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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 educatio

This predictive correlational study examined the relationship between participation in chorus and the acquisition of higher-order reasoning skills among middle school students. Although the education profession focuses on ways to engender higher-order reasoning skills in their students, today’s high-stakes climate so rigorously addresses STEM subjects that it tends to ostracize music from the discussion. Thus, the significance of this study lies partly in its endeavor to better understand the connection between linguistic development and reasoning, the positive influence that participation in choral music can potentially wield in the acquisition and improvement of linguistic skill, and, correspondingly, the attainment of higher-order reasoning skills. Fifty-sixth-, seventh-, and eighth-grade students participated in an eighteen-week study that included choral music instruction in vocal pedagogy, music theory, sight-singing and ear training, and performance. Four instruments composed the assessment of participants: Profile of Music Perception Skills (PROMS), Georgia Music Education Association All-State Vocal Solo Rubrics, Assessment of Multiple Intelligences (AMI-R), and Georgia Milestones English/Language Arts Test Scores. The results of this study indicated a positive correlation between participation in chorus and the acquisition of higher-order thinking skills among middle school students. Further studies applying an experimental or longitudinal design that accounts for subjects’ musical experience may better ascertain a potential causative relationship.

Language testing development intervened with cognitive processes and higher-order thinking skills (HOTS) has impacted the English tests, included Indonesian university entrance exams within a decade. State universities in Indonesia which are in demand to the high quality of their candidates have conducted a highly reputable entrance exams to select their best candidates. However, less research was conducted to investigate the trend of English questions in the scope of university entrance tests. This study aimed to investigate trends of English questions tested in both the SBMPTN (national university entrance exams) and the SIMAK UI (Universitas Indonesia’s entrance exams) in a decade (from 2009 to 2018). The study design was a mixed-method employing content analysis to English questions (quantitatively and qualitatively). The findings revealed; 1) types of questions tested, 2) comprehension processes, 3) and higher-order thinking questions, and 4) construction MCQs to promote critical thinking skills in both entrance exams. Finally, implications of the findings were elaborated.Bahasa Indonesia Abstrak: Ujian Saringan Masuk (USM), khususnya soal bahasa Inggris, dipercaya dapat mengambarkan pemahamanan dan kemampuan berpikir kritis para kandidat. Oleh karena itu, penelitian terhadap USM menjadi sangat signifikan. Nyatanya, penelitian tentang USM sangat jarang dan tren terhadap soal-soal bahasa Inggris terbatas. Penelitian ini bertujuan untuk menyelidiki tren dalam proses pemahaman dan kemampuan berpikir tingkat tinggi yang termanifestasi dalam Ujian Seleksi Masuk UI (SIMAK UI) dalam satu dekade belakangan (2009-2018). Dengan menggunakan metode campuran content analysis, pertanyaan-pertanyaan dianalisa secara kualitatif dan kuantitatif dan menghasil beberapa temuan seperti 1) jenis pertanyaan yang diuji, 2) proses pemahaman, 3) pertanyaan untuk kemampuan berpikir tingkat tinggi, dan 4)konstruksi pembuatan pertanyaan pilihan ganda yang bertujuan meningkatkan kemampua

Language testing development intervened with cognitive processes and higher-order thinking skills (HOTS) has impacted the English tests, included Indonesian university entrance exams within a decade. State universities in Indonesia which are in demand to the high quality of their candidates have conducted a highly reputable entrance exams to select their best candidates. However, less research was conducted to investigate the trend of English questions in the scope of university entrance tests. This study aimed to investigate trends of English questions tested in both the SBMPTN (national university entrance exams) and the SIMAK UI (Universitas Indonesia’s entrance exams) in a decade (from 2009 to 2018). The study design was a mixed-method employing content analysis to English questions (quantitatively and qualitatively). The findings revealed; 1) types of questions tested, 2) comprehension processes, 3) and higher-order thinking questions, and 4) construction MCQs to promote critical thinking skills in both entrance exams. Finally, implications of the findings were elaborated.Bahasa Indonesia Abstrak: Ujian Saringan Masuk (USM), khususnya soal bahasa Inggris, dipercaya dapat mengambarkan pemahamanan dan kemampuan berpikir kritis para kandidat. Oleh karena itu, penelitian terhadap USM menjadi sangat signifikan. Nyatanya, penelitian tentang USM sangat jarang dan tren terhadap soal-soal bahasa Inggris terbatas. Penelitian ini bertujuan untuk menyelidiki tren dalam proses pemahaman dan kemampuan berpikir tingkat tinggi yang termanifestasi dalam Ujian Seleksi Masuk UI (SIMAK UI) dalam satu dekade belakangan (2009-2018). Dengan menggunakan metode campuran content analysis, pertanyaan-pertanyaan dianalisa secara kualitatif dan kuantitatif dan menghasil beberapa temuan seperti 1) jenis pertanyaan yang diuji, 2) proses pemahaman, 3) pertanyaan untuk kemampuan berpikir tingkat tinggi, dan 4)konstruksi pembuatan pertanyaan pilihan ganda yang bertujuan meningkatkan kemampua

Higher Order Thinking Skills (HOTS) are incorporated in books to enhance students’ critical thinking. It is essential to know the level of HOTS offered in the prescribed curriculum and the extent to which it is covered in exams. This study analyses the higher-order thinking skills (HOTS) introduced in the prescribed curriculum and tested in the exams. The study used a qualitative content analysis approach to analyze each chapter’s Student Learning Outcomes (SLOs) and exercises questions of the grade 8th science book to categorize the question statements in view of Bloom’s taxonomy and nine predetermined categories of Socratic questions. The results indicate that the prescribed curriculum has comparatively more emphasis on developing HOTS than the tested curriculum does. The book analysis showed that SLOs support HOTS incorporation, but exercise questions and Punjab Examination Commission (PEC) exams tend towards Lower Order Thinking Skills (LOTS). Book exercises and exams should be improved and aligned with SLOs to incorporate HOTS in students. Moreover, book and exam criteria need to be revised to enhance higher-order thinking skills in students.

Modern educational pedagogies emphasize that teaching and learning frameworks should be designed to promote essential skills among students and develop their higher order thinking skills and the real-world application of those skills. In this milieu, service-learning is an emerging approach in education that best meets this need. Although much work exists on service-learning in developing students' social, moral, and citizenship potential, there is a lack of research that highlights the role of service-learning and its potential to promote high order thinking skills among pre-service teachers. This study attempts to extensively examine the role of service-learning in promoting high-order thinking skills among pre-service teachers. For this purpose, an integrated approach of Queensland University's higher order thinking guidelines was compared and contrasted as a framework with service-learning approach. The analysis and literature review showed that said the guidelines can be adopted using service-learning approach to promote higher order thinking skills of pre-service teachers. Therefore, the framework is proposed to be integrated into a service-learning course in higher education. The guidelines provide a five steps process for developing higher order thinking skills among teacher education students. The study results provide teacher educators with more practical ways to implement a more active and purposeful teaching and learning environment that encourages higher order thinking among pre-service teachers.

The research described in this PhD thesis focuses on stimulating fifth-grade students’ algebraic reasoning about linear equations. The importance of including algebraic activities in the primary school mathematics curriculum is increasingly being emphasized. Starting in the elementary grades with solving informal algebra problems that build on students’ intuitive understanding and natural ways of thinking can provide students with a conceptual basis for the study of more formal algebra in the later grades. Although there is abundant evidence available that primary school students are capable of algebraic reasoning, within the Dutch primary school mathematics curriculum algebra currently is virtually absent. This is a missed opportunity because stimulating young students’ reasoning on mathematical topics such as algebra in primary school has the potential to foster higher-order thinking (HOT). The main goal of this PhD project was to gain insight in whether, in what ways, and to what extent primary school students’ early algebraic reasoning could be fostered. Within this research, we specifically focused on students’ reasoning about linear equations. The first aim of this PhD project was to investigate the role of the balance model, an often used model for fostering students’ understanding of linear equations in teaching linear equation solving, as reported in the international research literature. The second aim was to investigate the potential of various representations of the balance model for supporting primary school students’ understanding of linear equations. To this end, we developed and six-lesson teaching sequence on linear equations in which the balance model played a key role. The lessons of this teaching sequence were taught in various fifth-grade classes and the effect on students’ algebraic reasoning was evaluated. The final aim of this thesis was to investigate whether stimulating primary school students’ algebraic reasoning related to solvi

Indonesian students’ poor performance in the mathematics test of PISA 2015 prompted the decision by the Ministry of Education of Indonesia to pay more attention to the integration of higher-order thinking (HOT) in the curricula starting in 2018. This new regulation emphasizes the need to have a shared understanding of HOT in mathematics on many levels, such as curriculum, pedagogy, and assessment, and among students, teachers and policy makers. This study aims to examine HOT in Indonesian lower secondary mathematics classrooms by assessing students’ ability to demonstrate HOT skills through an open-ended mathematics problem, and by exploring teachers’ views of HOT skills through semi-structured interviews. It involved 372 ninth-grade students and six mathematics teachers from six lower secondary schools in Jakarta and Palembang. The findings show that most students could construct the mathematical model but experienced difficulty in transferring knowledge into new contexts, in applying creative thinking, and with information literacy skills. Besides, some of the teachers were familiar with the concept of HOT, but some viewed HOT as skills for talented students, or HOT problems having a high level of difficulty and long storylines. The knowledge of existing teaching strategies, familiarity with HOT problems, and colleague-support are needed to improve the development of HOT skills in the mathematics classroom.

This study investigated the impact of thinking instruction on students’ metacognition and thinking behavior. Higher-order thinking occurs when individuals use their underlying metacognitive strategies which increase the probability of achieving a desirable result. The study was designed as a case study of an intervention and a posttest-only control group design was adopted. Participants consisted of students with a variety of majors were recruited from a medium-size university located in southern Taiwan. Two classes of the Developing Thinking course, totaling 78 students, comprised the group receiving the intervention, while 196 students in six General English classes comprised the comparison group. The intervention students were introduced to thinking skills, facts and opinions, question stems, and thinking from different perspectives. The quantitative results show strong evidence that the thinking instruction exerts statistically significant positive effects on students’ metacognition. Qualitative evidence also shows improvements in cognitive awareness with students demonstrating a more consistent application of thinking skills, an increased ability to think critically with thinking dispositions cultivated, and most importantly, a transfer of thinking behavior across the curriculum and in their personal lives. The researcher suggests the value of introducing thinking instruction to promote critical thinkers.

This study investigated the impact of thinking instruction on students’ metacognition and thinking behavior. Higher-order thinking occurs when individuals use their underlying metacognitive strategies which increase the probability of achieving a desirable result. The study was designed as a case study of an intervention and a posttest-only control group design was adopted. Participants consisted of students with a variety of majors were recruited from a medium-size university located in southern Taiwan. Two classes of the Developing Thinking course, totaling 78 students, comprised the group receiving the intervention, while 196 students in six General English classes comprised the comparison group. The intervention students were introduced to thinking skills, facts and opinions, question stems, and thinking from different perspectives. The quantitative results show strong evidence that the thinking instruction exerts statistically significant positive effects on students’ metacognition. Qualitative evidence also shows improvements in cognitive awareness with students demonstrating a more consistent application of thinking skills, an increased ability to think critically with thinking dispositions cultivated, and most importantly, a transfer of thinking behavior across the curriculum and in their personal lives. The researcher suggests the value of introducing thinking instruction to promote critical thinkers.

[EN] Creating and Sustaining Higher-Order Thinking as part of a Quality Enhancement Plan at a US UniversityThe TH!NK initiative at North Carolina State University seeks to bridge the gap between evidence-based research on teaching and actual teaching practices in the classroom. Through this work, the culture of teaching and learning on our campus is being transformed from teacher-centered to student-centered instruction that promotes higher-order thinking across a diverse array of disciplines. Participating faculty engage in intensive faculty development; create discipline-specific classroom activities and assignments; become adept at providing students feedback on their thinking skills; and engage in a learning community to share and provide peer feedback on pedagogical innovations. The primary student learning outcome (SLO) is for students to apply critical and creative thinking skills and behaviors in the process of solving problems and addressing questions. Methods to achieve the institutional transformation include implementation of a comprehensive faculty development focused on the use of evidence-based pedagogy that promotes higher-order thinking, and rigorous outcomes assessment to provide means for continual improvement. The program has expanded into multiple phases, and involves strategies to create a more sustainable culture of critical and creative thinking through formal and informal learning and scholarship.

[EN] Creating and Sustaining Higher-Order Thinking as part of a Quality Enhancement Plan at a US UniversityThe TH!NK initiative at North Carolina State University seeks to bridge the gap between evidence-based research on teaching and actual teaching practices in the classroom. Through this work, the culture of teaching and learning on our campus is being transformed from teacher-centered to student-centered instruction that promotes higher-order thinking across a diverse array of disciplines. Participating faculty engage in intensive faculty development; create discipline-specific classroom activities and assignments; become adept at providing students feedback on their thinking skills; and engage in a learning community to share and provide peer feedback on pedagogical innovations. The primary student learning outcome (SLO) is for students to apply critical and creative thinking skills and behaviors in the process of solving problems and addressing questions. Methods to achieve the institutional transformation include implementation of a comprehensive faculty development focused on the use of evidence-based pedagogy that promotes higher-order thinking, and rigorous outcomes assessment to provide means for continual improvement. The program has expanded into multiple phases, and involves strategies to create a more sustainable culture of critical and creative thinking through formal and informal learning and scholarship.

[EN] Creating and Sustaining Higher-Order Thinking as part of a Quality Enhancement Plan at a US UniversityThe TH!NK initiative at North Carolina State University seeks to bridge the gap between evidence-based research on teaching and actual teaching practices in the classroom. Through this work, the culture of teaching and learning on our campus is being transformed from teacher-centered to student-centered instruction that promotes higher-order thinking across a diverse array of disciplines. Participating faculty engage in intensive faculty development; create discipline-specific classroom activities and assignments; become adept at providing students feedback on their thinking skills; and engage in a learning community to share and provide peer feedback on pedagogical innovations. The primary student learning outcome (SLO) is for students to apply critical and creative thinking skills and behaviors in the process of solving problems and addressing questions. Methods to achieve the institutional transformation include implementation of a comprehensive faculty development focused on the use of evidence-based pedagogy that promotes higher-order thinking, and rigorous outcomes assessment to provide means for continual improvement. The program has expanded into multiple phases, and involves strategies to create a more sustainable culture of critical and creative thinking through formal and informal learning and scholarship.

This research was aimed to investigate: 1) how is the implementation of scientific approach in financial accounting learning to vocational schools of business (SMK) students, in the field of business and management skills, financial skills program, package of accounting skills in Special Region of Yogyakarta; 2) the correlation of the implementation of scientific approach in financial accounting learning in the field of business and management skills, financial skills program, package of accounting skills with the level of students' higher-order thinking skills. This research was descriptive. The research was conducted from October 2014 to July 2015. The students of SMK in the field of business and management skills, financial skills program, and package of class XI accounting skills in Special Region of Yogyakarta that have received material bank reconciliation in the academic year 2014/2015 were the population of this research. The total of research samples were 1,388 students. Sampling technique used was purposive sampling. Data collection techniques in the study were questionnaires and tests. The data then were analyzed using descriptive statistic and Spearman correlation. The findings of this research showed that: 1) the implementation of scientific approach in financial accounting learning to vocational school of business (SMK), the field of business and management skills, financial skills program, package of accounting skills in Special Region of Yogyakarta was very good (mean = 29.73 on a scale of 7-35); 2) there was positive correlation of the implementation of scientific approach in financial accounting learning in the field of business and management skills, financial skills program, package of accounting skills with the level of higher-order thinking skills of students (Spearman's rho (rs) = 0.135; sig. (2-tailed) = 0.000 < a = 0.05).

A qualitative case study was carried out in a school that encourages the application of the Six Thinking Hats (STH) to understand the reasons and extent of their application in the English Language classroom. The purpose of this study is to fill the gap in the literature in this area with the view to help situate the factors affecting the STH application. Research methods applied in the research include interview as well as the distribution, collection and data analysis of both teachers and students’ survey questionnaires, using systematic and convenience sampling methods. From these, the factors affecting the application of the Six Thinking Hats in the English Language classroom was identified. Moreover, the extent to which the STH are implemented at different levels of education were found to conform with the factors of the STH application. Responses regarding the use of the Six Hats were generally positive but varied mainly according to teachers’ personal educational beliefs as well as students’ language competency levels and thinking skills. In order to increase the effectiveness of the STH application in all classes, beginning from the early levels of education, implications include a whole-school approach to create awareness and to encourage implementation. Positive implications of applying the STH is found to be related to its practicality and further recommendations as to how the STH may be applied in various classes to maximize learning outcomes by directing learners to think independently from an early age are made. Finally, areas which this study may be used for future research are also suggested.

A qualitative case study was carried out in a school that encourages the application of the Six Thinking Hats (STH) to understand the reasons and extent of their application in the English Language classroom. The purpose of this study is to fill the gap in the literature in this area with the view to help situate the factors affecting the STH application. Research methods applied in the research include interview as well as the distribution, collection and data analysis of both teachers and students’ survey questionnaires, using systematic and convenience sampling methods. From these, the factors affecting the application of the Six Thinking Hats in the English Language classroom was identified. Moreover, the extent to which the STH are implemented at different levels of education were found to conform with the factors of the STH application. Responses regarding the use of the Six Hats were generally positive but varied mainly according to teachers’ personal educational beliefs as well as students’ language competency levels and thinking skills. In order to increase the effectiveness of the STH application in all classes, beginning from the early levels of education, implications include a whole-school approach to create awareness and to encourage implementation. Positive implications of applying the STH is found to be related to its practicality and further recommendations as to how the STH may be applied in various classes to maximize learning outcomes by directing learners to think independently from an early age are made. Finally, areas which this study may be used for future research are also suggested.

A qualitative case study was carried out in a school that encourages the application of the Six Thinking Hats (STH) to understand the reasons and extent of their application in the English Language classroom. The purpose of this study is to fill the gap in the literature in this area with the view to help situate the factors affecting the STH application. Research methods applied in the research include interview as well as the distribution, collection and data analysis of both teachers and students’ survey questionnaires, using systematic and convenience sampling methods. From these, the factors affecting the application of the Six Thinking Hats in the English Language classroom was identified. Moreover, the extent to which the STH are implemented at different levels of education were found to conform with the factors of the STH application. Responses regarding the use of the Six Hats were generally positive but varied mainly according to teachers’ personal educational beliefs as well as students’ language competency levels and thinking skills. In order to increase the effectiveness of the STH application in all classes, beginning from the early levels of education, implications include a whole-school approach to create awareness and to encourage implementation. Positive implications of applying the STH is found to be related to its practicality and further recommendations as to how the STH may be applied in various classes to maximize learning outcomes by directing learners to think independently from an early age are made. Finally, areas which this study may be used for future research are also suggested.

This study examined the effects of professional development in the form of a teacher study group and a particular discussion approach, Collaborative Reasoning (CR) (Anderson, et al., 2001) upon teachers' questioning and students' levels of thinking during discussion of text. The study explored how five middle school teachers achieved a deeper understanding of teachers' authentic questioning and the facilitation of CR discussion. The Formative and Design Experiment (FandDE) framework was used in this investigation. Both qualitative and quantitative data were collected. Teachers coded transcripts of one baseline and four CR discussions for each teacher. Transcripts were coded for teachers' CR instructional moves, CR features incorporated by the students in discussion, and the levels of thinking supporting students' responses. Data indicated that the nature of discussions progressed from recitation to more dialogical discussion patterns. Teachers implemented more authentic questioning, and students were observed to use more higher-order thinking in the responses. Students discourse showed a higher incidence of exploratory talk and uptake. Students used multiple kinds of evidence from personal experience, texts, and knowledge from previous reading/lecture/discussion to support their arguments. The data suggest that the implementation of a specific discussion model may enhance teachers' questioning and encourage students to engage in higher-order thinking and reasoning when discussing text.

Reading proficiency continues to elude a large number of school children, in particular, our economically disadvantaged students (Clark & Akerman, 2006). In a continued effort to decrease the gap between the high-poverty and low-poverty students’ reading scores, this study examined the effect of third-grade and fifth-grade teachers’ use of higher-order thinking (HOT) question levels and student context (whole group, small group, and one-one-one) during reading workshop on economically disadvantaged students’ reading achievement. Teacher questionnaires and researcher observations were analyzed to determine the effect on reading CRCT scores and the two domains within the reading CRCT scores of Literary Comprehension and Reading Skills and Vocabulary Acquisition. In addition, intraclass correlation coefficients compared teacher reported use of HOT question levels to researcher observed teacher use of HOT questions. Results suggested the teachers were not cognizant of the higher-order thinking question level they used during reading instruction. Hierarchical regression analysis of the teachers’ use of HOT question levels suggested the questioning levels of remembering and understanding have a statistically significant effect on the reading CRCT scores of the economically disadvantaged students. However, the combined effect of all the HOT question levels did not statistically significantly affect the reading CRCT scores of third-grade and fifth-grade economically disadvantaged students. HOT questions during whole group reading instruction were statistically significant for the economically disadvantaged students’ scores on the reading CRCT and Literary Comprehension domain. In fifth-grade, student context had a negative correlation across each of the reading assessments with small group have the greatest negative correlation with reading CRCT scores. Recommendations for future research of HOT iii questions effecting economically disadvantaged students include exploring t

Reading proficiency continues to elude a large number of school children, in particular, our economically disadvantaged students (Clark & Akerman, 2006). In a continued effort to decrease the gap between the high-poverty and low-poverty students’ reading scores, this study examined the effect of third-grade and fifth-grade teachers’ use of higher-order thinking (HOT) question levels and student context (whole group, small group, and one-one-one) during reading workshop on economically disadvantaged students’ reading achievement. Teacher questionnaires and researcher observations were analyzed to determine the effect on reading CRCT scores and the two domains within the reading CRCT scores of Literary Comprehension and Reading Skills and Vocabulary Acquisition. In addition, intraclass correlation coefficients compared teacher reported use of HOT question levels to researcher observed teacher use of HOT questions. Results suggested the teachers were not cognizant of the higher-order thinking question level they used during reading instruction. Hierarchical regression analysis of the teachers’ use of HOT question levels suggested the questioning levels of remembering and understanding have a statistically significant effect on the reading CRCT scores of the economically disadvantaged students. However, the combined effect of all the HOT question levels did not statistically significantly affect the reading CRCT scores of third-grade and fifth-grade economically disadvantaged students. HOT questions during whole group reading instruction were statistically significant for the economically disadvantaged students’ scores on the reading CRCT and Literary Comprehension domain. In fifth-grade, student context had a negative correlation across each of the reading assessments with small group have the greatest negative correlation with reading CRCT scores. Recommendations for future research of HOT iii questions effecting economically disadvantaged students include exploring t

In this study a phenomenographic theoretical perspective is taken as departure for research on manifested critical thinking in civics among Swedish ninth-grade compulsory school students. According to the phenomenographic perspective students’ manifestations of critical thinking are linked to the way of experiencing the phenomena inducing a manifestation of critical thinking. Thus differences between students’ manifestations of critical thinking are linked to differences in the way of experiencing the phenomena inducing a manifestation of critical thinking. The empirical investigation in this study revolves around how 19 ninth-grade students experience four different tasks designed to induce manifestations of critical thinking. In broad terms the main aim of the study is to describe the students’ different ways of experiencing each specific task and furthermore, to link each specific way of experiencing a specific task to a specific type of manifested critical thinking in relation to that task. A more overarching aim is to offer and test the phenomenographic theoretical perspective as a way of conducting research on manifested critical thinking. The empirical results show how the way of experiencing a specific task plays a decisive roll for the type of manifested critical thinking, made possible in relation to the specific task. A more complex way of experiencing the task can be linked to a more complex manifestation of critical thinking in relation to the task. A less complex way of experiencing the task can be linked to a less complex manifestation of critical thinking in relation to the task. The study also suggests how these empirical results can be used in a pedagogical situation in order to enhance students manifested critical thinking in civics. Concerning the more overarching aim the study strongly points to a further use of the phenomenographic perspective when conducting research on students manifested critical thinking.

Full Text, Thesis (PhD Doctorate), Doctor of Philosophy (PhD), School of Education and Professional Studies, Arts, Education and Law, The problem addressed in this thesis is the nature of the technology education classroom teaching and learning environments that promote students’ use of higher-order thinking. The problem is addressed firstly, by examining higher-order thinking in terms of theories of cognitive structures, behaviour settings and learning activity. It is argued that contemporary empirical research is limited in its ability to provide a conceptualisation of higher-order thinking. Therefore, this literature is examined to conceptualise higher-order thinking in terms of a relationship between the internal cognitive structures of a person and their activities within a behaviour setting. Secondly, this thesis examines instructional design in contemporary technology education classrooms to ascertain what is understood regarding teaching, learning, and the promotion of higher-order thinking in technology education classes. It was found that little is known and understood through empirical research regarding the conditions that promote higher-order thinking within technology education classrooms. It is prescribed through curriculum documentation that students’ participation in technology education learning activities should support their use and development of higher-order thinking. However, it is argued in this thesis that current theories inadequately define higher-order thinking, resulting in technology education teaching and learning that is fashioned by teacher intuition rather than by knowledge gained through empirical research results. Hence, a better understanding of the classroom activities of teachers and students that support students’ use of higher-order thinking is required to inform curriculum development in technology education. Additionally, the knowledge generated through this research may support teaching and learning and the promotion of higher-order thinking in other similar subject areas. This thesis reports on two studies that investigated technology education classroo

The problem addressed in this thesis is the nature of the technology education classroom teaching and learning environments that promote students’ use of higher-order thinking. The problem is addressed firstly, by examining higher-order thinking in terms of theories of cognitive structures, behaviour settings and learning activity. It is argued that contemporary empirical research is limited in its ability to provide a conceptualisation of higher-order thinking. Therefore, this literature is examined to conceptualise higher-order thinking in terms of a relationship between the internal cognitive structures of a person and their activities within a behaviour setting. Secondly, this thesis examines instructional design in contemporary technology education classrooms to ascertain what is understood regarding teaching, learning, and the promotion of higher-order thinking in technology education classes. It was found that little is known and understood through empirical research regarding the conditions that promote higher-order thinking within technology education classrooms. It is prescribed through curriculum documentation that students’ participation in technology education learning activities should support their use and development of higher-order thinking. However, it is argued in this thesis that current theories inadequately define higher-order thinking, resulting in technology education teaching and learning that is fashioned by teacher intuition rather than by knowledge gained through empirical research results. Hence, a better understanding of the classroom activities of teachers and students that support students’ use of higher-order thinking is required to inform curriculum development in technology education. Additionally, the knowledge generated through this research may support teaching and learning and the promotion of higher-order thinking in other similar subject areas. This thesis reports on two studies that investigated technology education classroo, Thesis (PhD Doctorate), Doctor of Philosophy (PhD), School of Education and Professional Studies, Arts, Education and Law, Full Text

In this study a phenomenographic theoretical perspective is taken as departure for research on manifested critical thinking in civics among Swedish ninth-grade compulsory school students. According to the phenomenographic perspective students’ manifestations of critical thinking are linked to the way of experiencing the phenomena inducing a manifestation of critical thinking. Thus differences between students’ manifestations of critical thinking are linked to differences in the way of experiencing the phenomena inducing a manifestation of critical thinking. The empirical investigation in this study revolves around how 19 ninth-grade students experience four different tasks designed to induce manifestations of critical thinking. In broad terms the main aim of the study is to describe the students’ different ways of experiencing each specific task and furthermore, to link each specific way of experiencing a specific task to a specific type of manifested critical thinking in relation to that task. A more overarching aim is to offer and test the phenomenographic theoretical perspective as a way of conducting research on manifested critical thinking. The empirical results show how the way of experiencing a specific task plays a decisive roll for the type of manifested critical thinking, made possible in relation to the specific task. A more complex way of experiencing the task can be linked to a more complex manifestation of critical thinking in relation to the task. A less complex way of experiencing the task can be linked to a less complex manifestation of critical thinking in relation to the task. The study also suggests how these empirical results can be used in a pedagogical situation in order to enhance students manifested critical thinking in civics. Concerning the more overarching aim the study strongly points to a further use of the phenomenographic perspective when conducting research on students manifested critical thinking.

In this study a phenomenographic theoretical perspective is taken as departure for research on manifested critical thinking in civics among Swedish ninth-grade compulsory school students. According to the phenomenographic perspective students’ manifestations of critical thinking are linked to the way of experiencing the phenomena inducing a manifestation of critical thinking. Thus differences between students’ manifestations of critical thinking are linked to differences in the way of experiencing the phenomena inducing a manifestation of critical thinking. The empirical investigation in this study revolves around how 19 ninth-grade students experience four different tasks designed to induce manifestations of critical thinking. In broad terms the main aim of the study is to describe the students’ different ways of experiencing each specific task and furthermore, to link each specific way of experiencing a specific task to a specific type of manifested critical thinking in relation to that task. A more overarching aim is to offer and test the phenomenographic theoretical perspective as a way of conducting research on manifested critical thinking. The empirical results show how the way of experiencing a specific task plays a decisive roll for the type of manifested critical thinking, made possible in relation to the specific task. A more complex way of experiencing the task can be linked to a more complex manifestation of critical thinking in relation to the task. A less complex way of experiencing the task can be linked to a less complex manifestation of critical thinking in relation to the task. The study also suggests how these empirical results can be used in a pedagogical situation in order to enhance students manifested critical thinking in civics. Concerning the more overarching aim the study strongly points to a further use of the phenomenographic perspective when conducting research on students manifested critical thinking.

In this study a phenomenographic theoretical perspective is taken as departure for research on manifested critical thinking in civics among Swedish ninth-grade compulsory school students. According to the phenomenographic perspective students’ manifestations of critical thinking are linked to the way of experiencing the phenomena inducing a manifestation of critical thinking. Thus differences between students’ manifestations of critical thinking are linked to differences in the way of experiencing the phenomena inducing a manifestation of critical thinking. The empirical investigation in this study revolves around how 19 ninth-grade students experience four different tasks designed to induce manifestations of critical thinking. In broad terms the main aim of the study is to describe the students’ different ways of experiencing each specific task and furthermore, to link each specific way of experiencing a specific task to a specific type of manifested critical thinking in relation to that task. A more overarching aim is to offer and test the phenomenographic theoretical perspective as a way of conducting research on manifested critical thinking. The empirical results show how the way of experiencing a specific task plays a decisive roll for the type of manifested critical thinking, made possible in relation to the specific task. A more complex way of experiencing the task can be linked to a more complex manifestation of critical thinking in relation to the task. A less complex way of experiencing the task can be linked to a less complex manifestation of critical thinking in relation to the task. The study also suggests how these empirical results can be used in a pedagogical situation in order to enhance students manifested critical thinking in civics. Concerning the more overarching aim the study strongly points to a further use of the phenomenographic perspective when conducting research on students manifested critical thinking.

In this study a phenomenographic theoretical perspective is taken as departure for research on manifested critical thinking in civics among Swedish ninth-grade compulsory school students. According to the phenomenographic perspective students’ manifestations of critical thinking are linked to the way of experiencing the phenomena inducing a manifestation of critical thinking. Thus differences between students’ manifestations of critical thinking are linked to differences in the way of experiencing the phenomena inducing a manifestation of critical thinking. The empirical investigation in this study revolves around how 19 ninth-grade students experience four different tasks designed to induce manifestations of critical thinking. In broad terms the main aim of the study is to describe the students’ different ways of experiencing each specific task and furthermore, to link each specific way of experiencing a specific task to a specific type of manifested critical thinking in relation to that task. A more overarching aim is to offer and test the phenomenographic theoretical perspective as a way of conducting research on manifested critical thinking. The empirical results show how the way of experiencing a specific task plays a decisive roll for the type of manifested critical thinking, made possible in relation to the specific task. A more complex way of experiencing the task can be linked to a more complex manifestation of critical thinking in relation to the task. A less complex way of experiencing the task can be linked to a less complex manifestation of critical thinking in relation to the task. The study also suggests how these empirical results can be used in a pedagogical situation in order to enhance students manifested critical thinking in civics. Concerning the more overarching aim the study strongly points to a further use of the phenomenographic perspective when conducting research on students manifested critical thinking.

The Chief of Army (CA) has clearly directed the Australian Army's Training Command (TC-A) to provide training and education that "equips soldiers with the intellectual tools they need for creativity" and is prepared to resource "structures that support innovation" as part of his Twenty-first Century Army Capability Requirement campaign. To undertake this directive, TC-A must determine the requirements necessary to effectively and efficiently carry out this directive. The current Suite of Logistic Officer Courses (SOLOC) has been recently criticized for failing to meet this requirement, with the general perception that there is a distinct lack of higher-order thinking competencies within this continuum. Unless the SOLOC is able to include competencies and learning methodologies that foster higher-order thinking skills in its junior logistic officers, TC-A will be unable to meet the CA's intent in preparation for the 21st century warfighting environment, as described within the Hardened and Networked Army (HNA) construct., The original document contains color images.

Thesis (Ed. D.)--University of Rochester. Margaret Warner Graduate School of Education and Human Development, 2016., Students in the United States have historically struggled with mathematics, especially with problems that require higher-order thinking. Even struggling students, however, often show considerable interest in the arts. Unfortunately, the literature sheds almost no light on how the arts might be useful in helping students become proficient in rigorous mathematics. I created Beautiful, Beautiful Math (BBM), to both intrigue students and require them to use higher-order thinking. In BBM lessons, students interact with an object of art in order to learn mathematics. My overarching research question was: “How can objects of art be used as effective catalysts for higher-order thinking in mathematics lessons?” In this study, “higher-order mathematical thinking” was operationally defined as having students actively engaged, working and talking together, on math tasks that require high levels of Webb’s Depth of Knowledge. Three research sub-questions informed this study: 1. What do exemplary Beautiful, Beautiful Math (BBM) lessons look like? 2. To what extent do BBM lessons result in students’ higher-order thinking in mathematics? 3. What are key design features and other implementation factors that need to be in place for BBM lessons to have the desired outcomes? A constructivist learning philosophy coupled with recent cognitive psychology research informed my study. Using an action research methodology, three teachers participated in two cycles of creating BBM lessons. I collected eight sources of data: The Performance Assessment for Quality Teaching (PAQT) scores for each lesson, including a baseline lessons and two BBM lessons for each participant; video recordings of the BBM lesson implementations; lesson plans; audio recordings of planning sessions; audio recordings of post-lesson debriefs; audio recordings of my post-study interviews with the participants; student survey responses; and my researcher’s journal. I then created tables of the PAQT s