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The study utilized a multi-method approach to explore the connection between critical thinking and epistemological beliefs in a specific problem-solving situation. Data drawn from a sample of ten third-year bioscience students were collected using a combination of a cognitive lab and a performance task from the Collegiate Learning Assessment (CLA). The cognitive-lab data were analysed using thematic analysis. The findings showed that students' epistemological beliefs were interwoven into their critical thinking: students used critical thinking as a tool (1) for enhancing understanding and (2) for determining truth or falsehood. Based on this classification, students could be placed in one of two qualitative profiles, either (1) thorough processing or (2) superficial processing. The results indicated that students who showed superficial processing palmed off justification for knowing on authoritative figures. In contrast to previous studies these students did not consider knowledge to be absolutely certain or unquestionable. The findings also show that students with thorough processing believed knowledge to be tentative and fallible, but did not share the relativist view of knowledge where any claim counts because all knowledge is relative. All ten students shared a fallibilist view of knowledge.

The ability of reflecting thinking and problem solving are two qualities that are thought effective in education of qualitative teachers and regulations of their educational status. In this study, our aim is to examine the pre-service teachers' levels of reflective thinking and problem solving and to determine if there is a significant relationship between reflective thinking and problem solving. From this aspect, this study has the quality of relational screening model. The sample of this study includes 438 pre-service teachers studying at Kirsehir Ahi Evran University in 2015-2016 academic year. As a data collecting tool, "Reflective Thinking Scale (RTS)" and "Problem Solving Inventory (PSI)" have been used. In the study, it was seen that pre-service teachers had a moderate and above positive relationship between the reflective thinking tendencies and the scores they got from the subscales of the problem solving skills and the general scores they got from the scales. It was determined that there is a significant positive relationship between reflective thinking and problem solving. In general, it is concluded that the pre-service teachers' abilities of reflective thinking and problem solving are high.

The ability of reflecting thinking and problem solving are two qualities that are thought effective in education of qualitative teachers and regulations of their educational status. In this study, our aim is to examine the pre-service teachers' levels of reflective thinking and problem solving and to determine if there is a significant relationship between reflective thinking and problem solving. From this aspect, this study has the quality of relational screening model. The sample of this study includes 438 pre-service teachers studying at Kirsehir Ahi Evran University in 2015-2016 academic year. As a data collecting tool, "Reflective Thinking Scale (RTS)" and "Problem Solving Inventory (PSI)" have been used. In the study, it was seen that pre-service teachers had a moderate and above positive relationship between the reflective thinking tendencies and the scores they got from the subscales of the problem solving skills and the general scores they got from the scales. It was determined that there is a significant positive relationship between reflective thinking and problem solving. In general, it is concluded that the pre-service teachers' abilities of reflective thinking and problem solving are high.

In the present situation virtual education has made emphasis on educational technology and communication system. It is expected that approaches of Virtual Education during COVID19 Pandemic would give a paradigm shift to higher education from its traditional form to a program relevant to the context of present education. The real intellectual challenge of teaching lies in the opportunity for individual teachers to observe the impact of their teaching on students learning. The crucial step is to incorporate ICT appropriately in the curricula of higher education programs. This would enable the prospective teachers as well as in service higher education teachers to implement ICT successfully in the teaching-learning situation for the promotion of virtual education. In the context of globalization, we are studying and using different approaches, ways of teaching and different media. The objective of the paper was to find out how teachers with the use of the latest technologies have learnt to transform their thinking and feelings which help them not only to transfer their expressions of content but they have developed the courage to act out their values with the help of virtual education. This paper has majorly tried to focus the different methods of virtual learning in promoting Higher Order Thinking and Problem-Solving Skills.

In the present situation virtual education has made emphasis on educational technology and communication system. It is expected that approaches of Virtual Education during COVID19 Pandemic would give a paradigm shift to higher education from its traditional form to a program relevant to the context of present education. The real intellectual challenge of teaching lies in the opportunity for individual teachers to observe the impact of their teaching on students learning. The crucial step is to incorporate ICT appropriately in the curricula of higher education programs. This would enable the prospective teachers as well as in service higher education teachers to implement ICT successfully in the teaching-learning situation for the promotion of virtual education. In the context of globalization, we are studying and using different approaches, ways of teaching and different media. The objective of the paper was to find out how teachers with the use of the latest technologies have learnt to transform their thinking and feelings which help them not only to transfer their expressions of content but they have developed the courage to act out their values with the help of virtual education. This paper has majorly tried to focus the different methods of virtual learning in promoting Higher Order Thinking and Problem-Solving Skills.

In the present situation virtual education has made emphasis on educational technology and communication system. It is expected that approaches of Virtual Education during COVID19 Pandemic would give a paradigm shift to higher education from its traditional form to a program relevant to the context of present education. The real intellectual challenge of teaching lies in the opportunity for individual teachers to observe the impact of their teaching on students learning. The crucial step is to incorporate ICT appropriately in the curricula of higher education programs. This would enable the prospective teachers as well as in service higher education teachers to implement ICT successfully in the teaching-learning situation for the promotion of virtual education. In the context of globalization, we are studying and using different approaches, ways of teaching and different media. The objective of the paper was to find out how teachers with the use of the latest technologies have learnt to transform their thinking and feelings which help them not only to transfer their expressions of content but they have developed the courage to act out their values with the help of virtual education. This paper has majorly tried to focus the different methods of virtual learning in promoting Higher Order Thinking and Problem-Solving Skills.

Critical thinking and problem solving is one of the competencies that must be possessed to meet the 21st Century. This competence is very important to be mastered by students, especially vocational high school students. One learning model that can hone 21st Century competencies is Problem Based Learning. This research was carried out on productive subjects of the Trial. This study aims to determine the improvement of critical thinking and problem solving competencies, and student learning outcomes on subject matter subjects. This study uses a classroom action research design with measurement of competence using observation and measurement of learning outcomes using a multiple choice written test. The results of the study showed an increase in thinking and problem solving critical competencies from the first cycle of 37.4% to the second cycle of 78.2%. While the average value of the first cycle is 70.4 and the second cycle is 86.4. Students who reach KKM in cycle I are 38% and in cycle II 82%.

Critical thinking and problem solving is one of the competencies that must be possessed to meet the 21st Century. This competence is very important to be mastered by students, especially vocational high school students. One learning model that can hone 21st Century competencies is Problem Based Learning. This research was carried out on productive subjects of the Trial. This study aims to determine the improvement of critical thinking and problem solving competencies, and student learning outcomes on subject matter subjects. This study uses a classroom action research design with measurement of competence using observation and measurement of learning outcomes using a multiple choice written test. The results of the study showed an increase in thinking and problem solving critical competencies from the first cycle of 37.4% to the second cycle of 78.2%. While the average value of the first cycle is 70.4 and the second cycle is 86.4. Students who reach KKM in cycle I are 38% and in cycle II 82%.

This paper aims at exploring students' experiences when engaging in mathematical problem-solving through computational thinking and programming by a combination of theoretically derived insights and task-based activities. The main method used is a semi-structured interview with two undergraduate students who were presented with a mathematical task to solve while responding to questions about the mathematical solving process. The results reveal two students' opposite experiences. While one struggled to get acquainted with the task and the associated programming activity, the other was able to handle and solve the task using computational thinking (CT) and programming skills very easily. Conclusions are drawn from the students' experiences to promote mathematical problem-solving through computational thinking and programming in mathematics education at the undergraduate level.

The aim of this study was to examine the relationships between the pre-service teachers' critical thinking disposition, problem-solving skills and self-efficacy beliefs. The participants of the study were 519 pre-service teachers from Afyon Kocatepe University, Education Faculty. Critical Thinking Disposition, Problem Solving Inventory, and Teacher Self-efficacy Scale were used to collect the data. Arithmetic mean, Pearson Product-Moment Correlation Coefficient and Multiple Linear Regression Analysis were employed in data analysis. The results of the study revealed that the pre-service teachers' critical thinking disposition was low, problem-solving skills were moderate and teacher self-efficacy perceptions were quite adequate. However, the critical thinking disposition and problem-solving skills revealed significant positive correlations with all dimensions of teacher self-efficacy. An important finding is that critical thinking disposition and problem-solving skills were positive and significant predictors of all sub-dimensions of teacher self-efficacy beliefs.

This report describes a plan for utilizing critical thinking in the art education setting to improve students' decision-making and problem-solving abilities. The targeted population consists of sixth-grade students in a growing middle class, rural based community located in northern Illinois. The problem of weak critical thinking skills was documented through data revealing low student pretest results and teacher opinion surveys. Analysis of probable cause data revealed that students displayed a lack of decision-making, problem-solving, and metacognitive skills. Faculty surveys reported that students have difficulty with solving problems and making decisions. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of a 5-step intervention that puts an art criticism emphasis on the art education curriculum. The five components involve: the review and refinement of art vocabulary; the teaching and application of open-ended questioning; the modeling and utilization of constructive criticism; the establishment of critique sessions measured by checklists; and the keeping of student journals. Post-intervention data indicated an increase in students' decision-making, problem-solving, and metacognitive abilities. Students displayed the ability to synthesize the components of the intervention, and transfer them to successfully critique artwork. Appendixes contain various pre- and post-tests, teacher survey, and various sheets concerning art critiques and information. (Contains 8 figures, 2 tables of data, and 25 references.) (BT)

This report describes a plan for utilizing critical thinking in the art education setting to improve students' decision-making and problem-solving abilities. The targeted population consists of sixth-grade students in a growing middle class, rural based community located in northern Illinois. The problem of weak critical thinking skills was documented through data revealing low student pretest results and teacher opinion surveys. Analysis of probable cause data revealed that students displayed a lack of decision-making, problem-solving, and metacognitive skills. Faculty surveys reported that students have difficulty with solving problems and making decisions. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of a 5-step intervention that puts an art criticism emphasis on the art education curriculum. The five components involve: the review and refinement of art vocabulary; the teaching and application of open-ended questioning; the modeling and utilization of constructive criticism; the establishment of critique sessions measured by checklists; and the keeping of student journals. Post-intervention data indicated an increase in students' decision-making, problem-solving, and metacognitive abilities. Students displayed the ability to synthesize the components of the intervention, and transfer them to successfully critique artwork. Appendixes contain various pre- and post-tests, teacher survey, and various sheets concerning art critiques and information. (Contains 8 figures, 2 tables of data, and 25 references.) (BT)

This paper focuses on reflection and reflective thinking as a means of developing expertise in instructional designers. The need for the reflective instructional designer is discussed, and reflective thinking is examined from several perspectives, i.e., controlled thinking, tacit knowledge, epistemic assumption, abductive reasoning, willingness to act, and social practice. A reflective thinking model made up of the following five phases is then described: problem recognition; problem clarification; hypothesis or suggestion formation and modification; mental elaboration of suggestions; and actions taken on the basis of the best supported hypothesis/suggestion. Six components explain the nature of reflective thinking: willingness to be thoughtful; willingness to recognize and understand the context in which assumptions and actions are formed; willingness to explore and imagine alternatives; understanding and accepting epistemic assumptions; using abductive inference; and exposure to a variety of interpretive considerations in dialogue with others. Three aspects of reflection identified by the preceding model--self-reconstruction; action-reconstruction; and social-reconstruction--are considered, and strategies for promoting reflective thinking in instructional designers based upon these aspects are offered. A figure illustrating the reflective thinking model is included. (Contains 26 references.) (DLS)

This bibliography presents 21 references and abstracts for improving mathematics instruction in two ways. The first aim is to serve as a guide in locating higher-order thinking skills material in mathematics; the second is to encourage the integration of higher-order thinking skills techniques into the mathematics curriculum. Entries are included that address instruction at the elementary, middle, and high school levels. Also addressed are instructional issues related to problem solving, cognitive science, computer-assisted instruction, and metacognition. (YP)

Increasing life satisfaction has become a quite topical subject today with the effect of positive psychology trend. Psychological studies try to determine the factors which are related to life satisfaction. This study aims to examine the effect of self-construal, hopeful thinking and problem solving on life satisfaction. To that end, multiple regression analysis was performed to determine the variables that predict life satisfaction. Then, stepwise regression analysis was performed with variables that predict life satisfaction. When the regression coefficients for predictor variables of research findings, R[superscript 2] and F values were examined, in predicting life satisfaction, it is seen that agency thinking is the first, autonomous self in the second, relational self in the third, autonomous relational self in the fourth, and problem solving in the fifth rank effective.

As Michael Fullan (2001) so cogently asserts, the moral purpose of education is to equip students with the skills that will enable them to be productive citizens when they finish school. Whereas pre-21st century learning paradigms catered reasonably well for the pursuit of this moral purpose in turning out school leavers with specialized skills that were applicable in highly compartmentalized and specialized Industrial Age economies, 21st century skills require a new paradigm. In their seminal book entitled 21st Century Skills: Learning for Life in Our Times, Trilling and Fadel (2009) eloquently elaborate on the essential skills for 21st century learning and occupations. I call the adoption of these essential skills the pedagogical paradigm shift. According to these leaders in the field, the essential skills for 21st century learning and occupations fall into four domains. First are the core subjects and skills such as the orthodoxy 3Rs that every educated person should have mastery of. Second is the learning and innovations skills domain requiring skills such as critical thinking and problem solving. The third is the career and life skills domain, calling for skills such as collaboration, teamwork and leadership. Fourth, is the digital literacy skills domain, requiring skills such as computer literacy and digital fluency. While computers and digital technologies play a central role in the development and utilization of the skills, the more essential skills for 21st century learning and occupations relate not just to the application of technology but more importantly, to the ability to engage in independent critical thinking, and a high level of problem solving, often using technology. This paper reviews the learning paradigms that have guided pedagogy over the centuries and argues that a shift is needed in pedagogy and curriculum towards a paradigm that emphasizes critical thinking and problem solving as proposed by Trilling and Fadel (2009) within the social connectivist paradigm as well articulated by Siemens rather than the dominant Vygotskyian social constructivist paradigm.

Mathematical teaching in Thai tertiary education still employs traditional methods of explanation and the use of rules, formulae, and theories in order for students to memorize and apply to their mathematical learning. This results in students' inability to concretely learn, fully comprehend and understand mathematical concepts and practice. In order to overcome this learning deficit, it is necessary that the concept of "reflection" be implemented in the teaching of this subject. It is believed that the adoption of this teaching concept will allow students to learn mathematics by themselves. This article is aimed at presenting mathematical problem-solving of undergraduate students on Calculus I. Concrete problems were assigned to students to participate, to improve students' way of mathematical thinking, and to encourage the students' mathematical learning and advanced mathematical thinking. The study was a qualitative research project conducted with first-year undergraduate students of Rajamangala University of Technology Phra Nakhon who had enrolled for Calculus I. Data were collected from interviews and field notes, along with video recordings. Findings showed that students succeeded in solving mathematical problems from simple to complex levels and using the subject fundamentals to connect to several methods of higher levels of thinking. Students also created effective means of problem-solving and applied these concepts to solve new problems.

Mathematical teaching in Thai tertiary education still employs traditional methods of explanation and the use of rules, formulae, and theories in order for students to memorize and apply to their mathematical learning. This results in students' inability to concretely learn, fully comprehend and understand mathematical concepts and practice. In order to overcome this learning deficit, it is necessary that the concept of "reflection" be implemented in the teaching of this subject. It is believed that the adoption of this teaching concept will allow students to learn mathematics by themselves. This article is aimed at presenting mathematical problem-solving of undergraduate students on Calculus I. Concrete problems were assigned to students to participate, to improve students' way of mathematical thinking, and to encourage the students' mathematical learning and advanced mathematical thinking. The study was a qualitative research project conducted with first-year undergraduate students of Rajamangala University of Technology Phra Nakhon who had enrolled for Calculus I. Data were collected from interviews and field notes, along with video recordings. Findings showed that students succeeded in solving mathematical problems from simple to complex levels and using the subject fundamentals to connect to several methods of higher levels of thinking. Students also created effective means of problem-solving and applied these concepts to solve new problems.

Mathematical teaching in Thai tertiary education still employs traditional methods of explanation and the use of rules, formulae, and theories in order for students to memorize and apply to their mathematical learning. This results in students' inability to concretely learn, fully comprehend and understand mathematical concepts and practice. In order to overcome this learning deficit, it is necessary that the concept of "reflection" be implemented in the teaching of this subject. It is believed that the adoption of this teaching concept will allow students to learn mathematics by themselves. This article is aimed at presenting mathematical problem-solving of undergraduate students on Calculus I. Concrete problems were assigned to students to participate, to improve students' way of mathematical thinking, and to encourage the students' mathematical learning and advanced mathematical thinking. The study was a qualitative research project conducted with first-year undergraduate students of Rajamangala University of Technology Phra Nakhon who had enrolled for Calculus I. Data were collected from interviews and field notes, along with video recordings. Findings showed that students succeeded in solving mathematical problems from simple to complex levels and using the subject fundamentals to connect to several methods of higher levels of thinking. Students also created effective means of problem-solving and applied these concepts to solve new problems.

Mathematical teaching in Thai tertiary education still employs traditional methods of explanation and the use of rules, formulae, and theories in order for students to memorize and apply to their mathematical learning. This results in students' inability to concretely learn, fully comprehend and understand mathematical concepts and practice. In order to overcome this learning deficit, it is necessary that the concept of "reflection" be implemented in the teaching of this subject. It is believed that the adoption of this teaching concept will allow students to learn mathematics by themselves. This article is aimed at presenting mathematical problem-solving of undergraduate students on Calculus I. Concrete problems were assigned to students to participate, to improve students' way of mathematical thinking, and to encourage the students' mathematical learning and advanced mathematical thinking. The study was a qualitative research project conducted with first-year undergraduate students of Rajamangala University of Technology Phra Nakhon who had enrolled for Calculus I. Data were collected from interviews and field notes, along with video recordings. Findings showed that students succeeded in solving mathematical problems from simple to complex levels and using the subject fundamentals to connect to several methods of higher levels of thinking. Students also created effective means of problem-solving and applied these concepts to solve new problems.

Mathematical teaching in Thai tertiary education still employs traditional methods of explanation and the use of rules, formulae, and theories in order for students to memorize and apply to their mathematical learning. This results in students' inability to concretely learn, fully comprehend and understand mathematical concepts and practice. In order to overcome this learning deficit, it is necessary that the concept of "reflection" be implemented in the teaching of this subject. It is believed that the adoption of this teaching concept will allow students to learn mathematics by themselves. This article is aimed at presenting mathematical problem-solving of undergraduate students on Calculus I. Concrete problems were assigned to students to participate, to improve students' way of mathematical thinking, and to encourage the students' mathematical learning and advanced mathematical thinking. The study was a qualitative research project conducted with first-year undergraduate students of Rajamangala University of Technology Phra Nakhon who had enrolled for Calculus I. Data were collected from interviews and field notes, along with video recordings. Findings showed that students succeeded in solving mathematical problems from simple to complex levels and using the subject fundamentals to connect to several methods of higher levels of thinking. Students also created effective means of problem-solving and applied these concepts to solve new problems.

Mathematical teaching in Thai tertiary education still employs traditional methods of explanation and the use of rules, formulae, and theories in order for students to memorize and apply to their mathematical learning. This results in students' inability to concretely learn, fully comprehend and understand mathematical concepts and practice. In order to overcome this learning deficit, it is necessary that the concept of "reflection" be implemented in the teaching of this subject. It is believed that the adoption of this teaching concept will allow students to learn mathematics by themselves. This article is aimed at presenting mathematical problem-solving of undergraduate students on Calculus I. Concrete problems were assigned to students to participate, to improve students' way of mathematical thinking, and to encourage the students' mathematical learning and advanced mathematical thinking. The study was a qualitative research project conducted with first-year undergraduate students of Rajamangala University of Technology Phra Nakhon who had enrolled for Calculus I. Data were collected from interviews and field notes, along with video recordings. Findings showed that students succeeded in solving mathematical problems from simple to complex levels and using the subject fundamentals to connect to several methods of higher levels of thinking. Students also created effective means of problem-solving and applied these concepts to solve new problems.

This study was conducted to examine the statistical relationship between problem solving and critical thinking to guide future teaching and research for agricultural educators using the problem-solving approach. Students enrolled in an undergraduate genetics course in the College of Agricultural and Life Sciences at the University of Florida were prompted to use their critical-thinking skills while answering a problem in the context of biotechnology. Students' critical-thinking skills were assessed through content analysis of a think-aloud protocol. Other cognitive factors assessed included problem-solving style, problem-solving level, and critical-thinking disposition. A path analysis was used to examine how these trait-based variables and use of critical-thinking skills contribute to solving a problem. Of these cognitive factors, only problem-solving level, critical-thinking disposition, and use of critical-thinking skills were included in the revised model. The authors argue that although correlations were significant, they were low and indicated that critical thinking and problem-solving may be more independent than previously thought. Limitations of this study require more research to better understand how these cognitive factors are employed by the learner to solve problems.

Source: Digital Library of India Scanning Centre: C-DAC, Noida Source Library: Ncert Date Accessioned: 6/24/2015 2:52 The Digital Library of India was a project under the auspices of the Government of India.

Source: Digital Library of India Scanning Centre: C-DAC, Noida Source Library: Ncert Date Accessioned: 6/24/2015 2:52 The Digital Library of India was a project under the auspices of the Government of India.

Students registered in courses for English for special or occupational purposes usually already have a good command of the language. Their objective is not to acquire fluency in the language as such, but rather to learn to use the language adequately in specific professional contexts. The filed of international negotiation and peacekeeping provides such a context for multicultural communications. English for special purposes (ESP) or English for occupational purposes (EOP) courses focusing on international negotiations and peacekeeping can be used to teach students to understand and interact with people of different nationalities who use English as a means of communication. Strategies adopted in business negotiations should prove helpful to this field. This paper aims to do two things: (1) show the need to understand the culture of the people involved in the negotiation process; (2) study the methods of critical thinking and problem-solving that should be implemented in the writing of letters and memos across cultures. This paper will show that some theory is required in ESP courses and that an intensity of practice in the skills of business communications through critical thinking and problem-solving is essential. (Contains 28 references.) (KFT)

The purpose of this study was to examine the influence of 6 factors that affect college students' self-rating of change in problem solving and critical thinking abilities after 4 years of college. Based on the available literature, these six factors were selected for investigation: (1) Scholastic Assessment Test (SAT) scores; (2) a socioeconomic indicator; (3) sex; (4) academic self-concept; (5) academic major; and (6) activities in the last year of college. Data were from the 1986-1990 Cooperative Institutional Research Project surveys of first-time, full-time students who enrolled as first-year students in 1986. A sample of 1,056 students provided complete information on all variables, and path analysis was used to test the proposed model. Data were analyzed using multiple regression procedures, and causal effects suggested by the model were estimated with ordinary least squares procedures. The results support five of the hypothesized seven paths and identify four additional significant paths. In the estimated model, the activities in which the student participated in the last year of college had the greatest significant direct effect. Academic self-concept was found to have both significant indirect and direct effects. The indirect effects were mediated only through activities, as academic major had no influence on ratings of self-change. As expected, prior achievement was found to have only an indirect effect on ratings of self-change. (Contains 4 tables, 2 figures, and 20 references.) (Author/SLD)

This practicum project used a combination of strategies to improve creative thinking skills in second- and third-grade gifted students. Sixteen students were targeted for the intervention. Over a 12-week implementation period, students participated in 90-minute interventions twice weekly. The intervention was comprised of 30-minute creative problem-solving encounters with peers; 30 minutes of computer software use to produce original writing, and to experiment and create in open-ended settings; and a 30-minute period of activities alternating between relaxation and imagery exercises and the use of imagery in creative writing. There were four objectives to the intervention: (1) increasing verbal and figural creativity; (2) increasing figural and verbal fluency; (3) increasing figural and verbal originality; and (4) increasing verbal flexibility. The Torrance Tests of Creative Thinking, Figural and Verbal Models and the Inventory of Creative Behaviors were used to assess the impact of the intervention. Informal teacher observations were conducted throughout implementation. The Inventory of Creative Behaviors was completed weekly and at the conclusion of the implementation period. Findings indicated that the proposed number of students met the projected percentage of increase of 80 percent or above in overall figural and verbal creativity, verbal originality, and verbal flexibility. Fewer than the proposed number of students met the projected increase in figural and verbal fluency and figural originality, although all students showed significant increases in these areas. (Eighteen appendices include School Profile, Inventory of Creative Behaviors, software evaluations, schedule of computer use, and pre- and posttest results and comparisons. Contains 17 references.) (Author/KDFB)

This report describes an intervention designed to assist students in creating and accepting divergent solutions to problems in mathematics. The targeted population consisted of fifth-grade students from a multicultural setting with varied economic backgrounds, and the sample included 171 fifth graders in two school districts. Underdeveloped critical thinking was documented by teacher observation, tests, and student surveys. Analysis of probable cause data revealed that students lacked adequate strategies for problem solving, lacked confidence in their math ability, and were unable to communicate their thinking. Reviews of curricular content and previous instructional methods revealed an overemphasis on basic skills and computation, with minimal attention to higher-order thinking and problem solving. One major intervention was selected, a change in the instructional approach with three essential characteristics: (1) Students were taught the steps to use when critically thinking about problem solving; (2) Manipulatives were used to enhance instruction; and (3) Metacognitive abilities were developed through writing about math skills. Results showed that students demonstrated improved attitudes about their mathematical ability and increased ability to write about their thinking. Appendices contain an autobiography sample, a problem solving pre-test, teacher survey, three-story intellect verbs, student activity samples, and a problem-solving post-test. (Contains 17 references.) (Author/MKR)

The aim of this study was to investigate the effect of the Scratch and Lego Mindstorms Ev3 programming activities on academic achievement with respect to computer programming, and on the problem-solving and logical-mathematical thinking skills of students. This study was a semi-experimental, pretest-posttest study with two experimental groups and a control groups. A total of 75 students were divided among all three groups. Scratch-based game activities were applied to Study Group I. Lego Mindstorms Ev3-based design activities were applied to Study Group II. A C++ editor-based teaching activity was applied to the control group. The academic achievement test was developed within the scope of this study (Kr-20 = 0.71). The Logical-Mathematical Intelligence Sub-Scale was used (Cronbach alpha is 0,925). Problem-Solving Inventory was used (Cronbach alpha is 0,86). Data was evaluated using frequency, percentage, arithmetic mean, standard deviation, and Anova analyses. The educational program based on Scratch-related game activities made a more positive contribution to the logical-mathematical thinking skills of students than the educational programs based on Lego Mindstorms Ev3 design activities and traditional teaching activities, and this contribution was especially significant for the mathematical relationship factor.

Many researchers assume that people are creative, but their degree of creativity is different. The notion of creative thinking level has been discussed .by experts. The perspective of mathematics creative thinking refers to a combination of logical and divergent thinking which is based on intuition but has a conscious aim. The divergent thinking is focused on flexibility, fluency, and novelty in mathematical problem solving and problem posing. As students have various backgrounds and different abilities, they possess different potential in thinking patterns, imagination, fantasy and performance; therefore, students have different levels of creative thinking. A research study was conducted in order to develop a framework for students' levels of creative thinking in mathematics. This research used a qualitative approach to describe the characteristics of the levels of creative thinking. Task-based interviews were conducted to collect data with ten 8th grade junior secondary school students. The results distinguished five levels of creative thinking, namely level 0 to level 4 with different characteristics in each level. These differences are based on fluency, flexibility, and novelty in mathematical problem solving and problem posing.

Many researchers assume that people are creative, but their degree of creativity is different. The notion of creative thinking level has been discussed .by experts. The perspective of mathematics creative thinking refers to a combination of logical and divergent thinking which is based on intuition but has a conscious aim. The divergent thinking is focused on flexibility, fluency, and novelty in mathematical problem solving and problem posing. As students have various backgrounds and different abilities, they possess different potential in thinking patterns, imagination, fantasy and performance; therefore, students have different levels of creative thinking. A research study was conducted in order to develop a framework for students' levels of creative thinking in mathematics. This research used a qualitative approach to describe the characteristics of the levels of creative thinking. Task-based interviews were conducted to collect data with ten 8th grade junior secondary school students. The results distinguished five levels of creative thinking, namely level 0 to level 4 with different characteristics in each level. These differences are based on fluency, flexibility, and novelty in mathematical problem solving and problem posing.

Many researchers assume that people are creative, but their degree of creativity is different. The notion of creative thinking level has been discussed .by experts. The perspective of mathematics creative thinking refers to a combination of logical and divergent thinking which is based on intuition but has a conscious aim. The divergent thinking is focused on flexibility, fluency, and novelty in mathematical problem solving and problem posing. As students have various backgrounds and different abilities, they possess different potential in thinking patterns, imagination, fantasy and performance; therefore, students have different levels of creative thinking. A research study was conducted in order to develop a framework for students' levels of creative thinking in mathematics. This research used a qualitative approach to describe the characteristics of the levels of creative thinking. Task-based interviews were conducted to collect data with ten 8th grade junior secondary school students. The results distinguished five levels of creative thinking, namely level 0 to level 4 with different characteristics in each level. These differences are based on fluency, flexibility, and novelty in mathematical problem solving and problem posing.

Many researchers assume that people are creative, but their degree of creativity is different. The notion of creative thinking level has been discussed .by experts. The perspective of mathematics creative thinking refers to a combination of logical and divergent thinking which is based on intuition but has a conscious aim. The divergent thinking is focused on flexibility, fluency, and novelty in mathematical problem solving and problem posing. As students have various backgrounds and different abilities, they possess different potential in thinking patterns, imagination, fantasy and performance; therefore, students have different levels of creative thinking. A research study was conducted in order to develop a framework for students' levels of creative thinking in mathematics. This research used a qualitative approach to describe the characteristics of the levels of creative thinking. Task-based interviews were conducted to collect data with ten 8th grade junior secondary school students. The results distinguished five levels of creative thinking, namely level 0 to level 4 with different characteristics in each level. These differences are based on fluency, flexibility, and novelty in mathematical problem solving and problem posing.

This paper describes a course taken by elementary student teachers at Central Missouri State University, with particular emphasis on the action research projects that are a part of the course requirements. The intent of the course and the action research is to foster in the student teachers reflective decision making in their own classrooms. Components of the course and of the action research assignment are outlined. The paper concludes with a list of approximately 70 action research topics that were researched in 1990-1991. (IAH)

This discussion of some of the research literature that is relevant to the issue of teaching thinking provides descriptions of hypothetical, ideal thinkers, and problem solvers; considers the problem of teaching thinking and problem solving; and explores the issue of evaluating programs so that they can be revised and improved. Following Bransford and Stein's "The IDEAL Problem Solver" (1984), this discussion elaborates upon five components of thinking that are applicable to a wide variety of situations. These include the ability to: (1)identify problems, (2) define and represent them with precision, (3) explore possible strategies, (4) act on these strategies, and (5) look at their effects. Creativity is introduced as a means of re-defining a problem in such a way as to suggest simpler and more workable strategies, and examples of cognitive solutions to problems are explained. Also included are descriptions of ways to enhance the teaching of thinking and problem solving through the use of educational strategies and the development of conceptual tools. The concluding section contains suggestions for implementing evaluation techniques for thinking skills programs, and the summary emphasizes the importance of student use of various tools for thinking and problem solving so that these can be evaluated and defined. (JB)

A method for studying medical reasoning in a life-like setting is reported. Simulated medical problems, amplified by concurrent thinking aloud, episodic retrospection during the work-up, and videotape-stimulated retrospection, are used to obtain records of the behavior and reasoning physicians use to solve diagnostic problems. The fundamental units of analysis are questions, critical findings, and hypotheses. Eight categories of questions relate the information seeking behavior of the inquiring physician to a widely accepted outline for medical history taking. Critical findings in a case are elicited by questions and are assigned weights depending upon their relation to any conceivable diagnostic hypothesis. Hypotheses tested by an inquirer are identified from his thinking aloud and retrospection. Findings elicited are evaluated in relation to inquirer's hypotheses or to those he might have considered but did not. Medical diagnosis is thus analyzed as a special case of hypothesis testing. The method is illustrated by application to two work-ups of the same problem; one globally rated substantially better than the other. The method effectively distinguishes between the two in psychologically relevant ways. Discussion relates the findings to current work in problem solving. (Author)

In today's episode, we're talking about solving problems by subtraction vs. additive solutions.

This document reports the results of a 4-month experimental study designed to determine the effectiveness of using computers with interactive software programs to teach higher-order thinking skills. The effects of CAI (computer-assisted instruction) on affective domains were assessed, as well as the effectiveness of CAI with interactive software programs in the areas of making inferences, making generalizations, and math problem solving. Sixty-one first graders and 70 second graders participated in the study, with an experimental group receiving CAI 30 minutes a week for four months. Afterward, all of the subjects' 1992 scores on inferences, generalizations, and math problem solving subtests of ITBS, including scores on four affective domains, were analyzed. A statistically significant difference was found between CAI and non-CAI groups in generalizations and math problem solving, and in affective domains such as attitude toward school, attitude toward computers, and skills students could do with computers. The impact of CAI on students' overall academic achievement and self-concept was not statistically significant; however, the effect size was greater at the first-grade level than at second-grade level. The same held true with grade level equivalent in reading and math. The statistical findings of this study suggest that: (1) CAI with varieties of interactive software is an effective tool to teach higher-order thinking skills; (2) it is developmentally appropriate to expose first-graders to a computerized environment; and (3) CAI is more effective in enhancing affective domains than cognitive domains. Appendices include copies of letters of approval, details concerning the software used in the study, and questionnaires and worksheets used in the student attitude measure. (Contains 16 tables and 94 references.) (BEW)

This document reports the results of a 4-month experimental study designed to determine the effectiveness of using computers with interactive software programs to teach higher-order thinking skills. The effects of CAI (computer-assisted instruction) on affective domains were assessed, as well as the effectiveness of CAI with interactive software programs in the areas of making inferences, making generalizations, and math problem solving. Sixty-one first graders and 70 second graders participated in the study, with an experimental group receiving CAI 30 minutes a week for four months. Afterward, all of the subjects' 1992 scores on inferences, generalizations, and math problem solving subtests of ITBS, including scores on four affective domains, were analyzed. A statistically significant difference was found between CAI and non-CAI groups in generalizations and math problem solving, and in affective domains such as attitude toward school, attitude toward computers, and skills students could do with computers. The impact of CAI on students' overall academic achievement and self-concept was not statistically significant; however, the effect size was greater at the first-grade level than at second-grade level. The same held true with grade level equivalent in reading and math. The statistical findings of this study suggest that: (1) CAI with varieties of interactive software is an effective tool to teach higher-order thinking skills; (2) it is developmentally appropriate to expose first-graders to a computerized environment; and (3) CAI is more effective in enhancing affective domains than cognitive domains. Appendices include copies of letters of approval, details concerning the software used in the study, and questionnaires and worksheets used in the student attitude measure. (Contains 16 tables and 94 references.) (BEW)

This document reports the results of a 4-month experimental study designed to determine the effectiveness of using computers with interactive software programs to teach higher-order thinking skills. The effects of CAI (computer-assisted instruction) on affective domains were assessed, as well as the effectiveness of CAI with interactive software programs in the areas of making inferences, making generalizations, and math problem solving. Sixty-one first graders and 70 second graders participated in the study, with an experimental group receiving CAI 30 minutes a week for four months. Afterward, all of the subjects' 1992 scores on inferences, generalizations, and math problem solving subtests of ITBS, including scores on four affective domains, were analyzed. A statistically significant difference was found between CAI and non-CAI groups in generalizations and math problem solving, and in affective domains such as attitude toward school, attitude toward computers, and skills students could do with computers. The impact of CAI on students' overall academic achievement and self-concept was not statistically significant; however, the effect size was greater at the first-grade level than at second-grade level. The same held true with grade level equivalent in reading and math. The statistical findings of this study suggest that: (1) CAI with varieties of interactive software is an effective tool to teach higher-order thinking skills; (2) it is developmentally appropriate to expose first-graders to a computerized environment; and (3) CAI is more effective in enhancing affective domains than cognitive domains. Appendices include copies of letters of approval, details concerning the software used in the study, and questionnaires and worksheets used in the student attitude measure. (Contains 16 tables and 94 references.) (BEW)

This student guide was designed to be used with senior high school level classes as a supplement to existing programs in the areas of science and social studies. Each of the 12 chapters included in the guide may be used independently or may be combined into a separate course on the relationships between science, technology, and society. The separate chapters deal with: (1) technology; (2) decision making in a high-tech world; (3) genetic engineering; (4) artificial intelligence; (5) nuclear energy; (6) acid precipitation; (7) hazardous wastes in the environment; (8) food and agriculture; (9) organ transplantation; (10) transportation; (11) robotics; and (12) technology and decision-making. Each chapter of the student guide contains independent reading assignments, discussion questions, activities, and simulations. (TW)

The purpose of this qualitative study was to examine ways in which adult education administrators define and apply critical thinking, problem solving, and learning to learn to their practices as well as in other areas of their lives. Participants included four female administrators in adult education programs at community college and state university settings. These individuals have advanced university degrees and experience with both teaching and administration. Data were collected by interview. An interview protocol was developed, designed to discover themes specifically related to participant's understanding and perceptions of: a) manifestations of critical thinking, problem solving, and learning to learn; b) similar concepts and processes by highly effective administrators; and c) similar concepts and processes as manifested by ineffective administrators. Their personal and professional backgrounds were also explored. Data were analyzed according to questions, which served as categories. Transcripts of the interviews were coded, then analyzed for themes within category. Themes that emerged from Category 1: Personal background, included educational background, daily work, career path, and understanding of themselves as adult learners. Themes within Category 2: Perceptions of critical thinking, problem solving, and learning to learn, in nonspecific terms, were organized by each of those components. Themes that emerged from both Category 3: Toward effective administration, and Category 4: Toward ineffective administration were parallel. These included overall impression, use of critical thinking, application of problem solving, learning to learn, and beliefs toward lifelong learning. One major area of concern that became evident in the data was respondents' inconsistent perception of the meaning or application of the concept of learning to learn; yet two areas of proficiency were identified by the respondents - communication and problem posing/ problem solving. Problem posing involves critical thinking and communication. Effective problem solving is facilitated by knowledge and practice of these skills and are needed to be well developed in the effective administrator. Two appendices are included: (1) Interview Protocol--Reasons behind the questions; and (2) Interview Protocol.

Teacher education faculty and library reference services personnel collaborated to introduce teacher education students to the use of modern technological resources and to encourage systematic thinking processes to address pedagogically based educational problems. Undergraduate students enrolled in an educational psychology class piloted the project. They were instructed in the use of the ERIC Database on CD-ROM, focusing on the ERIC Thesaurus, parsing, use of Boolean operators, limiting citations, and printing. Critical thinking concepts and systematic planning in decisionmaking were discussed in two subsequent classroom sessions. The students were asked to define and investigate an instructional problem, develop a rationale, construct research strategies, compile descriptors, search the ERIC database, and connect relationships of citations to their educational topic or problem. They reviewed the citations, summarized the data, drew conclusions, and cited recommendations and potential solutions to the problem. The final product consisted of a modified annotated bibliography. A survey of student perceptions of the project indicated that the students understood the potential of their exposure to the concepts of critical thinking, applications of systematic planning, and technological applications. They placed a high value on their instructional activities and were interested in having more such activities in their undergraduate preparation. (MAH)

This work shows the relationship between the development of mathematical thinking and creativity with mathematical problem posing and solving. Creativity and mathematics are disciplines that do not usually appear together. Both concepts constitute complex processes sharing elements, such as fluency (number of ideas), flexibility (range of ideas), novelty (unique idea) and elaboration (idea development). These factors contribute, among others, to the fact that schoolchildren are competent in mathematics. The problem solving and posing are a very powerful evaluation tool that shows the mathematical reasoning and creative level of a person. Creativity is part of the mathematics education and is a necessary ingredient to perform mathematical assignments. This contribution presents some important research works about problem posing and solving related to the development of mathematical knowledge and creativity. To that end, it is based on various beliefs reflected in the literature with respect to notions of creativity, problem solving and posing.

This work shows the relationship between the development of mathematical thinking and creativity with mathematical problem posing and solving. Creativity and mathematics are disciplines that do not usually appear together. Both concepts constitute complex processes sharing elements, such as fluency (number of ideas), flexibility (range of ideas), novelty (unique idea) and elaboration (idea development). These factors contribute, among others, to the fact that schoolchildren are competent in mathematics. The problem solving and posing are a very powerful evaluation tool that shows the mathematical reasoning and creative level of a person. Creativity is part of the mathematics education and is a necessary ingredient to perform mathematical assignments. This contribution presents some important research works about problem posing and solving related to the development of mathematical knowledge and creativity. To that end, it is based on various beliefs reflected in the literature with respect to notions of creativity, problem solving and posing.