Search results for: Thinking skills
Page 1/4 36 items
Professional learning and development of two groups of pre-service teachers with different scientific knowledge bases and different teaching training in the course of their studies
This research study evaluated the professional development of two groups of pre-service biology teachers during a year-long biology didactics course in two different academic institutions. Verbal and qualitative analyses of lesson transcripts were employed to characterize explicit knowledge, while content and cluster analyses of the repertory grid technique were employed to characterize tacit knowledge. The group of pre-service teachers with lower content knowledge (CK) and more teaching experience during their training was concerned with student- and teacher-centered practices. The group with higher CK and less teaching experience was concerned with high-order thinking skills and the knowledge gap between themselves and their students.
Updated: Aug. 15, 2019
This meta-analysis synthesizes research on gains in critical thinking skills and attitudinal dispositions over various time frames in college. The results suggest that both critical thinking skills and dispositions improve substantially over a normal college experience.
Updated: Nov. 09, 2016
An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers’ Classroom Practice
In this study, the authors explore whether learning to analyze teaching in the context of Learning to Learn from Teaching (LLfT) course influenced secondary preservice teachers’ classroom instruction. The findings show that preservice teachers who systematically analyze teaching can also begin to enact practices to enable them to focus more closely on student thinking during instruction. In particular, they created space during instruction for student thinking to become visible and available for the class to consider, they attended to and took up noteworthy student ideas, and they pursued student ideas.Comparing the two cohorts, the authors observed that the preservice teachers who enrolled to the course, engaged in more student-centered practices compared with a cohort of candidates who did not participate in the course - making space for student thinking and pursuing student thinking.
Updated: Oct. 10, 2016
By adopting a scenario-based approach, teacher educators and others designing online environments can help prepare students for the types of challenges they will face in communities and classrooms after graduation.. Solving complex problems inherent in a scenario-based approach affords students the opportunity to tackle ill-formed problems, integrate multiple perspectives, and use higher order thinking. These outcomes were among the goals of a redesign of online courses in an early childhood education degree program.
Updated: Aug. 31, 2016
Cultivating Critical Thinkers: Exploring Transfer of Learning from Pre-service Teacher Training to Classroom Practice
The purpose of this study was to explore the transfer of learning from teacher training to classroom practice by examining the effectiveness of CT-integrated instruction on junior high school students’ critical thinking skills and critical thinking dispositions. The findings suggest that critical thinking skills and dispositions were successfully transferred to learners.Furthermore, the results indicate that the CT-integrated English instruction had a positive impact on participants’ academic performance.
Updated: Sep. 21, 2015
This article presents a brief overview of scenario-based instruction in Child, Family and Community online course. The results show that student and faculty feedback, as well as student learning outcomes, have revealed that the scenario and case-based aspects of the course design have been useful and helpful in achieving the course goals. Instructors reported that there was a noticeable difference between the students who participated in the scenario-based classes versus the students that participated in the traditional format of the course in terms of the depth and breadth of their work.
Updated: Jul. 30, 2014
Design thinking is generally defined as an analytic and creative process that engages a person in opportunities to experiment, create and prototype models, gather feedback, and redesign. The literature has identified several characteristics that a good design thinker should possess. The authors’ overarching purpose is to identify the features and characteristics of design thinking and discuss its importance in promoting students’ problem-solving skills in the 21st century.
Updated: Jul. 20, 2014
Scaffolding Preservice Teachers' Higher-Order Reasoning During Technology Integration: A Design Research Inquiry
The authors designed and examined progressively increasing scaffolds that integrated multiple scaffolding functions to facilitate three technology-based lesson design projects. The preservice teachers initially demonstrated superficial analysis, convergent ideation, and little evaluation when only limited procedural, conceptual, metacognitive, and strategic scaffolds were provided. Increased procedural and conceptual scaffolds in the second project improved the preservice teachers’ analytic and generative reasoning skills, as they identified multiple challenges, technology tools, and lesson ideas to integrate technology.
Updated: May. 26, 2014
The present study examines performance of students who took a basic skills test (Praxis I) between 1999 and 2005 and one of the four large-volume licensure tests (Praxis II) between 2002 and 2005. The findings of this study reveal that individuals who pass basic skills tests at borderline levels are far less likely to pass licensure tests than are candidates who meet the median state-level basic skills test requirements. Thus, the authors claim that students who have difficulty writing would very likely have difficulty in writing-intensive curricula like English and social studies, which would then be reflected on their licensure exams.
Updated: Mar. 04, 2014
Learning to Open Up History for Students: Preservice Teachers’ Emerging Pedagogical Content Knowledge
This article investigates the ways in which novices construct tasks that demand students’ interpretive and evidence-based thinking in history. This article also examines novices’ capacity to attend to and create space for their students’ interpretive and evidence-based thinking when taught to do so in their methods coursework. The author focuses on three case studies of preservice history teachers. By the end of the year, only one student emphasized both interpretive and evidence-based thinking, while the second student emphasized interpretive thinking, and the third student emphasized neither.
Updated: Nov. 20, 2013