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The author considers combinatory play as an intersection between creativity, play, and neuroaesthetics. She discusses combinatory play as vital to the creative process in art and science, particularly with regard to the incubation of new ideas. She reviews findings from current neurobiological research and outlines the way that the brain activates various regions when creative, combinatory play uses conscious and unconscious cognitive and emotional processes.

Thinking skills in children, effectively developed through reading, were emphasized at this reading conference. Three types of thinking skills linked to reading are: decoding symbols from the printed page, seeking factual meaning through recall; reading interpretively, understanding cause and effect reasoning or seeking the main idea of sentences; and creative-critical reading, examining the author's intent or language or feeling the mood of a story. In this booklet, the techniques and ideas for developing thinking skills and abilities are described in the following presentations: "Personkind, Meaning Maker" by William H. Hoth; "What Is Poetry? Who Cares?" by Sheron Dailey Pattison; "Private Logic in Children's Behavior and Thinking" by Reece Chaney; "Readiness Is a Thinking Process" by Jessica Welch; "The Think Tank of Reading or Is the Barrel Full?" by Robert Pabst; "Thinking Skills and Reading" by Richard Biberstine; "Systematic Approach to Reading Improvement (Sari)" by Geneva Ross; and "Language and Thought: Contributions to the Reading Process" by Eldonna L. Evertts. (JM)

Several studies suggest that most students are not in the same level of development (Slavin, 2008). From concrete operation level to formal operation level, students experience lateness in the transition phase. Consequently, students feel difficulty in solving mathematics problems. Method research is a qualitatively descriptive-explorative research aimed at comprehending the process of mathematics problem solving based on students' thinking level. Formal subject described in a structured manner so that there is no information that eliminated in the calculation process. While in transition subject, information which is constructed is only based on empirical knowledge. And on a concrete subject, thinking process can directly determine the solution of a problem. Students in formal thinking level are able to plan a problem solving by relating an information that is obtained to an information which is logically asked. Transitional thinking level are able to visualise the problems logically when the context of the problems are closely related to the experience they have. And concrete thinking level is only able to plan problem solving when the problem can be immediately and easily analysed.

Several studies suggest that most students are not in the same level of development (Slavin, 2008). From concrete operation level to formal operation level, students experience lateness in the transition phase. Consequently, students feel difficulty in solving mathematics problems. Method research is a qualitatively descriptive-explorative research aimed at comprehending the process of mathematics problem solving based on students' thinking level. Formal subject described in a structured manner so that there is no information that eliminated in the calculation process. While in transition subject, information which is constructed is only based on empirical knowledge. And on a concrete subject, thinking process can directly determine the solution of a problem. Students in formal thinking level are able to plan a problem solving by relating an information that is obtained to an information which is logically asked. Transitional thinking level are able to visualise the problems logically when the context of the problems are closely related to the experience they have. And concrete thinking level is only able to plan problem solving when the problem can be immediately and easily analysed.

Düşüncə insanın dünyaya gəlməsi ilə başlayan və sonrakı dövrdə birbaşa və ya dolayısı ilə inkişaf edə bilən unikal insan keyfiyyətidir. Bu təfəkkür imtiyazına görə insanlar digər canlılardan fərqli olaraq özü haqqında düşünməyə başlayaraq varlığının mənasını və səbəbini dərk edib və bu yolla əldə etdikləri biliklər onlara öz gələcəklərini müəyyən etmək hüququ və fürsəti verib. Məhsuldar, məqsədyönlü və şüurlu düşüncə səmərəli öyrənmənin mərkəzindədir. Düşüncə bacarıqlarının ardıcıllığını tətbiq etməklə öyrənənlər problemlər, yeni məlumatlar və ideyalarla qarşılaşdıqda istifadə edə biləcəkləri prosesləri getdikcə daha dərindən dərk edirlər. Bundan əlavə, biliklərin mütərəqqi inkişafı və düşüncə strategiyalarından istifadə şagirdlərin öz öyrənmə və idarəetmə motivasiyasını artıra bilər. Bunun sayəsində şagirdlər problemlərin həllində və çətin situasiyalarda daha inamlı və müstəqil olurlar. XXI əsrdə sürətlə dəyişən dünyanı və prosesləri nəzərə alaraq deyə bilərik ki, bu dövrdə şagirdlərdən xüsusilə tələb olunan bacarıqlardan biri də onların yaradıcı və tənqidi düşünmə bacarıqlarının inkişafı yönündədir. Hadisəyə yaradıcı tərəfdən yanaşıb düzgün təhlil edən və nəticə çıxara bilən şagirdlər həyatlarının sonrakı dövründə də bundan müvəffəqiyyətlə istifadə edir və istedadlı şəxsiyyət kimi yetişirlər. Məqalədə tənqidi və yaradıcı düşünmə bacarıqları ayrıayrılıqda təhlil olunub və onların təlim prosesindəki roluna diqqət yetirilib. Thinking is a unique human quality that begins with the arrival of the individual and can develop directly or indirectly in the subsequent period. Due to this privilege of thinking, people, unlike other living beings, were able to understand the meaning and reason of their existence by starting to think about themselves, and the knowledge gained in this way gave them the right and opportunity to determine their future. Productive, purposeful, and conscious thinking is at the heart of efficient learning. By applying the sequence of thinking skills, learners gradually gain a deeper understanding of the processes that they can utilize when faced with problems, new information, and ideas. In addition, the progressive development of thinking knowledge and the practice of using thinking strategies can increase students’ self-learning and self-management motivation. As a result, students become more confident and independent in solving problems and navigating challenging situations. Considering the rapidly changing world and processes in the 21st century, we can say that one of the skills particularly required from students in this era is the development of their creative and critical thinking skills. Students who can approach the event from a creative perspective, analyze it correctly, and draw conclusions will successfully leverage these skills in their future lives and grow up as talented personalities. In the article, critical and creative thinking skills are examined separately and their roles in the learning process are emphasized.

This article identifies effective methods and tools that are important in the formation of innovative thinking skills of elementary school students, the use of integrative approaches and variable programs adapted to their complex development characteristics, innovative thinking in children based on a creative approach in the process of educational activities. the use of methods aimed at the formation of skills, didactic games and determining their place in the formation of children's innovative thinking skills, the wide application of innovative technologies in educational processes, the innovative thinking of elementary school students A general analysis of theoretically based approaches to the problems aimed at improving the content, methods and forms of skills formation and methodology based on modern approaches is described.

The purpose of this study was to determine the effect of a preservice science methods course emphasizing the mastery of selected science process skills on the level of development of logical thinking of students majoring in elementary school education. The problem was investigated for one semester with experimental subjects in their junior year, enrolled in elementary science methods classes. Non-equivalent control subjects were an intact class of seniors who had previously taken the same class, but with different emphases. Phase one consisted of pretesting 81 experimental subjects and testing the non-equivalent control subjects. A group test was used to assess the initial level of logical reasoning development. Phase two consisted of coursework whereby the experimental subjects systematically performed tasks designed to teach them skills in basic and integrated science processes. In the final phase, the test was administered again to the experimental subjects. Also, a group test of science processes was given to the experimental subjects to assess their mastery of the science processes. The findings provided evidence that preservice elementary teachers did grow in their development of logical reasoning when exposed to a one-semester course in elementary school science methods which emphasized mastery of science processes. (Author/CW)

This document presents a demonstration of how drawing affects writing, how writing affects drawing, and how both affect the thinking process of students. The third grade students participating in the studies were selected on the basis of their prior performance in reading and mathematics and their identified potential for achievement. The students created a series of drawings and writings. These were analyzed by examining the series for evidence of change in either the drawing or writing, indicating that the student was thinking about the subject differently and/or experimenting with graphic or written ways to give new form to the idea. How successful the student was in terms of communicating the idea was determined by comparing the work to the student's previous work and /or by the response of the student, peers, and/or research staff. The 14 cases chosen for presentation in this document were selected based on the clarity of the changes in the students' drawing and/or writing over time. Examples are provided of each student's work and writing, along with selected excerpts from student reflective narratives. A review of each of the cases presented in this document indicates a positive effect of drawing upon writing and writing upon drawing. The particular effects demonstrated by each case are described and discussed. An appendix includes samples of the Drawing and Writing Questionnaires and the Analysis Drawing and Writing Categories. (MM)

This document presents a demonstration of how drawing affects writing, how writing affects drawing, and how both affect the thinking process of students. The third grade students participating in the studies were selected on the basis of their prior performance in reading and mathematics and their identified potential for achievement. The students created a series of drawings and writings. These were analyzed by examining the series for evidence of change in either the drawing or writing, indicating that the student was thinking about the subject differently and/or experimenting with graphic or written ways to give new form to the idea. How successful the student was in terms of communicating the idea was determined by comparing the work to the student's previous work and /or by the response of the student, peers, and/or research staff. The 14 cases chosen for presentation in this document were selected based on the clarity of the changes in the students' drawing and/or writing over time. Examples are provided of each student's work and writing, along with selected excerpts from student reflective narratives. A review of each of the cases presented in this document indicates a positive effect of drawing upon writing and writing upon drawing. The particular effects demonstrated by each case are described and discussed. An appendix includes samples of the Drawing and Writing Questionnaires and the Analysis Drawing and Writing Categories. (MM)

Qualitative evidence synthesis of three process evaluations exploring implementation of Informed Health Choices Secondary School resources in Uganda, Rwanda and Kenya.

(Purpose) The purpose of this paper is to describe visual literacy and an adapted version of Visual Thinking Strategy (VTS) and its value to enhance students' inferential thinking. (Methodology) An example of a middle school VTS, art-integrated lesson is described as well as reflections of a middle school language arts teacher about what she learned about her students as thinkers, writers, and painters. Students were shown Winslow Homer's painting, The Gulf Stream and were asked literal, inferential, and generalization questions about it. They were asked to write a paragraph of what they inferred happened before or after the scene. Students also wrote justifications for their inferences. They passed their paragraph to their neighbor who painted the scene based on details provided. (Results) Students were motivated to voice and justify their inference when asked to describe what happened before and after the scene depicted in Winslow Homer's painting. They learned that specific details in their descriptive writing about their prediction of what happened before and after were needed, to help their classmate paint a scene that accurately portrayed their classmate's thinking. (Conclusions) Viewing art and painting helped students understand the process of how to think inferentially. (Recommendations) Teachers are encouraged to include the Visual Thinking Strategy into content area art-integrated lessons. (Additional data) Contains 9 Figures and 43 References.

Independent and original thinking are the concepts which define critical thinking. A critical thinker doesn't passively accept other people's views and thoughts, on the contrary he constitutes his own thoughts by analyzing them. This independence liberates his mind, heart and actions (Doganay and Ünal, 2006). In this context, the definition of critical thinking can be summarized as reaching a conclusion by reasoning (collecting information for a present situation, defining assumptions and evidences, discussing the defined evidences and inferring and synthesizing) on a problem or a situation (Demirel, 2006). Critical thinking becomes a basic skill in occupational groups. To improve the quality of the services people get, all professionals, especially doctors, teachers, architects, lawyers, nurses, builders, must have the ability to think critically.This study aims to classify the master's and PhD theses whose titles contain the concept of "critical thinking" by different variables. The data were collected from the 211 master's and PhD theses completed between 1999-2014 and registered to database of Council of Higher Education. This study was conducted through descriptive survey model and descriptive statistics were used in the analysis process. Thesis were examined and classified under the following topics; (1) academic level, (2) the universities in which they were prepared, (3) preparation year, (4) research method, (5) research model, (6) education level of the participants, (7) departments in which they were prepared (8) gender of the researchers, (9) degree of the supervisors (10) number of pages.At the end of the study it was found that most of the theses about critical thinking were master's theses and they were prepared in well-established universities. There are hardly any theses prepared in private universities. The number of theses about critical thinking reached its top point between 2009-2012. While most of the master's theses were conducted through quantitative method, most of the PhD theses were conducted through mixed and experimental designs. The participants of most of the theses about critical thinking were university and primary school students. Teachers and nurses participated in more theses than other occupational groups. Most of the theses about critical thinking were conducted in the field of education. nursing and heath care departments takes the second place. However, it is interesting that hardly any theses were conducted in the fields of law, politics, public administration, sociology and psychology. Another interesting point is that most of the theses were prepared by female researchers.

Community college students (unless cognitively or emotionally impaired) have an innate learning system or process which makes it possible to do abstract and critical thinking in all their classes. Over an 8-year period, informal research has been conducted with approximately 1,000 low- and high-achieving students, and faculty in classrooms, faculty development workshops, and conferences. Student groups were asked to think of something they knew how to do very well, and describe in writing what they went through acquiring their skill level. Then, in groups of three or four, students read their processes to each other to see whether there are any similarities in how they learned. Finally, the group as a whole developed a list of the stages of the learning process that was applicable to all of the different skills. For every group of faculty and for every group of students, whether developmental or advanced, all arrived at an approximation of the following list of stages: (1) motivation; (2) beginning practice; (3) advanced practice to build a foundation upon which control, creativity, and critical and abstract thinking can be applied; (4) skillfulness; (5) refinement; and (6) mastery. One of the most important insights gained from this research is that people learn by making and correcting their own mistakes. Learners cannot start to apply creatively or think critically about a new skill until there has been a sufficient quantity of personal practice and trial and error learning. Only after students have acquired that proper foundation, can they begin to benefit from teachers' lectures. If this natural learning process is followed, people can learn to high levels of critical and creative thinking. (KP)

This report examines the relationship between automaticity and thinking processes. Issues pertaining to the development of automaticity within the thinking process are discussed. A literature review was conducted to examine how automaticity has been developed in various tasks of all types (e.g., visual search to battlefield thinking). The results of this examination suggest that automaticity can be developed using consistent rules and extensive practice that vary depending on the type of task. The results also suggest that the more complex the task is the more difficult it will be to train to automatic performance. Principles are presented that are used to guide the development of automaticity. Using these principles, along with previous methodologies for developing automaticity, this report discusses training methods for developing automaticity in the thinking process.

Knowledge and skills are the central themes of an education system. Nowadays, the main focus in on skills generally and on thinking skills specifically. The principle adapted currently is that education is not just transferring knowledge to learners or students but rather it is a process that is also directly related with the cognitive, emotional and artistic aspects. Cognition refers to reasoning and thinking skills in education. In this context, thinking skills and specifically critical thinking is to be considered in curriculum development process. The critical thinking helps the learners to express their opinions on the scientific or social issues, making decisions, constructing plans and solving their problems. This study aims to determine the impact of utilizing critical thinking skills in education. In fact, educators believe that critical thinking is important because criticism leads to creativity, criticism and creativity. The results of this process will help problem solving, innovation and development. But the challenge here is how learners can have the required critical thinking skills. The role of the teacher in developing the skills of critical thinking is another challenge. The data for this qualitative research was collected with the help of face to face interview, focus group discussion with participation of 8 teachers of Science and Religion for the intermediate stage in Palestine during 2018-2019. The data were analyzed and the findings were given under subtitles.

A GENERAL, PROBLEM-SOLVING PROGRAM (GPSP), CONSISTING OF 16 CREATIVE PROBLEMS FOR THE FIFTH AND SIXTH GRADE LEVELS PRESENTED IN A SELF-INSTRUCTIONAL LINEAR FORMAT, WAS DEVELOPED AS A PROTOTYPE OF INSTRUCTIONAL LINEAR MATERIALS ON CREATIVE PROBLEM SOLVING. THROUGHOUT THE SERIES OF LESSONS, A STORY LINE IS MAINTAINED TO GIVE THE READER A SET OF IDENTIFICATION MODELS. IT GRADUALLY INTRODUCES HIM TO THE PROCESS OF BECOMING A MORE EFFECTIVE THINKER. IN SEVERAL STUDIES, 267 FIFTH AND SIXTH GRADE STUDENTS WERE GIVEN THE GPSP WHILE 214 FIFTH GRADERS SERVED AS CONTROLS. ALL STUDENTS WERE PRETESTED AND RECEIVED MODIFIED TRADITIONAL PROBLEM SOLVING TESTS. THE MINNESOTA TEST OF CREATIVE THINKING SERVED AS THE CRITERION TEST BATTERY. HIGHLY CONSISTENT RESULTS INDICATE THAT INSTRUCTED STUDENTS OBTAIN SUPERIOR SCORES ON ALL INDICES OF PROBLEM SOLVING AND CREATIVE THINKING. FOLLOW-UP STUDIES PROVED LESS CONCLUSIVE. A FUNDAMENTAL QUESTION IS WHETHER PROGRAMS DESIGNED TO PROMOTE CREATIVE THINKING ARE NECESSARY. FUTURE RESEARCH WILL INVOLVE EXPANSION OF THE GPSP AND THE DEVELOPMENT OF NEW UNITS ON UNDERSTANDING AND CREATIVE INNOVATION. RESEARCH IS ALSO BEING DIRECTED TOWARD ADAPTING GPSP FOR COMPUTER PRESENTATION. THIS PAPER IS TO BE INCLUDED IN N.J. KLAUEMEIER (ED.), "CONTEMPORARY RESEARCH OF SIGNIFICANCE TO EDUCATION," UNIVERSITY OF WISCONSIN, IN PRESS. (PR)

To cope with some social problems, Japanese educational planners are drafting some proposals for research into innovations in the educational system. This paper reports on some research recently done which looked into the relationships of the Japanese educational environment and the reasoning/thinking skills and process skills of students in science. Following a discussion of the different variables investigated, a number of positive correlations are reported. These include findings on very distinct relationships between: (1) measures of students logical thinking and science process skills; (2) students' extent of participation in science activities and their extent of participation in scientific investigation; (3) students' attitudes and their extent of participation in scientific investigation; (4) students' extent of participation in investigation and their feelings about nature; (5) students' attitudes and their extent of participation in science activities; and (6) students' extent of participation in scientific investigation and the measures of their science process skills. (TW)

xiii, 194 pages ; 26 cm

28 p. : 18 cm

This article discusses the specifics of directing creative thinking, teaching creative thinking, developing creative thinking in primary school students. It also highlights the role and importance of teaching creative thinking in primary school students so that they have a personal mindset and a rich worldview

This article discusses the specifics of directing creative thinking, teaching creative thinking, developing creative thinking in primary school students. It also highlights the role and importance of teaching creative thinking in primary school students so that they have a personal mindset and a rich worldview

This article discusses the specifics of directing creative thinking, teaching creative thinking, developing creative thinking in primary school students. It also highlights the role and importance of teaching creative thinking in primary school students so that they have a personal mindset and a rich worldview

This article discusses the specifics of directing creative thinking, teaching creative thinking, developing creative thinking in primary school students. It also highlights the role and importance of teaching creative thinking in primary school students so that they have a personal mindset and a rich worldview

Noting the lack of definitive information about teaching thinking skills and how they are implemented throughout the year or how they are coordinated among subject areas and articulated along grade levels, this booklet is intended to provide school districts with a successful plan for developing a comprehensive thinking program for grades K-12. The introduction to the booklet outlines six prerequisites for such a program, including a common vocabulary of thinking for all teachers, distinctions between process and product with regard to thinking, and an inservice program to acquaint teachers with the elements of the thinking instruction model. The first section of the booklet discusses conditions necessary for thinking--something to think about, something to think with, some ways in which to think, and something to think for. The next section then presents a five step model for developing a thinking program using the existing K-12 curriculum, and discusses major implications of this model for teaching and learning. The remaining sections of the booklet offer suggestions for implementing the model and for evaluating thinking. (HTH)

In the Brazilian Air Force, all enlisted Soldiers and Corporals (corresponding to USAF ranks from Airman Basic to Senior Airman) are entitled to receive their uniforms from their assigned, respective organizations, free of charge. An important portion of the uniform s distribution process is accomplished by the Brazilian Air Force Intendancy Central Depot (ICD). This organization carries the uniform inventory and performs the selection and distribution activities, following the guidance of the Sub-directorate of Supply. ICD process performance data for the peak distribution seasons of 2012 and 2013 was collected and analyzed. Several indications of inefficiencies became apparent, exemplified by a high number of late and partially fulfilled orders. This study applied fundamental principles of Lean Thinking, Statistical Process Control and the Theory of Constraints to identify potential areas for process improvement. Through statistical analyses, a simulation effort and capacity analysis, the negative impacts of variability throughout the process were assessed and several types of waste were recognized. Potential solutions to address the problems identified were suggested, as well as areas for further research

In the Brazilian Air Force, all enlisted Soldiers and Corporals (corresponding to USAF ranks from Airman Basic to Senior Airman) are entitled to receive their uniforms from their assigned, respective organizations, free of charge. An important portion of the uniform s distribution process is accomplished by the Brazilian Air Force Intendancy Central Depot (ICD). This organization carries the uniform inventory and performs the selection and distribution activities, following the guidance of the Sub-directorate of Supply. ICD process performance data for the peak distribution seasons of 2012 and 2013 was collected and analyzed. Several indications of inefficiencies became apparent, exemplified by a high number of late and partially fulfilled orders. This study applied fundamental principles of Lean Thinking, Statistical Process Control and the Theory of Constraints to identify potential areas for process improvement. Through statistical analyses, a simulation effort and capacity analysis, the negative impacts of variability throughout the process were assessed and several types of waste were recognized. Potential solutions to address the problems identified were suggested, as well as areas for further research

In the Brazilian Air Force, all enlisted Soldiers and Corporals (corresponding to USAF ranks from Airman Basic to Senior Airman) are entitled to receive their uniforms from their assigned, respective organizations, free of charge. An important portion of the uniform s distribution process is accomplished by the Brazilian Air Force Intendancy Central Depot (ICD). This organization carries the uniform inventory and performs the selection and distribution activities, following the guidance of the Sub-directorate of Supply. ICD process performance data for the peak distribution seasons of 2012 and 2013 was collected and analyzed. Several indications of inefficiencies became apparent, exemplified by a high number of late and partially fulfilled orders. This study applied fundamental principles of Lean Thinking, Statistical Process Control and the Theory of Constraints to identify potential areas for process improvement. Through statistical analyses, a simulation effort and capacity analysis, the negative impacts of variability throughout the process were assessed and several types of waste were recognized. Potential solutions to address the problems identified were suggested, as well as areas for further research

From the bitsavers.org collection, a scanned-in computer-related document. rand :: ipl :: P-1320 The Process Of Creative Thinking Sep59

The basic purpose of the cooperative research project was to study the level of reasoning skills in junior high school students in Japan and the United States (grades 7, 8, and 9). This study examined the relationships among logical thinking skills, integrated process skills, and attitudes of junior high school students in North Carolina. Students' participation in out-of-school activities as well as teacher background variables were also studied. Nearly 40 teachers from 10 school districts and approximately 3,500 students from North Carolina provided data and a parallel study was simultaneously conducted in Japan. Instrumentation and results are discussed and include the topics of: (1) logical thinking (measuring concrete and formal thinking skills); (2) integrated process skills (examining five subscale skill areas); (3) attitudes (focusing on opinions toward science); (4) student participation (considering in-school and out-of-school activities); and (5) teacher background (obtaining data about teachers' education, experience, and teaching methods). Results in all tested areas are summarized and compared with findings of the Japanese counterparts. Suggestions are offered for improving student reasoning skills. (ML)

The basic purpose of the cooperative research project was to study the level of reasoning skills in junior high school students in Japan and the United States (grades 7, 8, and 9). This study examined the relationships among logical thinking skills, integrated process skills, and attitudes of junior high school students in North Carolina. Students' participation in out-of-school activities as well as teacher background variables were also studied. Nearly 40 teachers from 10 school districts and approximately 3,500 students from North Carolina provided data and a parallel study was simultaneously conducted in Japan. Instrumentation and results are discussed and include the topics of: (1) logical thinking (measuring concrete and formal thinking skills); (2) integrated process skills (examining five subscale skill areas); (3) attitudes (focusing on opinions toward science); (4) student participation (considering in-school and out-of-school activities); and (5) teacher background (obtaining data about teachers' education, experience, and teaching methods). Results in all tested areas are summarized and compared with findings of the Japanese counterparts. Suggestions are offered for improving student reasoning skills. (ML)

x, 301 pages ; 20 cm

The systems engineering process to design and develop new systems is based on a technical rationalization of the design process. This paper contrasts the technical rational approach with the design thinking approach, which describes the principles and methods based on how experienced designers approach design problems. We assert the structure of the design problem changes during development, and one contributor to the challenges that defense programs face in meeting budget, schedule, and performance requirements is the mismatch between the nature of the design problem and the engineering approach. Our position is a variant of contingency theory, contending there is no single best way to approach a problem, and an approach effective in one situation may not be effective in another. This paper reviews the technical rational and design thinking perspectives. The paper then examines the systems engineering process in light of design thinking principles and methods, and the paper makes recommendations to partition development into architecting and engineering, increase the variety and frequency of prototyping, explicitly show iteration in process models, and practice delayed commitment.

This article discusses the stages of development of critical thinking in students and approaches to the teaching process. In particular, during the teaching of "Education" in primary classes, the pedagogical possibilities of developing critical thinking in students, technological approaches to the planning and organization of these possibilities are highlighted.

This study aimed to describe the process of thinking by prospective teachers of mathematics in making arguments. It was a qualitative research involving the mathematics students of STKIP PGRI Jombang as the subject of the study. Test and task-based semi structural interview were conducted for data collection. The result showed that 163 of 260 mathematics students argued using inductive and deductive warrants. The process of thinking by the prospective teachers of mathematics in making arguments had begun since they constructed their very first idea by figuring out some objects to make a conclusion. However, they also found a rebuttal from that conclusion, though they did not further describe what such rebuttal was. Therefore, they decided to construct the second ideas in order to verify the first ones through some pieces of definition.

The purpose of this investigation was to determine the effect of a middle school inservice course emphasizing science process skills on the development of integrated process skills and on logical thinking. Twenty-two middle-school science teachers from the Detroit Public Schools participated in this project. A "Resourcebook of Science Process Skills" was developed for use with middle school students (grades 5-9) and was used with teachers in this inservice course. For each of the 11 process skills a generic science activity was presented as well as one applicable to the subject areas of life science, earth science, and physical science. Application questions were posed in each process chapter. Teachers were taught two strategies for teaching these processes to their students, namely the learning cycle and a modeling strategy. The following conclusions about middle school science teachers were made: (1) they can make significant gains in the mastery of science process skills from an inservice course emphasizing science process skills; (2) they can make significant gains in their logical thinking from an inservice course emphasizing science process skills; and (3) they may have great difficulty in learning instructional strategies for teaching their process skills to their students. References and tables are provided. (MVL)

The purpose of this study is to examine the effects of reflective thinking effects in the process of designing software on students' learning performances. The study contends that reflective thinking is a useful teaching strategy to improve learning performance among lower achieving students. Participants were students from two groups: Higher achieving students were the control group, and lower achieving students were the experimental group. The experimental group students wrote weekly diaries demonstrating reflective thinking in the processes of designing software. The study's results show the evaluation scores of the two groups of students' software designs were comparable. The abilities of the experimental group to comment on a design improved. This shows that a reflective thinking strategy did have positive effect on improving lower achieving students' learning performances, especially in the process of software design. Discussion of the results and suggestions for future study appear at the end of this study. (Contains 7 tables and 2 figures.)

Higher order thinking skills (HOTS) is one of the important aspect of teaching and learning mathematics. By using HOTS, student will be able to acquire a deep understand of mathematical concepts and can be applied in real life. Students ability to develop the capacity of the HOTS is closely related with thinking processes while solving mathematics problems. This research focused, at describing the thinking process of students in solving mathematical problem involving HOTS problem. The method used is a qualitative method and case study design, the data collected through mathematics tests and interviews. There are 3 students selected as participant Data analysis techniques are descriptive qualitative, analysis according to the model proposed by Miles and Huberman, namely data reduction, data presentation and conclusion. The result of the study showed that the thinking skills of student with high math ability, medium math ability, and low math ability in solving Hots problem are different. The student who has high math ability is able to create meaning, make opinion and can conclude, while the student who has medium math ability is able to create meaning, make opinion but cannot conclude, and the student who has low math ability is not able to create meaning and cannot conclude.

This paper introduces the strategic thinking process of the Republic of China (R.O.C.) military. It elaborates on divisions of strategic levels, and how the thinking process works in R.O.C. (Taiwan) military. The paper will focus on the strategic level of warfare. In addition, it will apply the R.O.C. (Taiwan) thinking process to historical examples of war, in order to exemplify the divergent thinking process of the US and R.O.C. (Taiwan). After comparing and contrasting, it will propose some personal recommendations for enhancing and improving the thinking process.

This study aimed to pre-service teachers' reflective thinking and to reveal development of reflective thinking during the process of teaching and learning. This study was designed in the form of action research due to the nature of the case examined. The participants were 4 pre-service teachers at Bayburt University Faculty of Education Department of Elementary Science Education. Video recordings and reflective journals were used to collect the data for study. The qualitative data obtained were analyzed using the content analysis method. Reflective thinking skills developed at the end of the training process of pre-service teachers. However, the work of reflective thinking, planning a course for pre-service teachers participating in this study was shown to contribute to the professional development for the implementation and evaluation. The work done to improve the process of reflective thinking of pre-service teachers is determined to have a level reflecting the start of the technical field. At later stages of the process pre-service teachers are determined level of application and critical reflection levels. In this context, experience of pre-service teachers and reflection on these experiences provide that reflective thinking skills development for the planning, implementation and evaluation of a lesson.

Book Source: Digital Library of India Item 2015.50148 dc.contributor.author: Elliott, Harrison Sacket dc.date.accessioned: 2015-06-26T15:16:41Z dc.date.available: 2015-06-26T15:16:41Z dc.date.digitalpublicationdate: 2009-08-00 dc.date.citation: 1946 dc.identifier.barcode: 99999990242731 dc.identifier.origpath: /data4/upload/0095/535 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/50148 dc.description.scanningcentre: Banasthali University dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 237 dc.format.mimetype: application/pdf dc.language.iso: English dc.publisher.digitalrepublisher: Digital Library Of India dc.publisher: New York, Association Press, dc.rights: Copyright Permitted dc.source.library: Banasthali University dc.subject.classification: Social Psychology. dc.subject.classification: Debates And Debating. dc.subject.classification: Clubs. dc.subject.keywords: Social Psychology. dc.title: The Process Of Group Thinking

Book Source: Digital Library of India Item 2015.50148 dc.contributor.author: Elliott, Harrison Sacket dc.date.accessioned: 2015-06-26T15:16:41Z dc.date.available: 2015-06-26T15:16:41Z dc.date.digitalpublicationdate: 2009-08-00 dc.date.citation: 1946 dc.identifier.barcode: 99999990242731 dc.identifier.origpath: /data4/upload/0095/535 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/50148 dc.description.scanningcentre: Banasthali University dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 237 dc.format.mimetype: application/pdf dc.language.iso: English dc.publisher.digitalrepublisher: Digital Library Of India dc.publisher: New York, Association Press, dc.rights: Copyright Permitted dc.source.library: Banasthali University dc.subject.classification: Social Psychology. dc.subject.classification: Debates And Debating. dc.subject.classification: Clubs. dc.subject.keywords: Social Psychology. dc.title: The Process Of Group Thinking

The article analyzes the role of Public Hearings - PHs in shaping Regulation in the electricity industry in Brazil. A total of 1,077 PHs were examined where the Government, represented by the Regulator (National Electric Energy Agency – ANEEL), consulted civil society in the period from 2010 to 2019. The statistical survey separated agents by category, in order to better understand the leading role that each typology plays in the electricity sector industry. The article ends with an analysis of the use of the concept of Design Thinking - DT in the methodology of interaction with those interested in participating in Public Hearings. The DT can act in the integration of solutions between the themes proposed in the PHs, serving as an integrating agent in the simplification of regulatory policies.

x, 301 p. 20 cm

x, 301 p. 20 cm

The 21st century global society is an information society that comes with advances in technology and communications. Accordingly, the learning management process of social studies teachers requires a modification to reflect the changing social conditions by focusing on the need of developing learners with critical skill. Critical thinking skill is a fundamental part of the thinking of other levels and the path to better advancing intelligence of students in the new era in leading a life in a modern society. Students are often faced with different situations in daily life that require a proper thinking in the identification of what should or should not be done to enable the students to solve problems by their own. However, by not indulging in naïve, ignorant beliefs or agreeable with others without reason, such beliefs are dependent on the experiences and opportunities that have been opened to them. In this way, students can be exposed to the opportunity and gain the experience with explicit behavior in a sustainable manner.

The 21st century global society is an information society that comes with advances in technology and communications. Accordingly, the learning management process of social studies teachers requires a modification to reflect the changing social conditions by focusing on the need of developing learners with critical skill. Critical thinking skill is a fundamental part of the thinking of other levels and the path to better advancing intelligence of students in the new era in leading a life in a modern society. Students are often faced with different situations in daily life that require a proper thinking in the identification of what should or should not be done to enable the students to solve problems by their own. However, by not indulging in naïve, ignorant beliefs or agreeable with others without reason, such beliefs are dependent on the experiences and opportunities that have been opened to them. In this way, students can be exposed to the opportunity and gain the experience with explicit behavior in a sustainable manner.