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In this study, preservice teachers viewed clips from three documentary films that presented multiple experiences of contemporary immigrants and refugees. Our focus in the study was how preservice teachers analyzed the three films. Specifically, we examined how elementary, middle grades, and secondary preservice teachers analyzed, both from a cognitive and affective stance, clips of documentary films about the difficult topic of contemporary immigration.

Contribution: Project-based learning is a widely used learning approach that has proven itself effective in engineering education. This article describes a generalized model to teach undergraduate students the concepts of dc electric motors using project-based learning through a complete module that consists of modeling and simulation, and questions formulation. Background: Undergraduate level Electric Machines textbooks lack a detailed and complete models of dc electric motors, and they only cover the motors' traditional steady-state analysis. Teaching such topics that cover both steady-state and transient analyses through a complete module that includes both a step-by-step model derivation and simulation coupled with question formulation allows students to understand the materials better and, in turn, improve their performance. Intended Outcomes: The intended outcomes of the proposed approach are to improve students' conceptual understanding, analytical skills, and simulation experience of dc electric motors. Application Design: The proposed approach introduces students to the concepts through seven elements: 1) the model derivation; 2) the types of dc motors; 3) how to modify the derived model to represent a specific type; 4) the assigned project; 5) the MATLAB programming; 6) the simulation results; and 7) question formulation that are related to dc motors. Findings: The evaluation of the data obtained from both students' performances and surveys showed a significant improvement in performance and a positive attitude toward the proposed approach.

To assess a potential source of bias that could contribute to underrepresentation of minorities in urology, we analyzed differences in linguistic characteristics in personal statements between urology residency applicants of various racial and ethnic groups.Personal statements submitted by urology residency applicants to a urology program were evaluated with Linguistic Inquiry and Word Count, a validated text analysis program. Analyzed statements and application characteristics were compared according to self-identified race/ethnicity of the applicant using multivariable analysis and independent sample T-tests.Of 342 submitted personal statements, 181 applicants self-identified as White non-Hispanic, 86 as Asian, and 75 as "underrepresented in medicine" (URM) including Black and Hispanic/Latino applicants. Asian and URM applicants listed more research projects (11.7 and 12.9 vs 8.8, P = .01) and URM applicants had slightly lower USMLE Step 1 scores (238.5 vs 244.6, P = .01) compared to White applicants. When evaluating personal statements, all applicants wrote with the same degree of analytical thinking. Asian applicants scored lower in authenticity (P = .03) and emotional tone (P = .04) while URM applicants scored higher in clout (P = .04) compared to White applicants. In use of pronouns, Asian applicants used 'we/us/our' more often (P.01), URM applicants used 'you' more often (P = .02), and White applicants used 'I' more often (P = .01).Significant linguistic differences exist among urology personal statements by racial/ethnic groups that may perpetuate stereotypes and bias in the application process. Appreciating these differences may help applicants avoid possibly detrimental linguistics and help residency programs recruit and support urology applicants from underrepresented backgrounds.

At this time the 21st century is known by all audiences as the era of knowledge which is used as a foundation in various aspects of the wheel of life with the characteristic of providing information anywhere and anytime and increasing the interaction of world citizens either directly or indirectly. Talking about 21st century skills, education today should not only be about knowledge of the subjects being taught but also lead to leadership, responsibility, problem solving, analytical thinking, adaptability, communication, initiative, self-direction, creativity, cross-cultural skills, and work. same. Through this PKM activity bridges teachers to have 21st century skills in the form of (1) Critical Thinking Skills; (2) Ability to Solve Problems; (3) Communication and Collaboration; (4) Creativity and Innovation; (5) Information, Communication, and Technology Media Literacy. Teachers as people who daily wrestle with the world of education and have direct contact with students in schools must be able to change their teaching style according to the needs of the 21st century.

Small group learning (SGL) is a discussion-based teaching strategy that can improve critical thinking, analytical skills, problem-solving, and interpersonal skills. This study aimed to evaluate student satisfaction in two SGL models among third-year medical students enrolled in a blood and lymphoid systems II course at the Faculty of Medicine Siriraj Hospital, Mahidol University in Bangkok, Thailand. A total of 318 students were divided into 12 groups, and each group had one facilitator. All included students and groups were exposed to both the central summary (CS) model and the individual facilitator summary (IFS) model (both SGLs). A questionnaire was developed to evaluate student rating of learning activities, perceived benefit, timing, workload, and satisfaction. Medical students rated the IFS model superior to the CS model for four of five parameters [confidence in performing and interpreting a laboratory test (83.6% vs. 78.8%), guidance for self-learning (52% vs. 39.5%), increased understanding of a disease (87.7% vs. 72.1%), and application of knowledge (77.4% vs. 70.2%), respectively]. Moreover, the IFS model was rated as having more suitable timing and workload and better satisfaction than the CS model. The results of this study suggest a strong preference for the IFS model over the CS model among medical students.

Case overview Maruti Suzuki India Limited (MSIL), a joint venture between Maruti Udyog Limited, India and Suzuki Motors, Japan, is considering repositioning its WagonR brand amidst issues of overall decline in sales in the automobile industry. With a market share of more than 53%, MSIL is the market leader in passenger vehicle segment in India, yet it is facing difficulties in driving up sales. The company’s portfolio comprises entry-hatch, mid-hatch, premium-hatch, sedan, SUV/MUV, crossover and van. The case dilemma involves the decision that MSIL’s management should take for the repositioning of WagonR, a compact hatchback, at a time when the automobile industry is showing no signs of recovery. Is it opportune to reposition WagonR, given the current situation of the passenger car market in India? If yes, what can MSIL learn from its past positioning efforts and how can it use insights about consumers’ current perceptions of WagonR’s brand image to arrive at a repositioning decision? Leaning objectives Using the case will help address the following objectives: to expose students to the challenges of repositioning an established brand; appreciate the need for and importance of repositioning established brands; evaluate existing positioning and market conditions for making a sound decision; and develop analytical skills that will prepare them to make decisions in real business scenarios. Complexity academic level The study is suitable for Masters level students in courses on Marketing Management, but it can also work well in elective courses such as brand management. Supplementary materials Teaching notes are available for educators only. Subject code CSS 8: Marketing.

Segundo o Alto Comissariado das Nações Unidas para os Refugiados, hoje cerca de 70 milhões de pessoas foram forçadas a abandonar suas casas devido a conflitos armados, violência e violação dos direitos humanos, gerando, assim, uma massiva quantidade de refugiados pelo mundo. A temática do refúgio relaciona-se fundamentalmente ao ODS número 16: Peace, Justice and Strong Institutions, além de também possuir relação forte com o curso de administração, que pretende formar egressos com forte engajamento social e institucional, além de capacidade analítica adequada às conjunturas internacionais.

Purpose Based on Behavioral Theory of Negotiations (Walton & McKersie, 1965), the purpose of this paper is to discuss the existing gap between negotiation theory and pedagogy and presents an experiential teaching tool that closes this gap. The tool is a ‘serious game’ (Abt, 1975) that reinforces all four core negotiation subprocesses while allowing students to practice their negotiation skills and several critical business competencies in a realistic and improvisational context. Design/methodology/approach After successfully using NegotioPoly for five years, qualitative and quantitative data were collected in three sections of negotiation classes to assess student learning and behaviors while playing NegotioPoly and to collect student feedback on the effectiveness of NegotioPoly in teaching and reinforcing key negotiation skills. Findings Findings support that NegotioPoly is highly effective in engaging students in a series of realistic negotiations, joint problem solving and strategic decision-making. Results show that, during the game, students demonstrate their negotiation skills and learnings, and they practice all four negotiation subprocesses of distributive, integrative and intraorganizational bargaining and attitudinal structuring. Practical implications NegotioPoly enables students to engage in distributive and integrative bargaining, multiple levels of negotiations and coalitions in quick succession. Students practice organizational politics and adjust their negotiations based on relationships and social realities, as they demonstrate advanced deal-making behaviors and core business competencies of problem solving, decision-making, analytical skills and ability to work with others. Social implications NegotioPoly reinforces core business competencies such as negotiation, problem solving, analytical skills and the ability to work in teams that employers look for and, therefore, is a useful tool for preparing students for the business world. Originality/value NegotioPoly is an experiential learning tool that closes the gap between negotiation theory and pedagogy while providing deep learning and realistic practice opportunities for students where they can use their negotiation skills in a gaming environment that uses multi-party and multi-round negotiations.

The current global political, economic, and social challenges urge the need to cultivate global citizenship among students in their learning process. This paper presents the role of Collaboration Online International Learning (COIL) using theProject-Based Learning (PBL) approach in cultivating global citizenship among university students. The paper explains the different implementation challenges of a COIL course on the different levels and core design elements of the COIL-PBL model to overcome such challenges. Empirically, this paper presents a primary case study of the Great Debates course that was implemented in different forms by three partner universities, which are the University of Washington Bothell (UWB), the University of North Carolina Asheville (UNCA) in the USA, and the Future University in Egypt (FUE). The implementation showed a positive impact on cultivating global citizenship among participating students, which isclear from developments in students’ skills in the areas of cross-cultural communication and negotiation, cultural sensitivity and tolerance, teamwork and coordination across virtual global teams, analytical skills, and perception toward other cultures and society. Notably, the COIL-PBL model has started to gain further popularity after the COVID-19pandemic as an alternative for physical mobility, which encourages future research in this area using other implemented courses using the COIL-PBL model.

Analytical thinking skill is a part of higher order thinking skills. The ability to think analytically is very important for students who want to help solve problems and make decisions that can be applied in learning and life. This study aims to determine the improvement of students’ analytical thinking skills on the material solubility and solubility product which is carried out in online learning during the Covid-19 pandemic. This study uses a pre-experimental design, with the model The One Group Pretest – Posttest. The population of this study was students of class XI IPA SMAIT Insantama Bogor in the even semester of the 2019/2020 school year. The data were collected by using the thinking instrument skill test which was used in the form of an analytical thinking ability essay covering 3 indicators: distinguishing, organizing, and attributing. The results showed the dominance of students’ analytical thinking skills at the beginning of the period with the average majority (44%), and after treatment, increased in the very good category (74%). The N-gain score for the results of increasing students’ thinking skills is 0.70, which is in the high category. This study concludes that online learning in the material of solubility and solubility results proved to be effective in improving students’ analytical thinking skills during the pandemic

The Covid-19 pandemic caused the learning process to carried out online, and to improve students' analytical skills, it was necessary to have supporting media in the online learning process. So that this study aims to determine the feasibility of physics learning media using Sparkol Videoscribe assisted by PhET simulation to improve students' analytical skills in terms of the validity, practicality, and effectiveness of the media developed. This study uses the ADDIE research model, namely analysis, design, development, implementation, and evaluation. The subject of this research is the students of class X MIPA MA Syamsul Huda Kedungreja. Data collection techniques used are validation sheets, student response questionnaires, observation sheets, and learning outcomes tests. The results of this study indicate that: (1) the validation results obtained from the validator expert get a value of 3.84 by material experts and 3.85 by media experts include a very good category, so it can be said to be valid, (2) physics learning media using Sparkol Vvideoscribe is practical because it can be carried out in limited trials and broad trials well, and gets a positive response from students, (3) the results of the analytical ability test increase learning outcomes with an N-gain of 0.71 including the category high, so it is declared effective. Thus the physics learning media using sparkol videoscribe assisted by PhET simulation in this study is declared valid, practical, and effective so that it is feasible to use it to improve students' analytical skills

Stylistic changes in academic psychology writing were examined in a corpus of 790,520 psychology journal article abstracts published between 1970 and 2016. We anticipated that changing linguistic norms of scientific writing and rising pressures to publish and promote research findings would be evident in increasing levels of personal pronoun use and expressive confidence (“clout”) over the study period. These predictions were tested using indices generated by Linguistic Inquiry and Word Count software. Consistent with expectations, personal pronouns (especially first-person plural) became markedly more common over time, as did average levels of clout. Indices of analytical thinking, authenticity, and emotional tone did not show comparable shifts, suggesting that the primary changes are relatively circumscribed. Implications of these changes are discussed.

Background: Psychological misconceptions permeate our culture, with many people endorsing these erroneous beliefs. Objective: The purpose of this study was to replicate and extend previous findings that reported psychology knowledge and cognitive thinking style predict undergraduates’ beliefs in psychological misconceptions. Method: Two hundred and ninety-six undergraduates participated in an online survey in which they completed a psychological misconceptions questionnaire and the Critical Reflection Test (CRT). Participants’ academic information (i.e., number of psychology and non-psychology courses taken and overall psychology GPA) was retrieved via institutional data. Results: Number of psychology courses, psychology GPA, and CRT score were all positive correlates of rejecting psychological misconceptions. Conclusion: Students who took more and attained higher grades in psychology courses and engaged in more reflective and analytical thinking are less likely to affirm psychological misconceptions. Teaching Implications: Psychology courses, particularly those that include activities and assessments to bolster reflective and analytical thinking skills, could be effective means to reduce students’ beliefs in psychological misconceptions.

Linguistic self-representation and identity construction on social media have attracted much scholarly attention. However, relevant studies tend to overlook the temporal dimension of social media, potentially systematic patterning of linguistic behavior across time, and the attendant implications of such a temporal perspective on identity. Combining an automated lexical tool (LIWC) and the Box–Jenkins method of statistical time series analysis, this paper shows how the ‘modelability’ of linguistic choices across time can be interpreted as signatures of identity construction and complement existing frameworks for identity analysis. Two levels of modelability are discussed—the availability of a well-fitting time series model as evidence of temporal patterning, and specific parameters of that model interpreted in context. These are demonstrated with a case study of the construction of ‘amateur expertise’ over 109 consecutive makeup tutorial videos on the popular YouTube channel ‘Nikkiestutorials’. Results show that the linguistic display of ‘analytical thinking’ reflects a strategy of ‘short term momentum’, the display of ‘clout’ and ‘authenticity’ a strategy of ‘short term restoration’, while the display of ‘emotional tone’ fluctuates randomly across time. The approach is further discussed in terms of its general principles and potential applications in other contexts of identity and related research.

En esta investigación se llevó a cabo una intervención pedagógica, cuyo objetivo fue desarrollar en los estudiantes de los grados décimo y once, el pensamiento crítico y analítico, a través de la metodología cualitativa con un proceso múltiple. Se construyeron módulos y efectuaron talleres diseñados con textos argumentativos para una población de 145 estudiantes de la Institución Educativa Técnico Industrial Multipropósito, de Cali, Colombia. Se aplicaron estrategias de comprensión y producción de textos orales y escritos, con una selección de temas polémicos, elegidos por los estudiantes. Se escogieron los productos escriturales de 24 sujetos para examinar la evolución del grupo en sus competencias discursivas. Los documentos fueron analizados mediante instrumentos de campo y el Atlas.ti, hasta generar un conjunto de categorías fundamentales. Se obtuvo un resultado exitoso en el desarrollo del pensamiento crítico y analítico de estos jóvenes, lo que coadyuvará en la formación de una ciudadanía responsable.

This research is motivated by the problems in the field regarding the limited availability of learning media in facilitating early childhood logical thinking skills, especially recognizing differences in objects based on the size of the object's weight. The importance of the ability to think logically from an early age to prepare children to live their daily lives is inseparable from logical thinking. The purpose of this study is to develop learning media to facilitate early childhood analytical thinking skills. The method used in this research is the development method with the Educational Design Research (EDR) model of the McKenney and Reeves model, which has three stages of research: analysis and exploration, design and construction, and evaluation and reflection. Data collection techniques used in this study were interviews, observation, questionnaires, and expert validation. The products that have been developed are then validated by media experts, material experts, and educational experts and then revised by researchers according to the validator's suggestions. Products that have been declared eligible to be tested based on the results of expert validation then tried twice on a limited basis on group B children in TK PGRI Karangmekar. The results of this study indicate that the developed media, namely balance scale media to facilitate early childhood logical thinking skills, is suitable for use in learning according to the results of expert validation, teacher responses, and student's ability to use balance scale media in learning in a limited trial.

The article describes the genesis and application of a training programme for analytical and research skills for NGOs in the ex-soviet republics of Central Asia. This modular course was used in dif...

Представлен аналитический обзор проблемы развития аналитических умений студентов в вузе. Дана сравнительная характеристика понятий «аналитические умения» и «аналитические способности». Сделан вывод, что аналитические способности являются свойством личности, а аналитические умения – освоенный опыт деятельности. Рассмотрены основные мыслительные действия, лежащие в основе аналитических умений. Дается сравнение двух групп аналитических умений: аналитико-прогностические и аналитико-рефлексивные. Обосновывается тезис о том, что развитие аналитических умений невозможно без получения новых знаний. Значительное внимание уделено структуре понятия «аналитические умения». Определена необходимость развития аналитических умений у студентов для профессионального становления будущих специалистов. Сделан вывод о том, что для развития аналитических умений требуется время, это длительный, системный процесс в профессиональном образовании. Выявлены факторы (позитивные и негативные), влияющие на развитие аналитических умений студентов. Уделено внимание заданиям и упражнениям (кейс-заданиям), направленным на изучение развития аналитических умения студентов. Для диагностики уровня развития аналитических умений студентов разработаны показатели, а также представлена характеристика уровней развития аналитических умений студентов вуза – низкий, средний, высокий. Представлены результаты пилотажного исследования по выявлению уровня развития аналитических умений студентов гуманитарных направлений подготовки. Исследование проводилось в вузах городов Ставрополя и Краснодара. Результаты исследования показали, что у студентов преобладает средний и низкий уровень развития аналитических умений. На основе полученных результатов выявлены причины низкого уровня развития аналитических умений у современных студентов. An analytical review of the problem of the development of analytical skills of students at the university is presented. A comparative characteristic of the concepts «analytical skills» and «analytical abilities» is given. It is concluded that analytical ability is a personality trait, and an analytical skill is the acquired experience of activity. The main mental actions underlying analytical skills are considered. Comparison of two groups of analytical skills is given: analytical-prognostic and analytical-reflexive. The thesis is substantiated that the development of analytical skills is impossible without obtaining new knowledge. Considerable attention is paid to the structure of the concept of «analytical skills». The need for the development of analytical skills among students for the professional development of future specialists is determined. It is concluded that the development of analytical skills takes time, this is a long, systemic process in professional education. The factors (positive and negative) influencing the development of students’ analytical skills are revealed. In the article, the authors focus on assignments and exercises (case assignments) aimed at developing students’ analytical skills. To diagnose the level of development of analytical skills of students, indicators have been developed, as well as the characteristics of the levels of development of analytical skills of university students - low, medium, high. The authors present the results of a pilot study to identify the level of development of analytical skills of students in humanitarian areas of training. The study was conducted in universities in the cities of Stavropol and Krasnodar. The results of the study showed that students have a predominantly medium and low level of development of analytical skills. Based on the results obtained, the authors identified the reasons for the low level of development of analytical skills among modern students.

Among the challenges presented by the SARS-CoV2 pandemic are those related to balancing societal priorities with averting threats to population health. In this exceptional context a group of Israeli physicians and public health scholars (multidisciplinary academic group on children and coronavirus [MACC]) coalesced, examining the role of children in viral transmission and assessing the necessity and consequences of restricted in-class education. Combining critical appraisal and analytical skills with public health experience, MACC advocated for safe and monitored school re-opening, stressing the importance of education as a determinant of health, continuously weighing this stance against evolving COVID-19-risk data. MACC’s activities included offering research-based advice to government agencies including Ministries of Health, Finance, and Education. In a setting where government bodies were faced with providing practical solutions to both decreasing disease transmission and maintaining society’s vital activities, and various advisors presented decision-makers with disparate views, MACC contributed epidemiological, clinical and health policy expertise to the debate regarding school closure as a pandemic control measure, and adaptations required for safe re-opening. In this paper, we describe the evolution, activities, policy inputs and media profile of MACC, and discuss the role of academics in advocacy and activism in the midst of an unprecedented public health crisis. A general lesson learned is that academics, based on the rigor of their scientific work and their perceived objectivity, can and should be mobilized to pursue and promote policies based on shared societal values as well as empiric data, even when considerable uncertainty exists about the appropriate course of action. Mechanisms should be in place to open channels to multidisciplinary academic groups and bring their input to bear on decision-making.

Based on the results of the interviews, it was found that science teachers in Nganjuk Regency did not understand and master the skills of analyzing, especially with Biology material so that there was a need for training to practice analytical skills through optimizing learning. This training activity aimed to develop analytical skills through optimizing the learning process. This training activity involved 10 junior high school teachers who are members of the Science Subject Teacher Association (Musyawarah Guru Mata Pelajaran/MGMP) of Nganjuk Regency. The method used was observation and data were analyzed in descriptive qualitative. The implementation of the activities were divided into three stages, namely the preparation, implementation, and evaluation stages and feedback, as well as participant responses. The results of the responses based on the questionnaire were positive with a score of 3.82, very good training material at 3.82, and very good training conditions with a score of 3.84. There was an increase in the learning analysis skills of MGMP participants with a percentage of 82.40%.

Background: Nursing jobs are very complex and stressful, and nurses are demanded to have high competency and soft skills to keep their performance. However, the nursing workload often leads to fatigue, and it will be very challenging for novice nurses. Therefore, they need to be trained in soft skills in order to be able to control their emotion and adapt to the situation. Unfortunately, studies on essential soft skills for novice nurses in Indonesia are scarce; further research on this topic is a necessity. Objective: This study aimed to explore the perception of senior nurses about the essential soft skills for novice nurses during their work adaptation process. Methods: This qualitative study used an interpretive phenomenology approach, which was conducted in a private hospital in Jakarta, the capital city of Indonesia. Data were collected using semi-structured interviews from ten senior nurses selected using a purposive sampling technique. Data were analyzed using Gadamer’s hermeneutic approach. Results: Nine essential soft skills were developed for novice nurses during their transition phase from education to practice, including self-control, initiative, caring, self-motivated, hospitality, flexibility, adaptability, analytical skill, and presentation skill. Conclusion: Findings of this study serve as a basis for developing the soft skills of novice nurses in their clinical practice in hospitals in Indonesia. It is also recommended that soft skills should be included in the nursing education curriculum. However, soft skills are essential for novice nurses to succeed in their adaptation and future career. Funding: This study was funded by the Ministry of Research, Technology and Higher Education of Indonesia through the “Beginner Lecturer Research Grant”.

This study aimed to analyze the Research-Based Learning (RBL) model implementation in the natural sciences in improving students’ analytical thinking skills. This study employed a mixed-method with a sequential exploratory design. Data collection began with qualitative data and then continued with quantitative data. Qualitative data collection techniques used observation and interviews, while quantitative data collection used essay tests. Sampling was carried out before the research implementation. The samples were students of the PGMI IAIN Surakarta Study Program, Indonesia, which consisted of 34 pre-service elementary school teachers. The research was conducted in the odd semester of the 2019/2020 academic year. Quantitative data analysis techniques used a quasi-experimental design with one group pretest-posttest. Based on the results of four observations on the research treatments, the mean was 3.714, in which the values of preliminary activities were 3.625, core activities were 3.714, and closing activities were 3.75, used a rating scale (1-4) with the very good category. The RBL model implementation in the natural sciences in the concept of energy can improve the analytical thinking skills of students, as evidenced by the N-gain value was 56.57%in the medium category. This increase was obtained from the mean of the pretest score (46.84) and the post-test score (76.9), by using a rating scale (0-100). The research findings provide ideas to lecturers and researchers in improving the student's analytical thinking skills through the application of innovative learning models in the topic of the concept of energy.

Introduction. The COVID-19 pandemic has initiated the rapid introduction of digital technology into the educational process. The purpose of the article is to analyze the particularities of the perception of the processes of digitalization of education by Russian students, to identify factors for its success, to comprehend the experience of online learning in the context of the pandemic. Methods. The leading research method was a questionnaire survey of Russian university students. The sample was 1,553 people and was spontaneous in nature. Due to quarantine restrictions at the time of the survey (February-April 2020), the survey was conducted online: The questionnaire was posted on the Google platform, the link to which was sent to the student virtual communities. To clarify the data obtained, two focus groups were organized in January-February 2021 with the participation of full-Time and part-Time students. Each focus group was represented by 12 participants. Results. The majority of respondents (83.8%) have a positive attitude to the digitalization of education, highly evaluating the importance of digital literacy of young people (86.9%). Students associate the advantages and disadvantages of digitalization of education with their own experience of online learning during the pandemic. The following negative effects of digitalization of education were identified: deterioration of interpersonal communication skills (58.3%), reduction of classroom time, live communication with the teacher (49.3%), reduction of students knowledge (37.3%), reduced concentration, a distraction from educational goals (33.4%). The majority of respondents believe that the success of learning in a digital environment depends on the competence of the teacher (67.1%) and the material and technical equipment of the university (69%). Conclusions. With the rapid introduction of digital technologies into the educational space, there is an increasing need to develop interactive teaching methods, increase students motivation, and preserve the principles of traditional pedagogy. Digitalization of education implies modernization of pedagogical practices, where a special role is given to the formation of media competence of young people, their analytical skills, abilities for critical thinking and effective communication. © 2021 LLC Ecological Help. All rights reserved.

The purpose of this study is to identify and prioritize professional competency indicators and strategies to improve it in the petrochemical industry. This research is a combination because it uses qualitative and quantitative methods in order to collect and analyze data. To identify indices and indigenous components of professional competence, a qualitative and meta-analysis approach and in a quantitative approach, the fuzzy structural equation modeling method has been used in the petrochemical industry. Based on data, a new model with a sustainable development approach has been reached. Which includes the following components: Creativity and Innovation, General Professional Performance, Analytical Skills, Specific Professional Skills, General Professional Skills, Management Skills, Job Information and Awareness, Psychological Competencies, Perceived Self-Efficacy, Adaptability, Basic Expertise, Job Commitment, Professional attitude, tendency to career development, Intrinsic individual characteristics, Increasing factors, Intrinsic individual characteristics, Responsibility, Professional motivations. The results showed that the dimensions of psychological capabilities and general professional performance were located at the basic and lower levels and were identified as the main and most effective dimensions in the development of the most professional competence of the petrochemical industry. And the two elements of increasing competence and adaptability are the least important among the studied dimensions. The components of job information and awareness, career development desire, and managerial skills were identified as the most active components because these components have the highest interactions with other components.

This study aims to analyze the effect of metacognitive knowledge-based physics teaching materials (MKBPTM) on the ability to analyze metacognitive knowledge. These teaching materials were used in online learning during the Covid-19 pandemic. The research employed a post-test only control group design. The participants were divided into two groups: the experimental group consisting of 120 students and the control group comprising 124 students, who came from public senior high schools. The results showed that the MKBPTM experimental group had better learning outcomes than the control class using conventional-based teaching materials (CBPTM). The hypothesis testing results indicate a difference in the average score between the experimental and control groups’ metacognitive knowledge analysis skills (MKAS). The results suggest that MKBPTM has an influence on MKAS compared to CBPTM.

Este trabajo se inicia con un breve marco introductorio sobre la realidad geográfica, política y social de finales del siglo XIX en Europa con el objeto de contextualizar el filme basado en la obra homónima de Ibsen, El enemigo del pueblo. Trata la historia de un médico de firmes principios que descubre una bacteria contaminante en las aguas del balneario de su pueblo, hecho que no sólo pondrá en riesgo la salud de los vecinos y visitantes sino que también originará un confrontamiento de intereses económicos y políticos. Esta trama fílmica, aún vigente, conlleva una serie de problemáticas éticas, culturales y sociopolíticas de aquel tiempo que resultan fácilmente trasladables a la realidad del mundo actual. Le sigue el análisis educativo de la película conformando el eje central de nuestro estudio ya que representa un medio pedagógicamente valioso para educar la mirada y pensar en valores como: verdad, responsabilidad, libertad, ética profesional y justicia. Además, sugerimos la lectura de la obra literaria y su representación teatral, como elementos enriquecedores del pensamiento analítico y la capacidad de autocrítica de cara a la formación de una ciudadanía tolerante. En las reflexiones finales consideramos la importancia de la educación en una democracia. En ella, las personas actuarán de forma más plena y correcta cuanto más libres e independientes sean. Y lo serán en la medida en que sean más capaces de formarse ideas y valoraciones adecuadas. Finalizamos con las referencias bibliográficas acordes con el tema de estudio.

Analytical thinking is a skill to unite the initial process, plan solutions, produce solutions, and conclude something to produce conclusions or correct answers. This research aims to 1) determine whether there are differences in students' mathematical, analytical thinking skills between classes that use the Open-ended learning method and classes that use the lecturing method, 2) to find out whether there are mathematical, analytical thinking skills differences between students with high, moderate, and low self-awareness criteria, and 3) to find out whether there is an interaction between Open-ended learning method and self-awareness toward students' mathematical-analytical thinking skills. This research employs a quasi-experimental design. Based on the data and data analysis, this research is mixed-method research, and the design used in this research is the posttest control group design. This research was conducted on students who have studied the Real Analysis Courses. Based on the results of hypothesis testing, it was found out that, first, there are differences in students' mathematical-analytical thinking skills between the class that uses the Open-ended learning method and the class that uses the lecturing method. Second, there are mathematical-analytical thinking skills differences between high, moderate, and low self-awareness criteria. Third, there is no interaction between the Open-ended learning method with self-awareness of students' mathematical-analytical thinking skills.

In this study, by helping social studies pre-service teachers develop activities for thinking skills, it was aimed to explore the effects of such activities in the context of professional competencies. The research was designed as action research. The action research group included 31 pre-service teachers (16 women and 15 men). Semi-structured interviews were conducted in final meeting with 12 volunteering participants after the application was completed. The following findings were explored in detail as; in the context of professional development, skills, values, and professional competence dimensions; in the context of lesson planning and teaching processes, lesson planning, teaching processes, material use, and contributions to activity production; and, at the end of the implementation process, evaluations of the implementation process and personal development. As a result of the research it was determined that creative thinking, critical thinking, thinking from different perspectives, original thinking, reflective thinking, high-level thinking, problem solving, scientific thinking, analytical thinking, thoughtful thinking, empathetic thinking, objective thinking, aesthetic thinking, developing broad perspective, collaborative thinking, and questioning skills were developed in the skills dimension. In the dimension of value, values such as justice, empathy, patriotism, austerity, respect, trust, self-confidence, solidarity, diligence and responsibility were developed. When the general results are evaluated, it was revealed that the pre-services improved their professional competencies in terms of lesson planning, implementation, activity development, material use, and pedagogical aspects. In order to ensure that the professional needs and competencies of pre-service teachers are met and supported, institutional educational programs that train teachers should undergo curriculum updates with the addition of the necessary theoretical and practical information to implement activity-based teaching in it successfully.

Computational thinking (CT) is a fundamental skill and an analytical ability that children in the twenty-first century should develop. Students should begin to work with algorithmic problem-solving and computational methods in K-12. Drawing on a conceptual framework (IGGIA) that combines CT and problem-solving, this study designed and implemented an interdisciplinary Scratch course in a primary school, examined the impact of the new problem-solving instructional approach (the adapted IGGIA) on pupils’ CT skills and self-efficacy, and explored the gender differences in these two aspects. A pretest–posttest nonequivalent group design was conducted among 63 fifth-grade students in two computer science classes over 14 weeks. Both quantitative and qualitative data were collected through the administration of CT scales, Scratch artifacts analysis and focus group interviews. The results revealed that the adapted IGGIA (1) significantly improved the CT skills of primary school students; (2) had a significant positive impact on pupils’ CT self-efficacy, especially on their critical thinking, algorithmic thinking and problem-solving; and (3) significantly enhanced girls’ CT skills and self-efficacy. These findings indicated that problem-solving instructional approaches could promote both cognitive and noncognitive aspects of students’ deeper computational learning.

Veterinary studies tracking medical errors and their underlying causes are lacking. In human health care, the importance of drug calculation errors in patient safety is well documented. As much as 25% of all medical errors in people are reportedly drug errors, and as much as 14% of those can be attributed to poor drug calculation skills among doctors and nurses. Assessment of the math and analytical skills needed to perform drug calculations accurately is not standardized in veterinary medical education, and there is potential for significant deficit. The purposes of this “Challenges and Issues” article are to briefly discuss the potential impact of poor drug calculation skills on veterinary patients; share one instructor’s experience incorporating drug calculations into a veterinary curriculum; and promote further discussion and research that might yield more insight into the assessment and delivery of drug calculation education in veterinary medicine.

PurposeThe aim of this paper is to identify and analyse workforce development challenges in the digital age by first, presenting these challenges and relationship between them, and then proposing a structural model that categorizes these challenges and proposes suggestions for managers to improve human resources practices and firm performance.Design/methodology/approachFuzzy total interpretive structural modelling (TISM) is used as the methodology, which gives an interpretive structural model by presenting direct and transitive relationship between workforce development challenges and categorizes them under autonomous, dependent, independent and linkage groups.FindingsIn total, 13 different workforce development challenges are presented in this study. Results showed that lack of IT/digital skills has a critical role in workforce development in terms of affecting other challenges. Dependent group includes requirements for longer learning time and specialized training, lack of analytical thinking and dealing with complexity, and lack of interdisciplinary thinking and acting. On the other hand, lack of ability in decentralized decision-making and shortage of workforce with adequate skillset within the labour market have more macro-impacts on others. Most of the challenges located in the linkage group, which means that most of the challenges are interrelated with each other.Originality/valueOriginality of this paper is presenting a systematic structure for workforce development in Industry 4.0 that considers challenges systematically.

The learning approach is an important component of education. ADI learning model allows learners to argue actively based on the surrounding observable phenomena in the laboratory. This research aims to review national diversities that represent or contribute to studies by applying the ADI learning model and the research type varieties and characteristics and stages of Argument-Driven Inquiry learning model applied by other researchers; research subjects, the applied content materials for investigation, and the impact of Argument-Driven Inquiry learning model. This research is a systematic literature review (SLR) with published article databases from Scopus, ERIC, and Google Scholar. The applied keywords were "Argument-Driven Inquiry" and "Science Education." The findings showed twenty-three articles were in line with the categories. Then, the analysis and classification could be done for each article. The ADI learning model implementation had been frequently found to improve learners' scientific argumentative skills rather than analytical skills or critical thinking skills. The applied content materials were mostly chemical materials, biology, and rarely found in physics. Most applied research types from the articles were quasi-experimental research. The implication of this research is to provide insight for further reviewing the argument-driven inquiry model (ADI) to improve science learning quality.

Conspiracy Theories (CT) are complex belief systems that view the world as being manipulated by multiple actors collaborating in the pursuit of malevolent goals. Although culture, education and sociological factors have been implicated in their development, psychological factors are recognized as important. Certain individual differences, including schizotypy and cognitive processing style, have been shown to make some individuals susceptible to CTs. However, the finding that schizotypy often co-occurs with autism spectrum disorder raises a question as to the relative and potentially confounding role of autistic traits in increasing vulnerability to CT beliefs.A total of 508 adults were recruited from an international online panel. The study included measures of conspiracy beliefs, schizotypy and autistic traits as well as measures of information searching and cognitive style.The results confirmed that both autistic and schizotypy traits were positively associated with CT beliefs, but that schizotypy traits were the strongest predictor. Exploratory analyses of cognitive style measures indicated potential avenues for further investigation in relation in differences in cognitive processes that might underlie the development of CTs for in people with autistic traits as opposed to schizotypal traits.The study was based on a self-report methodology and did not utilise a clinical sample.Both schizotypal and autistic traits are reliable predictors of conspiracy beliefs, but schizotypy appears to be the stronger predictor and that autistic traits are not a strong confounding factor in this relationship. However, autistic traits may pose an additional risk factor for CT beliefs.

Nurses are the backbone of the healthcare team. They must be able to work cooperatively with the other members of the health team and should use their critical thinking and analytical skills in the clinical area. Nursing education must use active learning strategies to equip the student nurses with these abilities. Cooperative learning methods can ensure active participation of the student nurses in the teaching learning process. This article reviews the scope of cooperative learning methods in Nursing education and its advantages for the Nursing students. Keywords: Cooperative learning, Nursing education, Nursing students.

Belajar dan Pembelajaran (learning and teaching learning) requires high analytical skills, flexible time, and supporting learning media, one of which is books. This research aims to design and develop teaching books for Belajar dan Pembelajaran that are MOODLE-based. This research employed Research and Development (R&D) method with the ADDIE technique. Participants of this research are second-semester students of the PJKR IKIP Budi Utomo Program (the year 2019-2020) who took the Belajar dan Pembelajaran course. Questionnaire technique was employed to determine the feasibility of teaching books, and to test student learning outcomes after using MOODLE-based teaching books. The standard assessment of content from media experts is 57 with a percentage of 95%, referring to very good criteria without revision. The visual standard assessment from media experts is 61 with a percentage of 94%, referring to very good criteria without revision. The content standard assessment from material experts is 48 with a percentage of 80%, referring to very good criteria without revision. The visual standard assessment from material experts is 53 with a percentage of 82%, referring to very good criteria without revision. Teaching books’ effectiveness (N-gain) is 0.52 on moderate criteria.