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Thinking Skills (thinking + skill)
Kinds of Thinking Skills Selected AbstractsClassroom Discussions with Student-Led Feedback: a Useful Activity to Enhance Development of Critical Thinking SkillsJOURNAL OF FOOD SCIENCE EDUCATION, Issue 4 2008Kirby D. Hayes ABSTRACT:, Critical thinking skills (CTS) are the core learning outcome measures for higher education. Generally, CTS are not extensively developed or practiced during primary and secondary education. As such, early cultivation of CTS is essential for mastery prior to collegiate matriculation. Weekly engagement in 50 min of classroom discussion with student feedback (CDSF) was utilized to develop the CTS of students in an introductory food science course at Purdue Univ. Students' critical thinking ability was assessed longitudinally over a 16-wk semester using the ACT-CAAPÔ (Collegiate Assessment of Academic Proficiency) critical thinking test. The ACT-CAAP measures the students' ability to analyze, evaluate, and extend an argument described in a short passage. We hypothesized that the implementation of CDSF for 16 wk would expedite development of CTS for students enrolled in the course. The CDSF intervention significantly increased critical thinking ability for non-native English speaking students as compared to native English speaking students. Students who were classified as sophomore status or above when compared to freshmen and students enrolled as food science majors when compared to other majors also demonstrated increased critical thinking ability. Recitation size also significantly influenced critical thinking ability where students enrolled in a relatively small recitation section had elevated critical thinking when compared to the abilities of those students enrolled in a large recitation. These observations suggest that engaging students in classroom discussions with student-led feedback is a useful instructional technique for developing CTS. Further, the data suggest the development of critical thinking skill among food science majors can be augmented when classroom discussions with student-led feedback are conducted in smaller sized recitations. [source] Development of critical thinking in occupational therapy studentsOCCUPATIONAL THERAPY INTERNATIONAL, Issue 1 2006Beth P. Velde Abstract Do students who use the Guided Reciprocal Peer Questioning (GRPQ) method increase their ability to think critically? When compared to students in a traditional senior seminar course, the results of this study indicated no significant difference between the groups regarding changes in scores on the California Critical Thinking Skills Test. However, the students in the experimental group asked more questions labelled as critical thinking than the seminar control group. These findings suggest the use of the GRPQ may improve students' skills in asking questions that include application, analysis, and synthesis. Future research regarding the role of questions in stimulating critical analysis and the role of context in the learning environment is warranted. Copyright © 2006 John Wiley & Sons, Ltd. [source] Robotics and science literacy: Thinking skills, science process skills and systems understandingJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 3 2008Florence R. Sullivan Abstract This paper reports the results of a study of the relationship of robotics activity to the use of science literacy skills and the development of systems understanding in middle school students. Twenty-six 11,12-year-olds (22 males and 4 females) attending an intensive robotics course offered at a summer camp for academically advanced students participated in the research. This study analyzes how students utilized thinking skills and science process skills characteristic of scientifically literate individuals to solve a robotics challenge. In addition, a pre/post test revealed that course participants increased their systems understanding, t (21),=,22.47, p,<,.05. It is argued that the affordances of the robotics environment coupled with a pedagogical approach emphasizing open-ended, extended inquiry prompts the utilization of science literacy-based thinking and science process skills and leads to increased systems understanding. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 373,394, 2008 [source] Classroom Discussions with Student-Led Feedback: a Useful Activity to Enhance Development of Critical Thinking SkillsJOURNAL OF FOOD SCIENCE EDUCATION, Issue 4 2008Kirby D. Hayes ABSTRACT:, Critical thinking skills (CTS) are the core learning outcome measures for higher education. Generally, CTS are not extensively developed or practiced during primary and secondary education. As such, early cultivation of CTS is essential for mastery prior to collegiate matriculation. Weekly engagement in 50 min of classroom discussion with student feedback (CDSF) was utilized to develop the CTS of students in an introductory food science course at Purdue Univ. Students' critical thinking ability was assessed longitudinally over a 16-wk semester using the ACT-CAAPÔ (Collegiate Assessment of Academic Proficiency) critical thinking test. The ACT-CAAP measures the students' ability to analyze, evaluate, and extend an argument described in a short passage. We hypothesized that the implementation of CDSF for 16 wk would expedite development of CTS for students enrolled in the course. The CDSF intervention significantly increased critical thinking ability for non-native English speaking students as compared to native English speaking students. Students who were classified as sophomore status or above when compared to freshmen and students enrolled as food science majors when compared to other majors also demonstrated increased critical thinking ability. Recitation size also significantly influenced critical thinking ability where students enrolled in a relatively small recitation section had elevated critical thinking when compared to the abilities of those students enrolled in a large recitation. These observations suggest that engaging students in classroom discussions with student-led feedback is a useful instructional technique for developing CTS. Further, the data suggest the development of critical thinking skill among food science majors can be augmented when classroom discussions with student-led feedback are conducted in smaller sized recitations. [source] System thinking skills at the elementary school levelJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 5 2010Orit Ben-Zvi Assaraf Abstract This study deals with the development of system thinking skills at the elementary school level. It addresses the question of whether elementary school students can deal with complex systems. The sample included 40 4th grade students from one school in a small town in Israel. The students studied an inquiry-based earth systems curriculum that focuses on the hydro-cycle. The program involved lab simulations and experiments, direct interaction with components and processes of the water cycle in the outdoor learning environment and knowledge integration activities. Despite the students' minimal initial system thinking abilities, most of them made significant progress with their ability to analyze the hydrological earth system to its components and processes. As a result, they recognized interconnections between components of a system. Some of the students reached higher system thinking abilities, such as identifying interrelationships among several earth systems and identifying hidden parts of the hydrological system. The direct contact with real phenomena and processes in small scale scenarios enabled these students to create a concrete local water cycle, which could later be expanded into large scale abstract global cycles. The incorporation of outdoor inquiry-based learning with lab inquiry-based activities and knowledge integration assignments contributed to the 4th grade students' capacity to develop basic system thinking abilities at their young age. This suggests that although system thinking is regarded as a high order thinking skill, it can be developed to a certain extent in elementary school. With a proper long-term curriculum, these abilities can serve as the basis for the development of higher stages of system thinking at the junior,high/middle school level. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 540,563, 2010 [source] Criminal cognitions and personality: what does the PICTS really measure?CRIMINAL BEHAVIOUR AND MENTAL HEALTH, Issue 3 2000Dr Vincent Egan Introduction The Psychological Inventory of Criminal Thinking Styles (PICTS) is a measure of the criminal cognitions and thinking styles that maintain offending. The scale comprises 8 a priori thinking styles and two validation scales, the validation scales having been found to be unreliable. Owing to the large amount of apparently shared variance in the original validation study, this data matrix needs re-analysis. Results from the PICTS were examined in relation to general measures of individual differences, in order to link the PICTS to the broader literature on the characteristics of offenders. Method The original PICTS data-matrix was re-analysed using a more parsimonious method of analysis. The PICYS was also given to 54 detained, mentally disordered offenders along with the NEO-Five Factor Inventory, the Sensation-Seeking Scale (SSS), the Attention Deficit Scales for Adults (ADSA) and, as a measure of general intelligence, the Standard Progressive Matrices. Results Principal components analysis suggested that the PICTS really comprised two factors: a lack of thoughtfulness (i.e. lack of attention to one's experience), and wilful hostility, with the first factor being most well defined. Intelligence was not associated with any factor of criminal thinking style. High scores on the ADSA and Disinhibition and Boredom Susceptibility subscales of the SSS were associated with much greater endorsement of criminal sentiments; high Neuroticism, low Extroversion, and low Agreeableness were slightly lower correlates. Discussion The issues involved in criminogenic cognitions need clarification and to be linked to the broader literature on cognitive distortions and personality. Interventions targeted at dismantling impulsive destructive behaviour, whether it be thoughtlessness or wilful hostility, may be effected by increasing thinking skills, so breaking down the cognitions that maintain criminal behaviour. Copyright © 2000 Whurr Publishers Ltd. [source] Patriotism, History and the Legitimate Aims of American EducationEDUCATIONAL PHILOSOPHY AND THEORY, Issue 4 2009Michael S. Merry Abstract This article argues that while an attachment to one's country is both natural and even partially justifiable, cultivating loyal patriotism in schools is untenable insofar as it conflicts with the legitimate aims of education. These aims include the epistemological competence necessary for ascertaining important truths germane to the various disciplines; the cultivation of critical thinking skills (i.e. the ability to even-handedly consider counterfactual evidence); and developing the capacity for economic self-reliance. The author argues that loyal patriotism may result in a myopic understanding of history, an unhealthy attitude of superiority relative to other cultures, and a coerced sense of attachment to one's homeland. [source] Cognitive remediation therapy as an intervention for acute anorexia nervosa: a case reportEUROPEAN EATING DISORDERS REVIEW, Issue 5 2005Helen Davies Abstract The aim of this case report is to illustrate how cognitive remediation therapy (CRT) can be used as part of the treatment programme in acute anorexia nervosa (AN) to stimulate mental activities and improve thinking skills and information-processing systems when other therapies, for example cognitive behavioural therapy (CBT), may be too complex and intense for the patient to engage in. Furthermore, we hypothesize that CRT may be an effective tool in improving flexibility of thinking in AN, as previous neuropsychological findings have proved that rigidity is one of the maintaining factors in AN. Copyright © 2005 John Wiley & Sons, Ltd and Eating Disorders Association. [source] Relationship between the curriculum system and the understanding of nutritional terms in elementary school childrenINTERNATIONAL JOURNAL OF CONSUMER STUDIES, Issue 4 2002Yoko Suzuki Abstract To clarify the relation between the curriculum system and the understanding of nutrition terms, 944 students aged 8,12 years living in Japan, the USA and the UK, were asked about the recognition, medium for recognition, and understanding of nutrition terms. The effect of nutrition education from an early stage in elementary schools in the UK and the USA was confirmed. These results suggest the possibility of beginning nutrition education earlier in the elementary school in Japan. American students had paid attention to food labels. These results showed that a learning and teaching strategy founded on comprehensively based subjects in the USA had influenced good behaviour for dietary life. On the other hand, there was not a relationship between an understanding of nutrition terms and a developmental stage. Many students in three countries were influenced by television commercials to buy candy or soda. We think that it is important to develop a curriculum that includes practical learning and ensures hours of teaching for the purpose of acquirement of nutritional knowledge. It is also necessary to encourage critical thinking skills to evaluate television commercial messages through school lessons. [source] Comic Relief: Using Political Cartoons in the ClassroomINTERNATIONAL STUDIES PERSPECTIVES, Issue 3 2002Beth K. Dougherty Political cartoons are an excellent classroom tool to build students' critical thinking skills, to generate lively classroom discussions, and to get students excited about politics. Cartoons should be treated as serious commentary on political affairs. Interpreting a cartoon requires that the viewer be familiar with current issues and debates, savvy about the cultural context, and capable of analytical judgments. This technique capitalizes on the visual learning style of many students and interjects an added interactive dimension to classroom discussions. This article discusses some of the challenges of using cartoons in the classroom, including where to locate them. The text is accompanied by several representative cartoons. [source] Clinical reasoning: concept analysisJOURNAL OF ADVANCED NURSING, Issue 5 2010Barbara Simmons simmons b. (2010) Clinical reasoning: concept analysis. Journal of Advanced Nursing,66(5), 1151,1158. Abstract Title.,Clinical reasoning: concept analysis. Aim., This paper is a report of a concept analysis of clinical reasoning in nursing. Background., Clinical reasoning is an ambiguous term that is often used synonymously with decision-making and clinical judgment. Clinical reasoning has not been clearly defined in the literature. Healthcare settings are increasingly filled with uncertainty, risk and complexity due to increased patient acuity, multiple comorbidities, and enhanced use of technology, all of which require clinical reasoning. Data sources., Literature for this concept analysis was retrieved from several databases, including CINAHL, PubMed, PsycINFO, ERIC and OvidMEDLINE, for the years 1980 to 2008. Review methods., Rodgers's evolutionary method of concept analysis was used because of its applicability to concepts that are still evolving. Results., Multiple terms have been used synonymously to describe the thinking skills that nurses use. Research in the past 20 years has elucidated differences among these terms and identified the cognitive processes that precede judgment and decision-making. Our concept analysis defines one of these terms, ,clinical reasoning,' as a complex process that uses cognition, metacognition, and discipline-specific knowledge to gather and analyse patient information, evaluate its significance, and weigh alternative actions. Conclusion., This concept analysis provides a middle-range descriptive theory of clinical reasoning in nursing that helps clarify meaning and gives direction for future research. Appropriate instruments to operationalize the concept need to be developed. Research is needed to identify additional variables that have an impact on clinical reasoning and what are the consequences of clinical reasoning in specific situations. [source] Classroom Discussions with Student-Led Feedback: a Useful Activity to Enhance Development of Critical Thinking SkillsJOURNAL OF FOOD SCIENCE EDUCATION, Issue 4 2008Kirby D. Hayes ABSTRACT:, Critical thinking skills (CTS) are the core learning outcome measures for higher education. Generally, CTS are not extensively developed or practiced during primary and secondary education. As such, early cultivation of CTS is essential for mastery prior to collegiate matriculation. Weekly engagement in 50 min of classroom discussion with student feedback (CDSF) was utilized to develop the CTS of students in an introductory food science course at Purdue Univ. Students' critical thinking ability was assessed longitudinally over a 16-wk semester using the ACT-CAAPÔ (Collegiate Assessment of Academic Proficiency) critical thinking test. The ACT-CAAP measures the students' ability to analyze, evaluate, and extend an argument described in a short passage. We hypothesized that the implementation of CDSF for 16 wk would expedite development of CTS for students enrolled in the course. The CDSF intervention significantly increased critical thinking ability for non-native English speaking students as compared to native English speaking students. Students who were classified as sophomore status or above when compared to freshmen and students enrolled as food science majors when compared to other majors also demonstrated increased critical thinking ability. Recitation size also significantly influenced critical thinking ability where students enrolled in a relatively small recitation section had elevated critical thinking when compared to the abilities of those students enrolled in a large recitation. These observations suggest that engaging students in classroom discussions with student-led feedback is a useful instructional technique for developing CTS. Further, the data suggest the development of critical thinking skill among food science majors can be augmented when classroom discussions with student-led feedback are conducted in smaller sized recitations. [source] Creating Mature Thinkers in Interior Design: Pathways of Intellectual DevelopmentJOURNAL OF INTERIOR DESIGN, Issue 3 2010Candy Carmel-Gilfilen M. Arch. Critical thinking skills are essential to meeting the economic, sustainable, and social challenges of the future. The purpose of this study was to explore critical thinking in interior design students using the W. G. Perry (1968) scheme, a model of epistemic cognitive development describing how thinking in college students progresses from black-and-white absolutes to a contextual understanding of knowledge. The authors present findings from a study involving 32 beginning and intermediate interior design students who were empirically assessed on global and design-specific thought development using the Measure of Intellectual Development (Widick & Knefelkamp, 1974) and the Measure of Designing (Portillo, 1987), respectively. The study objectives were to examine thought development in interior design students, investigate the relationship between global and design thinking, and explore relationships between thought development, student performance, and class standing. The results supported three levels of thought development: dualistic, transitional, and multiplistic with overall thinking appeared to be more advanced than thinking in design. The study also revealed both types of thinking significantly related to studio performance and class standing. The Perry model appears to have strong potential for understanding thought development in interior design students. [source] HEALTH POLICY AND SYSTEMS: Critical Thinking of Nurse Managers Related to Staff RNs' Perceptions of the Practice EnvironmentJOURNAL OF NURSING SCHOLARSHIP, Issue 3 2010NEA-BC, Susan Zori RN Abstract Background Information and Significance: Critical thinking (CT) skills and the inclination to engage in critical thinking are essential for nurse managers to function as transformational leaders capable of influencing staff to align with organizational goals. In an extensive literature review, numerous studies were found examining the concept of CT in students and no studies were found exploring CT in nurse managers. Identifying the attributes, such as CT, that lead to success in the nurse manager role is useful when preparing nurse managers to lead effectively in the current healthcare climate. Research Question: Is there a difference between nurse managers' CT dispositions and their respective staff nurses' perceptions of the practice environment? Design: A convenience sample of 12 nurse managers and a random sample of 132 of their respective staff registered nurses (RNs) participated in this descriptive study. CT in nurse managers was measured by the California Critical Thinking Disposition Inventory (CCTDI). Staff RNs' perceptions of the practice environment were measured by the Practice Environment Scale (PES). The research question was answered using a t test. Findings: Significant (p < .001) differences were found between specific nurse managers' CCTDI scores for open-mindedness, analyticity, and critical thinking confidence, and significant differences (p < .01) were found for systematicity when compared with their respective staff RNs' mean subscale and overall PES scores. Conclusions: Results of the study support the positive relationship between strength in critical thinking dispositions of nurse managers and their respective staff RNs' perceptions of the practice environment. Nurse managers with stronger CT dispositions may be better able to create positive practice environments that are conducive to job satisfaction and thus the retention of staff RNs. Inclusion of strategies to support the development and use of CT in nurse managers is recommended. CT and other leadership attributes and skills including emotional and social intelligence and management of change through an appreciative inquiry process may provide opportunities to improve leadership effectiveness in nurse managers. Clinical Relevance: Enhancing critical thinking skills and dispositions of nurse managers may help to create positive work environments for staff RNs. Staff RNs who work in an environment perceived to be positive may be in a better position to deliver high quality, safe patient care. [source] System thinking skills at the elementary school levelJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 5 2010Orit Ben-Zvi Assaraf Abstract This study deals with the development of system thinking skills at the elementary school level. It addresses the question of whether elementary school students can deal with complex systems. The sample included 40 4th grade students from one school in a small town in Israel. The students studied an inquiry-based earth systems curriculum that focuses on the hydro-cycle. The program involved lab simulations and experiments, direct interaction with components and processes of the water cycle in the outdoor learning environment and knowledge integration activities. Despite the students' minimal initial system thinking abilities, most of them made significant progress with their ability to analyze the hydrological earth system to its components and processes. As a result, they recognized interconnections between components of a system. Some of the students reached higher system thinking abilities, such as identifying interrelationships among several earth systems and identifying hidden parts of the hydrological system. The direct contact with real phenomena and processes in small scale scenarios enabled these students to create a concrete local water cycle, which could later be expanded into large scale abstract global cycles. The incorporation of outdoor inquiry-based learning with lab inquiry-based activities and knowledge integration assignments contributed to the 4th grade students' capacity to develop basic system thinking abilities at their young age. This suggests that although system thinking is regarded as a high order thinking skill, it can be developed to a certain extent in elementary school. With a proper long-term curriculum, these abilities can serve as the basis for the development of higher stages of system thinking at the junior,high/middle school level. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 540,563, 2010 [source] Robotics and science literacy: Thinking skills, science process skills and systems understandingJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 3 2008Florence R. Sullivan Abstract This paper reports the results of a study of the relationship of robotics activity to the use of science literacy skills and the development of systems understanding in middle school students. Twenty-six 11,12-year-olds (22 males and 4 females) attending an intensive robotics course offered at a summer camp for academically advanced students participated in the research. This study analyzes how students utilized thinking skills and science process skills characteristic of scientifically literate individuals to solve a robotics challenge. In addition, a pre/post test revealed that course participants increased their systems understanding, t (21),=,22.47, p,<,.05. It is argued that the affordances of the robotics environment coupled with a pedagogical approach emphasizing open-ended, extended inquiry prompts the utilization of science literacy-based thinking and science process skills and leads to increased systems understanding. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 373,394, 2008 [source] The development and application of affective assessment in an upper-level cell biology courseJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 8 2007Elizabeth Kitchen Abstract This study exemplifies how faculty members can develop instruments to assess affective responses of students to the specific features of the courses they teach. Means for assessing three types of affective responses are demonstrated: (a) student attitudes towards courses with differing instructional objectives and methodologies, (b) student self-efficacy (confidence) in completing tasks common to practicing experts, and (c) interests in subject-specific topics and associated intellectual skills. The iterative processes used in refining the instruments and performing the statistical analyses of their effectiveness are detailed. An analysis of data obtained using these instruments is also included. Positive attitudes towards courses emphasizing analytical thinking increased significantly over the course of a 14-week semester, as did the measures of self-efficacy. Despite the rigorous analytical nature of the course experience, the initial strong interest in cell biology topics and higher order thinking skills remained unchanged. There were no significant differences based on gender in any of the affective measures. We discuss the apparent dichotomy, revealed in these assessments, between students' idealistic, academic attitudes towards the course's effectiveness and their opinions of its effects on them personally. We conclude by reporting how insights garnered both from these formal assessments and from anecdotal communications have prompted experimental modifications in the design and conduct of the course. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1057,1087, 2007 [source] Cognitive factors affecting student understanding of geologic timeJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 4 2003Jeff Dodick A critical element of the earth sciences is reconstructing geological structures and systems that have developed over time. A survey of the science education literature shows that there has been little attention given to this concept. In this study, we present a model, based on Montagnero's (1996) model of diachronic thinking, which describes how students reconstruct geological transformations over time. For geology, three schemes of diachronic thinking are relevant: 1. Transformation, which is a principle of change; in geology it is understood through actualistic thinking (the idea that present proceeses can be used to model the past). 2. Temporal organization, which defines the sequential order of a transformation; in geology it is based on the three-dimensional relationship among strata. 3. Interstage linkage, which is the connections between successive stages of a transformation; in geology it is based on both actualism and causal reasoning. Three specialized instruments were designed to determine the factors which influence reconstructive thinking: (a) the GeoTAT which tests diachronic thinking skills, (b) the TST which tests the relationship between spatial thinking and temporal thinking, and (c) the SFT which tests the influence of dimensional factors on temporal awareness. Based on the model constructed in this study we define the critical factors influencing reconstructive thinking: (a) the transformation scheme which influences the other diachronic schemes, (b) knowledge of geological processes, and (c) extracognitive factors. Among the students tested, there was a significant difference between Grade 9,12 students and Grade 7,8 students in their ability to reconstruct geological phenomena using diachronic thinking. This suggests that somewhere between Grades 7 and 8 it is possible to start teaching some of the logical principles used in geology to reconstruct geological structures. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 415,442, 2003 [source] From nationwide standardized testing to school-based alternative embedded assessment in Israel: Students' performance in the matriculation 2000 projectJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 1 2003Yehudit J. Dori Matriculation 2000 was a 5-year project aimed at moving from the nationwide traditional examination system in Israel to a school-based alternative embedded assessment. Encompassing 22 high schools from various communities in the country, the Project aimed at fostering deep understanding, higher-order thinking skills, and students' engagement in learning through alternative teaching and embedded assessment methods. This article describes research conducted during the fifth year of the Project at 2 experimental and 2 control schools. The research objective was to investigate students' learning outcomes in chemistry and biology in the Matriculation 2000 Project. The assumption was that alternative embedded assessment has some effect on students' performance. The experimental students scored significantly higher than their control group peers on low-level assignments and more so on assignments that required higher-order thinking skills. The findings indicate that given adequate support and teachers' consent and collaboration, schools can transfer from nationwide or statewide standardized testing to school-based alter-native embedded assessment. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 34,52, 2003 [source] Youth Voices as Change Agents: Moving Beyond the Medical Model in School-Based Health Center PracticeJOURNAL OF SCHOOL HEALTH, Issue 7 2005Leslie A. Mandel Freshmen were recruited to participate in a Youth Advisory Board Project that included weekly afterschool meetings. Adult supervision was provided by SBHC staff that included 2 clinical social workers and 1 youth empowerment specialist. Through this effort, students were (1) trained in nonprofit board development and governance structures; (2) urged to identify gaps in services; (3) taught to select, prioritize, and implement action projects; and (4) offered clinical support around personal issues. Students brought a wealth of life experiences, knowledge of teen attitudes, information regarding trends in risk-taking behaviors, and feedback about experiences in the SBHC. In addition, their increased awareness of the SBHC service elements led to identification of obstacles to youth participation in care, feedback regarding positive and negative health care experiences within the SBHC, as well as with external health care providers, and ideas about unrecognized needs leading to gaps in services. This experience demonstrated that young health care consumers, with support, can focus their attention and begin to utilize analytical thinking skills to shape health outcomes and inform service delivery. (J Sch Health. 2005;75(7):239,242) [source] A conceptual framework for developing teaching cases: a review and synthesis of the literature across disciplinesMEDICAL EDUCATION, Issue 9 2006Sara Kim Context, Case-based teaching is regarded as a superior instructional method compared with lectures in promoting a learner's critical thinking skills. While much is known about the role a discussion facilitator plays in case-based teaching, the debate on the influence of the format and structure of cases on learning is controversial. Objectives, We sought to identify strategies for constructing cases based on studies from multiple disciplines, which report the development and use of cases in teaching and learning. The purpose was to offer the medical and other educational communities a conceptual framework that can be examined in future research. Results, Based on a review of 100 studies, we synthesised 17 strategies around 5 core attributes of cases: relevant (level of learner, goals and objectives, setting of case narrative); realistic (authenticity, distractors, gradual disclosure of content); engaging (rich content, multiple perspectives, branching of content); challenging (difficulty, unusual cases, case structure, multiple cases), and instructional (build upon prior knowledge, assessment, feedback, and teaching aids). Discussion, Despite the wide use of cases in disparate disciplines, there has been no overarching study that synthesises strategies of case development or tests these strategies in research settings. The framework we developed can serve as a menu of case development options that educators and researchers can pilot and evaluate in their local settings. [source] Improvement of nursing students' critical thinking skills through problem-based learning in the People's Republic of China: A quasi-experimental studyNURSING & HEALTH SCIENCES, Issue 1 2008Haobin Yuan rn Abstract A quasi-experimental, two-group pretest,post-test design was conducted to examine the effect of problem-based learning on the critical thinking skills of 46 Year 2 undergraduate nursing students in the People's Republic of China. The California Critical Thinking Skills Test Form A, Chinese-Taiwanese version was used as both a pretest and as a post-test for a semester-long nursing course. There was no significant difference in critical thinking skills at pretest, whereas, significant differences in critical thinking skills existed between the problem-based learning and lecture groups at post-test. The problem-based learning students had a significantly greater improvement on the overall California Critical Thinking Skills Test, analysis, and induction subscale scores compared with the lecture students. Problem-based learning fostered nursing students' critical thinking skills. [source] Development of a laboratory project to determine human ABO genotypes,Limitations lead to further student explorationsBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 6 2009Theresa A. Salerno Abstract A multiplex allele-specific PCR analysis was developed to identify six "common" genotypes: AA, AO, BB, BO, OO, and AB. This project included a pre-laboratory exercise that provided active learning experiences and developed critical thinking skills. This laboratory resulted in many successful analyses, which were verified by student knowledge of their phenotypes. However, the design was found to be deficient for the analysis of variants. The limitations in the original allied-health multiplex design were verified through a student designed problem-based laboratory project in an advanced level biochemistry class. Variants were further analyzed in an undergraduate research project using SSCP analyses. The topic of ABO genotyping provides several opportunities for student-centered explorations. [source] | ||||||||||||||||||||||