite. Assessment of the Captains in Command Training Program for Adaptive Thinking Skills. Fort Belvoir, VA: Defense Technical Information Center, sierpień 2009. http://dx.doi.org/10.21236/ada507445.

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Nagahi, Morteza, Niamat Ullah Ibne Hossain, Safae El Amrani, Raed Jaradat, Laya Khademibami, Simon Goerger i Randy Buchanan. Investigating the influence of demographics and personality types on practitioners' level of systems thinking skills. Engineer Research and Development Center (U.S.), marzec 2022. http://dx.doi.org/10.21079/11681/43622.

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Although the application of systems thinking (ST) has become essential for practitioners when dealing with turbulent and complex environments, there are limited studies available in the current literature that investigate how the ST skills of practitioners vary with regard to demographic factors and personality types (PTs). To address this gap, this article uses a structural equation modeling approach to explore the relationship be-tween practitioners’ ST skills, PT, and a set of demographic factors. The demographic factors included in the study are education level, the field of the highest degree, organizational ownership structure, job experience, and current occupation type. A total of 99 engineering managers, 104 systems engineers (SEs), and 55 practitioners with other occupations participated in this article. Results showed that the education level, the field of the highest degree, PT, organizational ownership structure, and current job experience of practitioners influenced their level of ST skills. Additionally, the current occupation type of practitioners partially affects their level of ST skills. An in-depth analysis was also conducted using multiple group analysis to show how seven ST skills of the practitioners vary across their level of education. Taken together, the findings of the study suggest that PT and a set of demographic factors influence the overall ST skill of the practitioners.
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