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Objective: The present study aimed at investigating an already-proposed problem-based model of writing on Iranian EFL learners' writing skill. Methods: In so doing, an experimental pre-test post-test control group study was designed. The participants of the study consisted of 60 female advanced EFL learners who were randomly selected from eighty-eight learners who were passing an IELTS preparation course at a private language institute. The study sample was randomly assigned into two groups (each consisting of 30 learners) namely, the experimental and the control groups. Two samples of IELTS Writing Task 2 were used for the purpose of measuring the participants' writing skill at the beginning (pre-test) and end (post-test) of the study. To analyze the data, normality test, descriptive and inferential statistics (i.e., analysis of covariance (ANCOVA) test) was used. Results: The results of data analysis showed that the proposed problem-based model of writing affects Iranian EFL learners' writing skill. Conclusions: The findings have pedagogical implications for EFL teachers and learners, and curriculum planners. [ABSTRACT FROM AUTHOR]

Embedding higher-order thinking within science education, particularly in teaching physics, can equip students to learn physics at a deeper level and to become active learners who can analyze and solve problems independently. The present research aimed to assess the effectiveness of scaffolding strategies along with a guided discovery approach on students' higher-order thinking skills (HOTS) at technical colleges in Saudi Arabia. The study employed a quasi-experimental design to involve 104 students enrolled in the physics 101 course in two groups: an experimental group (EG) (n = 54), which experienced scaffolding strategies and guided discovery approach during the instruction, and a control group (CG) (n = 54), which received the instruction through conventional teaching methods. All participants took a pre- and post-test consisting of a HOTS test. Data analysis using inferential statistics revealed significant differences in the test scores between CG and EG. The results indicated that students in the EG performed better on the HOTS test in comparison to the students in the CG. Based on these results, it is concluded that the scaffolding strategies and guided discovery have a positive effect on students' HOTS. The study's findings have significant implications for enhancing science instruction, particularly teaching of physics in Saudi technical and vocational colleges. [ABSTRACT FROM AUTHOR]

Aim: Ascertain the impact of mandated use of early warning systems (EWSs) on the development of registered nurses' higher‐order thinking. Design: A systematic literature review was conducted, following Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) guidelines and checklist (Page et al., 2021). Data Sources: CINAHL, Medline, Embase, PyscInfo. Review Methods: Eligible articles were quality appraised using the MMAT tool. Data extraction was conducted independently by four reviewers. Three investigators thematically analysed the data. Results: Our review found that EWSs can support or suppress the development of nurses' higher‐order thinking. EWS supports the development of higher‐order thinking in two ways; by confirming nurses' subjective clinical assessment of patients and/or by providing a rationale for the escalation of care. Of note, more experienced nurses expressed their view that junior nurses are inhibited from developing effective higher‐order thinking due to reliance on the tool. Conclusion: EWSs facilitate early identification of clinical deterioration in hospitalised patients. The impact of EWSs on the development of nurses' higher‐order thinking is under‐explored. We found that EWSs can support and suppress nurses' higher‐order thinking. EWS as a supportive factor reinforces the development of nurses' heuristics, the mental shortcuts experienced clinicians call on when interpreting their subjective clinical assessment of patients. Conversely, EWS as a suppressive factor inhibits the development of nurses' higher‐order thinking and heuristics, restricting the development of muscle memory regarding similar presentations they may encounter in the future. Clinicians' ability to refine and expand on their catalogue of heuristics is important as it endorses the future provision of safe and effective care for patients who present with similar physiological signs and symptoms. Impact: This research impacts health services and education providers as EWS and nurses' development of higher‐order thinking skills are essential aspects of delivering safe, quality care. No Patient or Public Contribution: This is a systematic review, and therefore, comprises no contribution from patients or the public. [ABSTRACT FROM AUTHOR]

In the age of intelligence, information technology (IT) education has become the focus of attention in the education sector. However, traditional teaching methods fall short in motivating students and fostering higher-order thinking and have difficulty providing a personalized learning experience. Although AI chatbots can provide instant feedback as an innovative teaching tool, it is still challenging to fully enhance learner engagement. Based on this, this study developed a digital game-based AI chatbot system to enhance students' learning experience through digital game-based learning strategies. This study utilized a quasi-experimental design with the experimental group using a digital game-based AI chatbot and the control group using a traditional AI chatbot. A comparison was made between the two groups concerning student learning performance in IT courses, higher-order thinking (including problem-solving, computational thinking, and creativity), learning motivation, and flow experience. In addition, the behavioral patterns of high-achieving and low-achieving students in the experimental group were analyzed. The results showed that the experimental group was significantly better than the control group in academic performance, problem-solving, computational thinking, learning motivation, and flow experience, but there was no significant difference in creativity tendency. Behavioral pattern analysis showed that high-achieving students in the experimental group showed more systematic learning strategies, while low-achieving students relied more on immediate feedback and external help, but both high- and low-achieving groups were able to actively talk to the AI chatbot and actively explore problem-solving strategies in the digital game. Therefore, AI chatbots based on digital games can be effectively used in IT courses to help students construct knowledge and develop higher-order thinking. [ABSTRACT FROM AUTHOR]

Background: In scientific inquiry learning, students often have difficulties conducting hypothetical reasoning with multiple intertwined variables. Concept maps have a potential to facilitate complex thinking and reasoning. However, there is little investigation into the content of student‐constructed concept maps and its association with inquiry task performance. Objectives: This study explored students' concept mapping style and its association with task performance in computer‐based inquiry learning. Methods: An exploratory study was conducted with 80 Grade 11 students, who collaboratively constructed concept maps in a free style to support inquiry learning with a virtual ecosystem. Student‐constructed concept maps was analysed by firstly identifying different types of propositions formed in the maps and then determining the style of each concept map based on the dominant type of propositions in the map. Finally, the association between the concept map style and inquiry task performance was explored. Results and Conclusions: Two major concept map styles were identified: (1) knowledge‐oriented concept maps (KCMs) mainly representing problem‐related subject knowledge as a set of concepts and their relationships, and (2) problem‐oriented concept maps (PCMs) mainly representing problem situation as a sequence of changes and their causal relationships. Compared with those constructing KCMs, the students constructing PCMs formed higher‐quality propositions in their maps and performed better in hypothesising, reasoning, and drawing conclusions in the inquiry task. Implications: Besides KCMs, students in inquiry learning can be encouraged to construct PCMs to foster effective thinking and reasoning; that is, constructing a concept map to represent the problem situation as a sequence of changes and the causal relationships between the changes. Lay Description: What is currently known about the subject matter: Concept maps (CMs) can facilitate complex thinking and reasoning in inquiry learning.There is little investigation into the content of student‐constructed CMs.It is unknown how CM content might associate with inquiry task performance. What this paper adds: Students constructed two major styles of CMs in computer‐based inquiry learning.The two styles of CMs are problem‐oriented and knowledge‐oriented CMs.Students constructing problem‐oriented CMs performed better in the inquiry task. Implications for practitioners: Analysing student‐constructed CMs helps understand student thinking in inquiry.Students are encouraged to build problem‐oriented CMs in inquiry learning. [ABSTRACT FROM AUTHOR]

Background: Virtual reality (VR) offers significant potential for hands‐on learning environments by providing immersive and visually stimulating experiences. Interacting with such environments can bring numerous benefits to learning, including enhanced engagement, knowledge construction, and higher‐order thinking. However, many current VR studies in hands‐on learning tend to utilise one‐way learning materials, limiting participants' ability to interact with and reflect on their actions and learning experiences. Moreover, these studies often neglect to assess learners' capacity to transfer their skills from VR learning to real‐world scenarios. Therefore, this study aims to investigate participants' engagement, learning outcomes, higher‐order thinking, and their ability to apply acquired skills in real‐world contexts. Method and Objective: Participants were immersed in a hands‐on learning environment in VR, where they received feedback and engaged in reflection during the learning process. This study recruited 68 university students to participate in the experiment, employing a quasi‐experimental design. Participants experienced learning units both with and without reflection on the feedback. The theme of these learning units was related to embedded systems, encompassing topics such as the assembly of embedded components and Python programming. The investigation aimed to assess whether reflection in VR could enhance cognitive levels, engagement, real‐world hands‐on tasks abilities, and higher‐order thinking. Results: The research results indicate that in the VR hands‐on learning environment, participants engage in reflection through the provided feedback, effectively enhancing their engagement, cognitive levels, and hands‐on task abilities. Simultaneously, it also successfully assists participants in developing problem‐solving skills and critical thinking in higher‐order thinking. Conclusions: Participants actively engaged in reflection on their own learning tasks and actions within the hands‐on learning environment, enabling them to develop a deeper understanding of the learning material and enhance their real‐world hands‐on tasks abilities, we encourage the integration of reflection strategies in VR learning environments for hands‐on learning, as they can yield positive benefits for learners. Lay Description: What is already known about this topic: Virtual reality learning environments can enhance students' cognitive levels.Higher‐order thinking has a significant impact on hands‐on learning.Reflection has an important influence on the cognitive process. What this paper adds: Providing reflection through feedback in a virtual reality environment increases learning engagement and promotes higher‐order thinking.Reflection in virtual reality enhances cognitive levels and practical abilities. Implications for practice and/or policy: We demonstrated the effectiveness of providing reflection through feedback in a VR hands‐on learning environment.Learners, through reflection in VR, enhance higher‐order thinking, engagement, cognitive levels, and practical abilities. What are the 1 or 2 major takeaways from the study: Providing reflection in VR learning environments used for training or hands‐on learning can effectively promote cognitive levels, engagement, higher‐order thinking abilities, and practical skills.Through VR reflection, we reveal the potential of cultivating higher‐order thinking through VR. [ABSTRACT FROM AUTHOR]

Copyright of Biology Teaching is the property of East China Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Biology Teaching is the property of East China Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Distance Education (1672-0008) is the property of Zhejiang Open University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Biology Teaching is the property of East China Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Tsinghua Journal of Education is the property of Tsinghua University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Flipped classroom (FC) model has become increasingly popular in dental education (DE) with its strengths for students. However, major concerns are lack of interaction, unwillingness to complete the assignments, low engagement during the pre‐class activities because of an unwell‐designed instructional setting of FC. Objectives: The recent study aims to investigate the effects of video‐driven discussions integrated into the flipped classroom (VdDs‐FC) model on dental students' (DSs) learning achievement, practical performance, and higher‐order thinking skills in a restorative dentistry course. Methods: This study adopted a sequential explanatory design from mixed‐methods research. A total of 96 DSs participated in a dentistry faculty of Türkiye. They were randomly divided into two groups: VdDs‐FC group and the conventional flipped classroom (c‐FC) group. Results and conclusions: The results showed that the VdDs‐FC model had significant positive effects on the practical performance of DSs in practical subjects and their problem‐solving and critical thinking skills. However, there was no significant difference between the two groups in learning achievement and creativity. The use of FC in the c‐FC group did not lead to any difference in the students' achievements. Moreover, the qualitative results indicated that the VdDs‐FC model has the potential for enhancing peer learning, practical classroom activities, and higher‐order thinking skills. Implications: This study also includes several instructional implications and suggestions for educators, researchers, and practitioners on use of FC in dentistry. Lay Description: What is already known about this topic: Flipped learning has become a rapidly growing area of dentistry research.Discussion board could be beneficial to increasing dental students' higher order thinking skills, especially problem solving and critical thinking.Video‐driven discussions into flipped classroom provide several opportunities for practical performance in dental education, not for theoretical knowledge. What this paper adds: Video‐driven discussions into flipped classroom model is proposed.We compared two learning environments by including traditional flipped classroom.We found that the integrated model with flipped classroom can have a positive impact on students' achievement.Online discussions usage contributed to higher cognitive, affective, and behavioural learning outcomes.Based on interview data, the proposed model supports peer learning. Implications for practice and/or policy: Dental educators should integrated the digital discussion boards as out‐of‐class activities in the pre‐clinical dental training.From dental educators' perspective, they should be carefully trained in FC design (interaction elements, material design, integration with different methods, etc.).From instructional design perspective, micro videos should have case‐based or problem‐based activities to discuss.From learner perspective, an integration of the flipped classroom with different technologies could have a positive effect on increasing learning. [ABSTRACT FROM AUTHOR]

Highlights: - Higher-order thinking is central in education for democracy and citizenship. - It requires student access to content knowledge and encouragement to partake in advanced inferential analysis. - Our findings indicate that the two knowledge and analysis have different importance among the teachers in the three contexts. Purpose: The aim of this study was to explore opportunities to develop higher-order thinking for students in social studies, with a focus on teachers' content coverage and support for engaging in social studies analysis. Design/methodology/approach: A video study using naturalistic classroom observations of 80 social studies lessons was conducted in Denmark, Norway, and Sweden using a predefined observation manual. Findings: The findings showed different patterns of emphasis on content coverage and intellectually demanding analyses across classrooms in Denmark, Norway, and Sweden. Practical implications: The findings contribute empirical knowledge about naturally occurring classroom practices that can be used for professional development. They also highlight how contextual factors may influence teaching in social studies. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine how pre-service teachers' training influences the integration of digital games into teaching. In a quantitative and qualitative study, pre-service teachers' perceptions of their techno-pedagogical knowledge were examined along with their attitudes about games as effective cognitive tools for developing higher-order thinking and lifelong learning. A sample of 108 pre-service teachers followed a 2 × 2 research model distinguishing between those who had or had not received training and those who did or did not teach using digital games. Results showed that teaching with digital games and attitudes toward integrating them into the classroom were positively correlated. Additionally, a higher level of techno-pedagogical knowledge was perceived by those with direct experience with digital games. Teaching with digital games enhances students' thinking processes and lifelong learning skills, according to pre-service teachers. Theoretical knowledge about lifelong learning and higher-order thinking, accompanied by hands-on experience in implementing digital games, should be applied to pre-service teacher training programs. [ABSTRACT FROM AUTHOR]

Copyright of Biology Teaching is the property of East China Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Digital literacy has emerged as a core competency in the 21st century society, and deep learning and higher-order thinking have been discussed as effective ways to improve digital literacy. Therefore, this study aimed to verify the influence of deep learning and higher-order thinking skills on higher education students' digital literacy. Structural Equation Modeling was used to analyze the data gathered from 687 undergraduate and higher vocational students using a convenient sampling technique. The findings indicate that deep motivation and deep strategy were significantly positively correlated with students' digital literacy. In such a structural relationship, digital literacy was additionally moderated by higher-order thinking. Nevertheless, students who have customarily used digital devices for more than five years could not be explained by this structural equation model. Lastly, this conclusion highlighted that educators should consider students' digital experiences level, guide in selecting and applying deep learning, develop higher-order thinking, and improve their digital literacy. [ABSTRACT FROM AUTHOR]

A key purpose of higher education seminars is to support higher-order thinking, yet empirical evidence of how this is evidenced and scaffolded in higher education remains scarce. Building on previous work on identifying rhetorical and linguistic devices for argumentation, we found that higher-order thinking can be evidenced through using metaphors, linking ideas to personal experiences and emotional connections. Findings also suggest that the types of tutor questioning can support (or not) how students evidence their claims and demonstrate higher-order thinking. We conclude with recommendations for practice including greater teacher and student metacognitive awareness of the features of quality seminar discourse. [ABSTRACT FROM AUTHOR]

Copyright of Celal Bayar University Journal of Social Sciences / Celal Bayar Üniversitesi Sosyal Bilimler Dergisi is the property of Celal Bayar University Journal of Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: With the educational reform for skills in the 21st century, a large number of scholars have explored project-based learning. However, whether project-based learning can effectively improve the learning effect of students has not yet reached a unified conclusion. Method: This study uses a meta-analysis method to transform 66 experimental or quasi-experimental research papers based on project-based learning over the past 20 years into 190 effect values from the sample size, mean, and standard deviation of experimental data during their experiments, and to conduct in-depth quantitative analysis. Results: The results of the study showed that compared with the traditional teaching model, project-based learning significantly improved students' learning outcomes and positively contributed to academic achievement, affective attitudes, and thinking skills, especially academic achievement. Discussion: The results of the moderating effects test indicated that the effectiveness of project-based learning and teaching was influenced by different moderating variables, including country region, subject area, type of course, academic period, group size, class size, and experimental period: (1) from the perspective of country geography, the effects of project-based learning in Asia, especially in Southeast Asia, were significantly better than those in Western Europe and North America; (2) in terms of curriculum, project-based learning promotes student learning effects more significantly in engineering and technology subjects, and is better applied in laboratory classes than in theory classes; (3) from a pedagogical point of view, project-based learning is more suitable for small group teaching, in which the group size is 4-5 people teaching the best results; (4) in view of the experimental period, 9-18 weeks is more appropriate and has more obvious advantages for application at the high school level. [ABSTRACT FROM AUTHOR]

Online peer assessment (OPA) has been increasingly adopted to develop students' higher‐order thinking (HOT). However, there has not been a synthesis of research findings on its effects. To fill this gap, 17 papers (published from 2000 to 2022) that reported either a comparison between a group using OPA (n = 7; k = 22) and a control group or a pre–post comparison (n = 10; k = 17) were reviewed in this meta‐analysis. The overall effect of OPA on HOT was significant (g = 0.76). Furthermore, OPA exerted more significant effects on convergent HOT (eg, critical thinking, reasoning and reflective thinking; g = 0.97) than on divergent HOT (eg, creativity and problem‐solving; g = 0.38). Reciprocal roles and anonymity were found to positively moderate the impacts of OPA on HOT, although their moderating effects were not statistically significant because of small sample size of studies in the analysis. The results of the meta‐analysis reinforce the arguments for regarding OPA as a powerful learning tool to facilitate students' HOT development and reveal important factors that should be considered when adopting OPA to enhance students' HOT. Practitioner notesWhat is already known about this topicOnline peer assessment (OPA) has significant positive impacts on learning achievement.OPA has been regarded as a potential approach to cultivating students' higher‐order thinking (HOT) but has not been proved by meta‐analysis.OPA should be carefully designed to maximise its effectiveness on learning.What this paper addsOPA has been proved to significantly positively influence students' HOT via meta‐analysis.OPA exerted more significant effects on convergent HOT than on divergent HOT.The potential of reciprocal roles and anonymity for moderating the impacts of OPA on HOT should not be underestimated.Implications for practice and/or policyOPA could be a wise choice for practitioners when they help students to achieve a balanced development of HOT dispositions and skills.Students' divergent HOT can be encouraged in their uptake of peer feedback and by allowing them autonomy in deciding assessment criteria.OPA with design elements of reciprocal roles and anonymity has great potential to promote students' HOT. [ABSTRACT FROM AUTHOR]

The objectives of this research were to study the current situation of and the needs for teacher competency development in learning management, and to develop a learning management model. The sample was 95 teachers selected by simple random sampling. Research instruments were a questionnaire and a learning management model created through the process of drafting, evaluation and verification, and improvement. Statistics used for data analysis were mean, percentage, and standard deviation. The findings indicated teachers' opinions towards the current situation of learning management that promotes critical thinking skills and active citizenship with global mindedness at a high level. The need for developing learning management competency were also at a highest level. Components of the learning management model include: i) Basic principles and concepts; ii) Learning objectives; iii) Learning process and learning assessment; and iv) Learning outcomes. The teacher development process includes: professional learning community (PLC), guidelines for learning management, design of learning management, measurement and evaluation, teaching practicum, supervision, reflection, and lesson learned. The model showed the suitability at a highest level. [ABSTRACT FROM AUTHOR]

Critical thinking, creative thinking, problem solving and other so-called higher-order thinking skills are regarded as crucial for students to develop. Research shows that technology can be used as a tool to stimulate students' higher-order thinking skills. However, most teachers rarely use new technology to stimulate students to engage in higher-order thinking. To help teachers in this, we need to gain an understanding of teachers' attitudes towards using new technology and towards stimulating higher-order thinking. In this study, we explore these teacher attitudes by identifying teacher profiles based on primary school teachers' attitudes (N = 659) towards (a) using new technology and (b) stimulating higher-order thinking. Results of the cluster-analysis revealed three teacher profiles. In follow-up focus group interviews with 21 participants, we found that teachers recognized the identified profiles and that the results of the cluster-analysis matched teachers' self-chosen profiles in almost all cases. These results indicate that we can suitably characterize teachers based on their attitudes towards using new technology and stimulating higher-order thinking. Identification of these profiles may help us understand why certain groups of teachers may use new technology to stimulate students' higher-order thinking, while other teachers might not. This might provide starting points for tailored teacher professionalization for different groups of teachers. [ABSTRACT FROM AUTHOR]

For this systematic review, learning from multiple texts served as the specific context for investigating the constructs of higher-order (HOT), critical (CT), and critical-analytic (CAT) thinking. Examining the manifestations of HOT, CT, and CAT within the specific context of learning from multiple texts allowed us to clarify and disentangle these valued modes of thought. We begin by identifying the mental activities underlying the processes and outcomes of learning from multiple texts. We then juxtapose these mental activities with definitions of HOT, CT, and CAT drawn from the literature. Through this juxtaposition, we define HOT as multi-componential, including evaluation; CT as requiring both evaluation and its justification or substantiation; and CAT as considering the extent to which evaluation and justification may be consistently and systematically applied. We further generate a number of insights, described in the final section of this article. These include the frequent manifestations of HOT, CT, and CAT within the context of students learning from multiple texts and the co-occurring demand for these valued modes of thinking. We propose an additional mode of valued thought, that we refer to as devising, when learners synthetically and systematically use knowledge and strategies gained within one multiple text learning situation to produce an original product or solution in another novel learning situation. We consider such devising to demand HOT, CT, and CAT. [ABSTRACT FROM AUTHOR]

The goals of this article are three-pronged. The first is to consider the perspectives and insights collectively offered by the four contributions to this special issue dealing with higher-order, critical, and critical-analytic thinking. The second is to build on the content of those contributions and on the literature from philosophy and educational psychology to establish meaningful distinctions among higher-order, critical, and critical-analytic thinking. Those distinctions are then used to map the relative position of these three forms of mental engagement within the realm of “valued” thinking. Valued thinking is an omnibus label for reflective and intentional thinking prized over reactive or intuitive thinking. Third, this treatise sets forth cautions for those seeking to navigate the realm of valued thinking or to guide others toward that destination. [ABSTRACT FROM AUTHOR]

Critical thinking (CT) is widely regarded as an important competence to obtain in education. Students' exposure to problems and collaboration have been proven helpful in promoting CT processes. These elements are present in student-centered instructional environments such as problem-based and project-based learning (P(j)BL). Next to CT, also higher-order thinking (HOT) and critical-analytic thinking (CAT) contain elements that are present in and fostered by P(j)BL. However, HOT, CT, and CAT definitions are often ill-defined and overlap. The present systematic review, therefore, investigated how HOT, CT, and CAT were conceptualized in P(j)BL environments. Another aim of this study was to review the evidence on the effectiveness of P(j)BL environments in fostering HOT, CT, or CAT. Results demonstrated an absence of CAT in P(j)BL research and a stronger focus on CT processes than CT dispositions (i.e., trait-like tendency or willingness to engage in CT). Further, while we found positive effects of P(j)BL on HOT and CT, there was a lack of clarity and consistency in how researchers conceptualized and measured these forms of thinking. Also, essential components of P(j)BL were often overlooked. Finally, we identified various design issues in effect studies, such as the lack of control groups, that bring the reported outcomes of those investigations into question. [ABSTRACT FROM AUTHOR]

The concepts and implementation of flipped education have been prevailing globally. However, most studies focus on learning performance with few analyses on moderator variables. The study conducted a meta-analysis to analyze 39 studies published over the 2012–2018 period. Among the 39 studies involving 4662 participants, 33 of the studies analyzed the dependent variable of learning performance, and 6 of the studies analyzed the other dependent variable of higher-order thinking. To further examine the effects, four moderators—education level, scaffolding, subject area, and country, were analyzed to investigate the various effects on learning performance. Overall, flipped education demonstrated a low effect size of 0.31 for learning performance, and a moderate effect size of 0.53 for higher-order thinking. The in-depth results and syntheses of the four moderators and two dependent variables and their implications are discussed. [ABSTRACT FROM AUTHOR]

This article investigates the perspectives of Norwegian early childhood educators on mathematics and higher-order thinking. Thematic analysis of the connection between mathematics and children’s higherorder thinking skills was performed based on semi-structured interviews with ten educators in three different early childhood education and care (ECEC) centres. The findings suggest that educators, recognising mathematics as vital for ECEC, associate mathematics with problem-solving, an aspect of higher-order thinking skills highlighted in the research literature. The educators identified many opportunities for working with mathematics in daily activities, in accordance with the Norwegian tradition in recent years. Our results provide insights into how mathematics can support early childhood educators’ stimulation of higher-order thinking in the Norwegian ECEC context. [ABSTRACT FROM AUTHOR]

The significance of learning to think critically from a young age is well documented. Early childhood educators play an essential role in children's critical skills development. Therefore, it is crucial to understand their perceptions of this concept. This qualitative study explored Norwegian early childhood educators' perceptions of critical thinking (CT). Ten educators representing three different kindergartens were interviewed. Thematic analyses revealed that the educators had many different understandings of CT; all agreed on the importance of CT for children's development and identified their role as essential in supporting and stimulating CT among children. They described CT more in relation to a child's dispositions and attitudes than cognitive skills and connected it mainly with social and physical aspects. Overall, this study contributes to raising awareness of the importance of supporting educators' knowledge about the CT concept and pedagogical approaches to enhancing CT in children. [ABSTRACT FROM AUTHOR]

In teacher education, enhancing pre-service teachers' higher-order thinking skills (HOTs) is very crucial. The effect of comprehensive professional development in assessment for learning (AfL) on pre-service teachers' HOTs in an algebra course was investigated using a nonequivalent group quasi-experimental design. A total of 129 pre-service teachers who took the Fundamental Concepts of Algebra course from three different teacher education colleges [TECs] selected randomly from ten Ethiopian TECs, participated in the study. Among these students who attended the course, a group of 52 pre-service teachers with three mathematics teacher educators who gave them the course engaged in comprehensive training and professional development on AfL, while the remaining pre-service teachers were attending the course the usual way in two different TEC. A one-way ANOVA was used to determine whether there was a mean difference among the three groups and three achiever levels on their HOTs scores. The result showed that there is a statistically significant mean difference in the HOTs scores between pre-service teachers in the treatment group and the comparison groups. The results also showed that there was a statistically significant mean difference among the three achiever levels (low, medium, and high) in their HOTs scores in the treatment group before the intervention, but there was no statistically significant mean difference after the intervention. The implications of the results and recommendations are discussed. [ABSTRACT FROM AUTHOR]

Our purpose in this article is to forward a narrative of valued thinking in education—a narrative that has long been strongly influenced by Western philosophy and scientific psychology. Specifically, we begin by examining the philosophical forebearers of valued thinking, including theories such as rationalism, empiricism, and pragmatism. We follow these philosophical roots into the burgeoning mid-life of introspection, positivism, and the cognitive revolution that made way for mental-focused conceptualizations of valued thinking (e.g., higher-order thinking, critical thinking, or critical-analytic thinking). In sharing this narrative, we also hope to draw attention to the ways in which the voices of White, predominantly male scholars, past and present, have dominated understandings of valued thinking. As we turn to the final section and the possible future of valued thinking, we humbly overview two theoretical perspectives that liberate prevailing epistemic notions and center critical aspects of valued thinking. [ABSTRACT FROM AUTHOR]

The aim of the study was to test the effect of using the flipped learning model in social studies course on students' academic achievement and higher-order thinking skills, and to determine student views on this model. Explanatory sequential design, one of the mixed research methods, was used in the research. The study group of the research consisted of 30 students studying at the 7th grade in two secondary schools affiliated to the Ministry of National Education in the Bor District of Niğde Province in Turkey. As a result of the research, it was concluded that the academic achievement and higher-order thinking skill total scores of the students in the experimental group, in which the social studies course was conducted with the flipped learning model, were statistically significant and at a higher level compared to the students in the control group. The analysis of the data obtained from the semi-structured interviews also revealed the students learned the subjects better with this model and had positive thoughts about the model in the social studies course conducted with the flipped learning model. [ABSTRACT FROM AUTHOR]

With the continuous reform of the education curriculum, the focus of the curriculum is to provide personal and social needs-related knowledge. In the teaching process for this type of knowledge, the cultivation of students' higher-order thinking has aroused widespread concern in the education field. In this paper, CiteSpace and HistCite bibliometric methods are utilized to analyse the higher-order thinking literature in the core collection of Web of Science. Through an analysis of the number of articles, the research topic words and the countries from which the papers were sent, the overall characteristics of international higher-order thinking research are summarized. The primary finding of this research is that the field of higher-order thinking is on the rise. Secondary findings are the focus of higher-order thinking research, which can be divided into four aspects: higher-order thinking ability, instruction of higher-order thinking, the curriculum and sections of higher-order thinking, and higher-order thinking learning. In short, this research helps researchers understand the development of higher-order thinking, provides a theoretical foundation and an entry point for research directions, and not only provides meaningful and valuable references for follow-up related research but also promotes the development of higher-order thinking practice. [ABSTRACT FROM AUTHOR]

Promoting problem-solving in students is an important aim of secondary science education. There is a mismatch, however, between the complex, ill-structured nature of realistic scientific problems, versus the well-structured problems students are generally confronted with. The current study investigates a teaching-learning strategy that resolves this mismatch by combining a focus on hierarchical problem-solving strategies for complex, authentic problems with the use of domain-specific question agendas that represent scientific perspectives. Three design principles were applied to develop an exemplary lesson series that was implemented in two Dutch pre-university classes. A pre-/post-test research design was followed in which data was collected in the form of sets of student-generated research questions. Additionally, audio recordings of lessons and student interviews were collected and analysed. Results indicate that participating students became more proficient at applying hierarchical problem-solving strategies like (1) reducing complex ecological problems to more manageable subproblems by formulating productive research questions and (2) identifying types of ecological problems by connecting them to domain-specific question agendas (problem-abstraction). A qualitative analysis of the teaching-learning process and student interviews informed potential refinements of the design principles, namely the use of more diverse contexts and a greater focus on collaborative learning. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Nursology is the property of Ataturk University Coordinatorship of Scientific Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The development of a vaccine marks a breakthrough in the fight against infectious diseases. However, to eradicate highly infectious diseases globally, the immunization of large parts of the population is needed. Otherwise, diseases, such as polio, measles, or more recently COVID-19, will repeatedly flare-up, with devastating effects on individuals and, in the worst case, on significant shares of the world population. For example, polio has been almost eradicated over the past three decades through an unprecedented global effort, but complete immunization has not yet been achieved. In this article, we use polio as an example to show how the global effort of developing and administering a vaccine can be understood as solving a complex problem since it involves cultural, political, and geographical barriers that demand solutions in dynamically changing and highly versatile environments. Referring to the literature on problem-solving, higher-order thinking, and complex reasoning, we demonstrate how the ability to deal with real-world environments that are complex and dynamically changing, adapting initial solutions to new circumstances and collaborate efficiently with others, has been essential for this endeavor. We argue that problem-solving abilities form one basis for solving consequential world problems. [ABSTRACT FROM AUTHOR]

The construction of the virtual simulation experiment teaching platform for the satellite communication networking is presented in this paper. Based on this platform, the teaching environment, teaching content and teaching activities of virtual simulation experiment are designed. By using Unity 3D modeling, real computing engine and other technologies, the three-dimensional reproduction and simulation operation of satellite communication space segment, ground segment, satellite-to-ground link, and communication system are realized, and the overall design process of satellite communication is restored. The platform enables students to establish a systematic understanding of satellite communication in a realistic and interactive real scene, avoids the problems of invisible, high cost and space-time constraints in the traditional teaching of satellite communication networking, which has significantly stimulated students' engineering awareness and improved their practical innovation ability. [ABSTRACT FROM AUTHOR]

Spaced learning—the spacing effect—is a cognitive phenomenon whereby memory for to-be-learned material is better when a fixed amount of study time is spread across multiple learning sessions instead of crammed into a more condensed time period. The spacing effect has been shown to be effective across a wide range of ages and learning materials, but few studies have been conducted that look at whether spacing can be effective in real-world classrooms, using real curriculum content, with real teachers leading the intervention. In the current study, lesson plans for teaching website credibility were distributed to homeroom elementary teachers with specific instructions on how to manipulate the timing of the lessons for either a one-per-day or one-per-week delivery. One month after the final lesson, students were asked to apply their knowledge on a final test, where they evaluated two new websites. Results were mixed, suggesting that classroom noise might lessen or impede researchers' ability to find spacing effects in naturalistic settings. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi is the property of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

To promote the development of critical thinking abilities in an introductory undergraduate humanities course in the context of mass higher education, we implemented a course design that employed a series of scenario-based multiple-choice questions (MCQs) and informal peer discussions. Using an online survey to gather perception data and self-reported behavioral data, this study examines the extent to which the course design was effective at promoting critical thinking and student experience. Deductive analysis of students' qualitative responses indicate that the course design was successful in promoting students' development of critical thinking. Both deductive and inductive analysis of students' qualitative responses also suggest that students largely had favorable attitudes towards this course design, though there are also some who express concerns. Our design may be useful for instructors and instructional designers aiming to promote critical thinking and learning in university courses. [ABSTRACT FROM AUTHOR]

The purpose of this study was to construct a higher-order thinking test of science for pre-service elementary school teachers. The test was created using the ADDIE model. The analysis stage was carried out by identifying the needs and baseline of higher-order thinking skills of students from the department of primary School Teacher education in Yogyakarta. The design stage involved the creation of test blueprints and questions cards. The development stage involved validating the test's content and construct validity. The content validity test was conducted using the Delphi technique with seven validators, whilst the construct validity test was conducted using item response theory and EFA. This study developed 77 questions, 73 multiple choice questions, and four essay questions, all of which were determined to be valid in terms of content and constructions. The HOTS test's content validity test resulted in a V-value of 0.879 (valid with high criteria) based on the average Aiken's V index. Meanwhile, reliability analysis using the Cronbach's Alpha coefficient revealed a score of 0.907 for the 77 test items based on the construct validity test. The discriminatory index (di) classified all items as good, whereas the difficulty index (bi) classified 63 items as good and 10 as poor. The ten items were revised, despite their high index of difference. All of the test questions are appropriate for students whose ability score (θ) ranged from -2.85 to 2.15. [ABSTRACT FROM AUTHOR]

Copyright of Experimental Technology & Management is the property of Experimental Technology & Management Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Visual analytics technology enjoys a growing trend in data analysis and visualisation science. The potential of visual analytics application in classroom learning remains opaque. We integrated visual analytics tool in learning to examine higher-order thinking in terms of technology's innovation attributes, learning satisfaction, and epistemological beliefs advancement. A cross-sectional survey of 247 undergraduate business students was conducted in a south China university. Result suggests that three features of visual analytics shared variance in satisfactory learning. This satisfactory VA-assisted learning predicts business students' higher-order thinking, while the change in epistemological beliefs only occurs with satisfactory evaluation. Implications for education practitioners to adopt technological transformation have been provided. [ABSTRACT FROM AUTHOR]

Through the didactic design of sequential activities focused on recreating the ENIGMA machine, this work presents a proposal to improve higher-order thinking among engineering students. The encryption activity, as a core concept and activity in this didactic sequence, provides students with programming tools to learn in innovative and challenging ways. Using LabVIEW as a technological tool, the students advanced in their programming competencies. Besides cognitive competencies, this approach also aims to develop intrapersonal and transversal competencies. The learning environment in this research project was defined, designed, and analyzed within an action-research framework. [ABSTRACT FROM AUTHOR]

Higher-order thinking is crucial to inquiry learning. It is important to investigate how students think in inquiry contexts. Given the tacit nature of higher-order thinking, cognitive maps (e.g., concept maps, reasoning maps) have been used to externalize thinking and have shown promising effects in terms of improving inquiry task performance. However, few studies have analyzed student-constructed maps that reflect the thinking underpinning students' inquiry task performance. This study aimed to address this gap. Sixty-nine 11th grade students worked in small groups to explain a fish die-off phenomenon in a virtual ecosystem and collaboratively constructed an integrative cognitive map to facilitate thinking during the task. The map comprised a concept map (representing conceptual thinking about relevant subject knowledge) and a reasoning map (representing the reasoning process). Regression analyses showed that the quality of the student-constructed maps, particularly the reasoning maps, was a significant predictor of inquiry task performance assessed based on students' written explanations of the phenomenon. Although the quality of the concept maps was not a significant predictor of inquiry task performance, it did predict the quality of the reasoning maps. Student thinking reflected in concept mapping and that reflected in reasoning mapping play different roles in inquiry learning. [ABSTRACT FROM AUTHOR]

Copyright of Language Teaching & Educational Research (LATER) is the property of Language Teaching & Educational Research (LATER) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Writing is a useful learning activity that promotes higher-order thinking, but there are limited studies that prove its effectiveness. In previous research, researchers tested the effect of summary writing on students' comprehension and found no significant difference from that of re-studying texts. The purpose of this study, therefore, is to expand previous findings and investigate the effect of two types of writing tasks on medical students' academic performance, specifically in the transfer of knowledge. Methods: An experiment was conducted with 139 medical students from Seoul National University College of Medicine. They were randomly assigned to three study conditions: self-study (SS), expository writing (EW), and argumentative writing (AW) group. Each group studied the given material by the method they were assigned, and they were tested on their comprehension and transfer of knowledge using rote-memory type items and transfer type items respectively. Results: The results showed that the two writing groups displayed better performance than the SS group in transfer type items, while there was no difference in scores between the EW and AW group. However, the three groups showed no significant difference in their scores for rote-memory type items. Also, there was a positive correlation between the writing scores and transfer type item scores in the AW group. Conclusions: This study provides empirical evidence for writing to be adopted in medical education for greater educational benefits. Our findings indicate that writing can enhance learning and higher-order thinking, which are critical for medical students. [ABSTRACT FROM AUTHOR]

With the support of various personal and institutional mobile technologies, numerous physical and virtual spaces can be turned into interesting and motivating hybrid learning settings. By its nature, outdoor mobile learning happens on the move is connected to specific locations and settings inviting learners to study their surroundings, inquire about natural phenomena and solve complex real‐life problems. This poses challenges for teachers to design meaningful, contextualized and comprehensive learning experiences. The paper aims to explore what kind of mobile learning scenarios K‐12 teachers create and what are the limitations and development perspectives of these scenarios. Content analysis of 25 location‐based outdoor learning tracks with 465 questions and tasks was carried out. The results demonstrate that designing and implementing learning activities outside the safe, familiar classroom environment in new hybrid learning spaces is a challenging task for the teachers on many different levels. Taking Bloom's revised taxonomy, types of contextualization and integrated learning models as frameworks for content analysis of the learning scenarios, the study shows that the teachers do not perceive the potential hybrid spaces and mobile technologies offer in order to design consistent learning experiences that emphasize higher order thinking levels, encompass contextual information and integrate knowledge from multiple disciplinary sources. The paper concludes that there is a need for more teacher training and systemic interventions into current teaching practices that encourage teachers to step outside of their existing teaching paradigms to acknowledge the pedagogical potential of hybrid learning spaces as well as the technological affordances. [ABSTRACT FROM AUTHOR]

This study investigates the impact of a professional development programme for teachers that encourages more cognitively challenging, practical, and interactive science lessons. Using a Randomised Controlled Trial, its impact was measured by pupil learning outcomes. Pupils aged 9–10 at 42 primary (elementary) schools in Oxfordshire (England) were randomised to receive either the 'Thinking, Doing, Talking Science' (TDTS) programme, or to be in the business-as-usual control group. Two teachers per school attended five training days over the school year. These were designed to enhance their skills in providing conceptual challenge and improving pupils' higher order thinking by facilitating more discussion, more practical work and less (but more focused) writing in science lessons. The main outcome measure was an age-appropriate pencil-and-paper science test covering a range of topics and question types. Pupils also completed attitude surveys. Analysis of the scores for the 1264 pupils who took the pre- and post-tests shows this low-cost intervention had a statistically significant effect on attainment, with an effect size of +0.22. The impact was stronger among girls and slightly stronger among those with lower prior science attainment. Data from 1189 pupil surveys suggested that TDTS had also improved their attitudes to science. [ABSTRACT FROM AUTHOR]