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This paper describes a program for increasing problem solving and critical thinking skills in mathematics. The targeted population consisted of one kindergarten, one first- and one second-grade classroom in an elementary school located in an older established community 12 miles west of Chicago. The problem was documented through student performance on textbook generated tests, teacher-made tests, California Achievement Tests, teacher observations, and anecdotal comments of other teachers and parents. Analysis of probable cause data revealed that there was little emphasis on problem solving and critical thinking and too much emphasis on rote learning and drill. In addition, teachers felt that they relied too heavily on their own explanations and did not allow their students to actively generate independent solutions. Finally, it was seen that there was a lack of challenging subject matter utilizing higher order thinking skills. A review of solution strategies suggested by authorities in the field and analysis of the problem setting resulted in the selection of mathematics and children's literature with related activities as the intervention to motivate higher order thinking skills. (Contains 26 references and 4 figures of data; appendixes contain pretests, survey instruments, a 16-item annotated bibliography, ranking and graphing sheets, performance assessment forms, and activity sheets.) (Author/RS)

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.

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.

This study examined the effects of specially designed thinking journal activities that have been attributed with encouraging reflective thinking, on instruction using generic, or content-free, problem solving software. Sixty-three fourth grade students participated in four instructional sessions using the software package called "Moptown Hotel." Students completed separate posttests that measure (1) performance on problems of the same kind as those used in instruction, and (2) the transfer of skills to other kinds of problems. Scores of students who wrote thinking journals prior to testing were compared with scores of students who did not. Results indicated that students who wrote thinking journals performed the same as students who did not when tested on problems similar to those practiced in class. Tests in which students transferred their skills to word problems, however, produced significant differences: those who wrote thinking journals scored higher on tests of problem solving transfer than those who did not. The study also examined the relationship between the degree of metacognitive thought displayed in students' journal entries and their measured problem solving ability. Results indicate that students who had higher average reflectivity scores also had higher average problem solving performance and transfer scores. It was concluded that under the right conditions and for the right kinds of problems, thinking journal writing can help students understand their own thinking processes, resulting in improved problem solving behavior. (Contains 79 references.) (Author/JLB)

This study examined the effects of specially designed thinking journal activities that have been attributed with encouraging reflective thinking, on instruction using generic, or content-free, problem solving software. Sixty-three fourth grade students participated in four instructional sessions using the software package called "Moptown Hotel." Students completed separate posttests that measure (1) performance on problems of the same kind as those used in instruction, and (2) the transfer of skills to other kinds of problems. Scores of students who wrote thinking journals prior to testing were compared with scores of students who did not. Results indicated that students who wrote thinking journals performed the same as students who did not when tested on problems similar to those practiced in class. Tests in which students transferred their skills to word problems, however, produced significant differences: those who wrote thinking journals scored higher on tests of problem solving transfer than those who did not. The study also examined the relationship between the degree of metacognitive thought displayed in students' journal entries and their measured problem solving ability. Results indicate that students who had higher average reflectivity scores also had higher average problem solving performance and transfer scores. It was concluded that under the right conditions and for the right kinds of problems, thinking journal writing can help students understand their own thinking processes, resulting in improved problem solving behavior. (Contains 79 references.) (Author/JLB)

This study examined the effects of specially designed thinking journal activities that have been attributed with encouraging reflective thinking, on instruction using generic, or content-free, problem solving software. Sixty-three fourth grade students participated in four instructional sessions using the software package called "Moptown Hotel." Students completed separate posttests that measure (1) performance on problems of the same kind as those used in instruction, and (2) the transfer of skills to other kinds of problems. Scores of students who wrote thinking journals prior to testing were compared with scores of students who did not. Results indicated that students who wrote thinking journals performed the same as students who did not when tested on problems similar to those practiced in class. Tests in which students transferred their skills to word problems, however, produced significant differences: those who wrote thinking journals scored higher on tests of problem solving transfer than those who did not. The study also examined the relationship between the degree of metacognitive thought displayed in students' journal entries and their measured problem solving ability. Results indicate that students who had higher average reflectivity scores also had higher average problem solving performance and transfer scores. It was concluded that under the right conditions and for the right kinds of problems, thinking journal writing can help students understand their own thinking processes, resulting in improved problem solving behavior. (Contains 79 references.) (Author/JLB)

This dissertation reviews the literature on creative behavior and reports a study exploring the operational approach to creativity. One hundred and nineteen 6th-grade students were assigned randomly to 6 treatment levels. The Ss in 4 levels read booklets which described principles of creative thinking techniques, and which presented examples and exercises. One group read a control booklet, while another read no booklet. All Ss then completed 3 creativity tests and an attitude inventory. Hypotheses predicted differences among treatment levels as a function of the playfulness or organizational emphasis of the various techniques. The more playful techniques (e.g., Personal Analogy) were expected to produce higher scores on measures of Flexibility, Originality, and Best Ideas. The more organized techniques (e.g., Part Changing) were expected to produce higher scores on Fluency. No treatment differences were found, however, for any of the dependent measures, nor were there differences in the Treatment x Sex or Treatment x School interactions. Covariate (IQ & Language scores) adjustments increased some treatment effects while decreasing their relatively large standard errors. (Author)

Eighth-grade students (n=42) were observed during five different life science problem-solving activities. Student interactions and thinking skills were recorded in relation to the problem-solving steps. A causal model was hypothesized and tested using path analysis procedures. The hypothesized causal model was adjusted based on path coefficients of p

The purpose of this study was to determine if intervention instruction in encoding processes affects novice teacher problem solving ability in educational contexts of varying levels of complexity. It sought to determine the effects of intervention training in nine specific encoding processes, prerequisite to effective problem solving, on novice teacher performance in observing and making higher quality decisions in planning and teaching classroom lessons. The cognitive structure level of the novice teacher was also studied to determine its effects on the quality of professional performance. The subjects of the study were senior year preservice education majors at a large eastern university. A detailed description is given of the procedures followed in the intervention process used in the instruction received by the experimental group. These procedures were intended to increase the complexity of awareness, including perceiving, conceiving, reasoning, and judging, through adaptation to the environment and assimilation of information. A discussion of the results indicates support for the hypothesis that teacher education courses and inservice training focusing at least partially on basic encoding processes can increase novice teacher effectiveness in basic teaching and problem solving skills. (JD)

The respective roles of social cognitive career theory and cognitive information processing in career exploratory behavior were analyzed. A verified path model shows cognitive information processing theory's negative career thoughts inversely predict social cognitive career theory's career problem-solving self-efficacy, which predicts career exploratory behavior. The model suggests an intervention sequence to facilitate college student career development and exploration. A hypothetical case is provided as well as a depiction of the cycle of information processing in career decision making.

Volume 1 of this sourcebook is a compendium of information about tests used to assess critical thinking, problem solving, and writing. It serves as a tool for people who want comparative data about the policy relevance of specific student outcomes measured in these areas. An interactive version of Volume 1 allows users to specify their areas of interest and create a customized search of assessment measures in the three domain areas. The tests described in Volume 1 are those that are designed to measure cognitive variables for traditional students. The compendium does not describe less traditional methods such as portfolios and competencies. In addition, the evaluations of the tests are based on the way test developers represent them in their materials and, in some cases, in information from third-part reviews. Volume 2 is a companion volume that provides eight case studies of institutions that have addressed related issues through the use of assessment methods in Volume 1. Volume 1 contains the following sections: (1) "General and Specific Issues in Selecting Assessments"; (2) "Critical Thinking and Problem Solving"; (3) "Templates--Critical Thinking and Problem Solving"; (4) "Writing"; (5) "Templates--Writing Commercially Developed Tests"; and (6) "Templates--Writing Locally Developed Tests." Volume 2 discusses the eight case studies and contains four appendixes providing details about the methodology. (Volume 1 contains 10 tables and 150 references.) (SLD)

Volume 1 of this sourcebook is a compendium of information about tests used to assess critical thinking, problem solving, and writing. It serves as a tool for people who want comparative data about the policy relevance of specific student outcomes measured in these areas. An interactive version of Volume 1 allows users to specify their areas of interest and create a customized search of assessment measures in the three domain areas. The tests described in Volume 1 are those that are designed to measure cognitive variables for traditional students. The compendium does not describe less traditional methods such as portfolios and competencies. In addition, the evaluations of the tests are based on the way test developers represent them in their materials and, in some cases, in information from third-part reviews. Volume 2 is a companion volume that provides eight case studies of institutions that have addressed related issues through the use of assessment methods in Volume 1. Volume 1 contains the following sections: (1) "General and Specific Issues in Selecting Assessments"; (2) "Critical Thinking and Problem Solving"; (3) "Templates--Critical Thinking and Problem Solving"; (4) "Writing"; (5) "Templates--Writing Commercially Developed Tests"; and (6) "Templates--Writing Locally Developed Tests." Volume 2 discusses the eight case studies and contains four appendixes providing details about the methodology. (Volume 1 contains 10 tables and 150 references.) (SLD)

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%.

One of a series of workplace education modules, this 6-week module presents activities and materials designed to lead participants through a systematic approach to problem-solving in the workplace. Following a brief overview, indicating that the module emphasizes five phases in problem-solving (i.e., using key problem-solving concepts, identifying the problem, exploring solutions, implementing the solutions, and reviewing outcomes), the levels of difficulty of the module activities are described. Two activities are then presented to help students assess their own problem-solving strengths and weaknesses prior to participating in a problem-solving class or workshop. The module then presents 44 activities and exercises related to the following 7 topic areas: (1) the relationship of organizational culture to problem-solving; (2) concepts of problem-solving, including fluency, flexibility, elaboration, and originality; (3) problem identification; (4) solution identification; (5) solution implementation; (6) analyzing outcomes and the process; and (7) individual versus group problem-solving. Each activity includes a description of intended learning goals, the difficulty level, the recommended group size, the time needed, and necessary materials. The final section presents an outline of a sample 4-hour problem-solving workshop. (HAA)

This report investigates improvement of pupils' creative thinking and problem-solving abilities through direct educational efforts. The sample consisted of 739 pupils and their teachers from 36 fifth grade classes in two Indiana public school systems. Five sub-tests from the Torrance Tests of Creative Thinking were administered to all teachers to determine their level of divergent thinking ability. A median split was then used to divide the teachers into a high group and a low group. Pupils assigned to PTP (Productive Thinking Program) and PCTP (Purdue Creativity Training Program) studied 16 instructional units over a period of 4-8 weeks. Teachers assigned to discussion treatments interacted with the pupils, discussing the materials and attempting to foster creative thinking and problem solving among pupils. Teachers assigned to non-discussion treatments distributed the materials and supervised the students, but had minimal interaction. Classes assigned to the control group continued their normal classroom activities with no special instructional treatment. All pupils were given pre-and post-tests. Results provided evidence that some creative thinking and problem solving abilities of fifth grade pupils can be positively influenced by deliberate instructional efforts. Three major problems are identified: a) difficulty in defining treatment, b) validity of teacher divergent thinking scores, and c) complexity of the construct of creativity. Further research is recommended. A 48-item bibliography, appendixes, tables and figures are included. (MJM)

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)

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.

The aim of this study was two-fold. The first aim was to determine the levels of critical thinking disposition and perception of problem-solving ability of pre-service teachers. The second aim was to compare the effects of problem-based learning and traditional teaching methods on the critical thinking dispositions and perceptions of problem-solving ability of pre-service teachers, when implemented in the teaching of the acid-base topic. Participants for the study consisted of 49 pre-service teachers. A pre-test-post-test control group design was used. Data were obtained using the California Critical Thinking Disposition Inventory and Problem-Solving Inventory. It was generally determined that pre-service teachers exhibit low levels of critical thinking disposition and medium levels of perception of problem-solving ability. Also, while problem-based learning and traditional teaching methods did not have different effects on the critical thinking dispositions of pre-service teachers, they had different effects on their perceptions of problem-solving ability.

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)

Two critical thinking activities (information transfer and problem solving) have been used effectively in the writing classroom with level 4 students in a four-level intensive English program. In the information transfer activity, students move from graphic stimuli to written texts. Student writers practice critical thinking by discussing data, reformulating it, and adding their own analysis. Advantages of this activity are that the material is visual, that it is open-ended, and that students get to work on explaining trends and fluctuations over time. The topic of instruction is first discussed in small groups, and then followed-up with whole class discussion, exploration of rhetorical options, and completion of a writing assignment. The second activity, problem solving, involves stories that reflect students' concerns, where some action to improve the situation is possible, but also one where there is some ambiguity. Topics for this activity can be generated by listening in class for themes that come up frequently, and by noting the challenges and difficulties students write about in their journals. Advantages of this activity include: experiencing connections of empathy; finding a balance; thinking logically; and arguing persuasively. The instructional sequence involves: introducing the topic; reading the story; exploring the story using a five-step questioning strategy; interviewing each other; discussing possible solutions; and writing an essay. (Eleven attachments provide graphs, topics, discussion questions, and activity sheets.) (RS)

There are many factors that affect student engagement in science, technology, engineering and mathematics (STEM). Underlying this are the views of the broader community--and parents in particular--about the relevance of STEM, and the approach to the teaching and learning of STEM from the early years and continuing throughout schooling. Connected to this is the way industry articulates the importance of STEM related-skills that extend beyond traditional STEM occupations. University admissions policies also have a strong influence on student choices in the senior secondary years. The purpose of the strategy is to build on a range of reforms and activities already underway. It aims to better coordinate and target this effort and sharpen the focus on the key areas where collaborative action will deliver improvements to STEM education. The national strategy is focused on action that lifts foundational skills in STEM learning areas, develops mathematical, scientific and technological literacy, and promotes the development of the 21st century skills of problem solving, critical analysis and creative thinking. It recognises the importance of a focus on STEM in the early years and maintaining this focus throughout schooling. This document outlines two goals (ensure all students finish school with strong foundational knowledge in STEM and related skills; and ensure that students are inspired to take on more challenging STEM subjects), five areas for national action, and guiding principles for schools to support STEM education. [Cover title varies: "National STEM School Education Strategy, 2016-2026."]

Problem-based learning (PBL) has been widely applied as an alternative to improve learning outcomes, but it is still little studied in the context of the probability theory course. This study described how implementing the PBL model improves students’ problem-solving and critical thinking skills in probability theory course and evaluates its quality. This design research involved 58 undergraduate students and two probability theory course lecturers from two universities in Indonesia as participants. Data collection used observation to describe PBL implementation, then questionnaire and pretest-posttest to evaluate the quality of the model. This study produced a PBL model for the probability theory course which is implemented through five steps: i) Orienting students on problems; ii) Organizing students to study; iii) Assisting individual and group investigations; iv) Developing and presenting work or solutions; and v) Analyzing and evaluating problem solving processes. Lecturers and students consider that the implementation of PBL is practical. PBL implementation can also improve students’ problem-solving skills and critical thinking in the probability theory course. Thus, implementing PBL can be used as a solution to optimize learning outcomes in the probability theory course.

Problem-based learning (PBL) has been widely applied as an alternative to improve learning outcomes, but it is still little studied in the context of the probability theory course. This study described how implementing the PBL model improves students’ problem-solving and critical thinking skills in probability theory course and evaluates its quality. This design research involved 58 undergraduate students and two probability theory course lecturers from two universities in Indonesia as participants. Data collection used observation to describe PBL implementation, then questionnaire and pretest-posttest to evaluate the quality of the model. This study produced a PBL model for the probability theory course which is implemented through five steps: i) Orienting students on problems; ii) Organizing students to study; iii) Assisting individual and group investigations; iv) Developing and presenting work or solutions; and v) Analyzing and evaluating problem solving processes. Lecturers and students consider that the implementation of PBL is practical. PBL implementation can also improve students’ problem-solving skills and critical thinking in the probability theory course. Thus, implementing PBL can be used as a solution to optimize learning outcomes in the probability theory course.

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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)

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)

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 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)

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.

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.

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 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)

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)

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)

During the summer of 1986 a group of 15 racially diverse students entering 10th and 11th grades participated in an intensive 4-week course taught by members of an NSF-funded project. The project's goals were to develop science and mathematics curricula based on the principles of systems dynamics. The course was a test of materials intended to provide students with methods for problem solving by introducing them to modeling software and concepts of systems thinking. Students engaged in a study of levels and rates, causal-loop diagrams, feedback, exponential growth, exponential decay, goal-seeking behavior, s-shaped behavior, and oscillating behavior by modeling real-life problems. Some of the problems that students worked on dealt with population growth, bank balances, temperature cooling, capacitor discharging, city growth, and predator-prey relationships. Nine boys and six girls volunteered to participate in the project. Evaluation of the course consisted of pre- and posttesting, observations, administration of a student background questionnaire, and interviews with students at the conclusion of the course. All questions in the categories tested showed a significant gain in correct responses from the pretest to the posttest. It was concluded that some transfer of skills was shown. (CW)

From the bitsavers.org collection, a scanned-in computer-related document. rand :: ipl :: P-2312 Computer Simulation Of Human Thinking And Problem Solving May61

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

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

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

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

The Organisation for Economic Co-operation and Development (OECD, 2013) defines its views on necessary skills for 21st century citizenship and life-long learning, advocating a generic skillset of literacy, numeracy, and problem-solving in technology-rich environments. Other sources also include critical thinking as a vital 21st Century skill. There are also those who question the concept of 21st Century skills, claiming that, although very important, these skills are in fact old and have been around for decades, or even centuries. Therefore, in many countries, skills such as critical thinking and problem-solving are already addressed in technology education as part of the core subject matter, especially regarding competencies connected to technological literacy. Critical thinking and particularly problem-solving have been well researched in technology education, but seldom from the teacher's point of view. The aim of this article is to investigate Swedish compulsory school technology teachers' views on problemsolving and critical thinking as curriculum components and as skills addressed in teaching. Twenty-one teachers were subjected to in-depth qualitative interviews. The findings of the study show that the interviewed teachers can be said to express three approaches to teaching about technology in a critical thinking and problem-solving mode: (1) the design approach, (2) the systems approach, and (3) the values approach. Even though the present Swedish technology curriculum does not explicitly mention these skills, the teachers say they incorporate critical thinking and problem-solving in different settings within the subject of technology. Problem-solving and critical thinking are not seen as generic capabilities but they are always connected to, and integrated with, subject content in technology by the teachers. The teachers mix the approaches depending on the teaching content, especially when teaching about complex technology, although there is a tendency to disregard critical thinking capabilities when dealing with design, and neglect problem-solving skills when addressing values.

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 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 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.

How teachers create and foster a learning environment that promotes creative thinking and problem solving skills in students was investigated in a 1-year study in a community college in Texas. The study explored the teaching methods and classroom climates created by eight exemplary teachers who demonstrated exceptional approaches to promote creative thinking and problem-solving skills. These teachers were selected by a process that began with 113 semistructured and many informal interviews with students. Factors frequently identified in student interviews were climate, teacher personality, teacher attitude, classroom management, teacher knowledge, teacher-student interactions, and student attitudes. Results did not indicate any ultimate method to use in teaching nor any ultimate process that fosters classroom learning climate toward the promotion of creative thinking. Observation of these teachers leads to the conclusion that teachers should construct teaching methods with the following elements: (1) classroom climate; (2) teacher character traits; (3) classroom management; (4) teacher's passion and attitude toward students, subject, and teaching; (5) teaching style; (6) teacher's knowledge; (7) teacher-student interaction; and (8) students' attitudes. Two appendixes illustrate interaction and a teaching model. (Contains 2 appendix figures and 23 references.) (SLD)

This paper aims at using a Use-Modify-Create approach to explore students' mathematical problem solving by means of computational thinking (CT) and programming activities. The data collection method is participant observation, in which the researcher also has the role as teacher, guiding the group activities. In our study, two groups of students at the undergraduate level solving a mathematical task. The main finding of the study shows that the progression through the Use-Modify-Create continuum did not work as expected and that the connections between mathematical thinking, computational thinking, and programming proved difficult for the students. Conclusions so far are drawn from the study to promote mathematical problem solving by means of computational thinking and programming in a Use-Modify-Create context. [For the full proceedings, see ED636095.]