The ability for metacognitive thought, or “thinking about thinking,” is recognized as an increasingly important skill for the future enrichment of social life. However, this skill is difficult to ...teach because it involves implicit cognitive activities that cannot be perceived by an outside observer. In this study, we propose an interpretation framework of metacognition as one approach to considering metacognitive thinking processes. This framework serves as the design principles for developing a system that makes it possible to provide metacognitive interpretations of gaze behaviors and thought operation actions and provides a common basis for sharing and comparing knowledge from analysis results. In this study, for an example of framework-based system development, we construct a thinking externalization application and thinking analysis support system with a thinking task of dissolving belief conflict as the theme. We also demonstrate an example of the analysis of thinking about belief conflict, as derived from lower-level and higher-level thinking interpretation rules. From the example results of the defined interpretation rules, we found that the desired behavior occurred, demonstrating the postulated possibility of capturing the thought process. By realizing a series of phases on the framework proposed in this paper, it contributes to the feasibility of grasping the metacognition process and accumulating knowledge about it.
It is often assumed in both education and industry that collaboration encourages creativity. This assumption is explored by investigating the influence of designers’ interactions on ...creativity-relevant thinking processes by extending creative cognition to the group design context. It is proposed that sharing design entities and questions stimulates creativity-relevant thinking processes through four types of collaborative stimulation. Specific patterns are hypothesized to exist between each type of collaborative stimulation and thinking processes. A case study was conducted to determine whether the hypothesized types and patterns of collaborative stimulation exist. The results were analyzed using a directed coding approach and collaborative retrospective protocol analysis, which enable capturing both internal thoughts and external interactions with minimal interference to collaboration. The results indicate that the identified types of collaborative stimulation are observable and that they have recognizable patterns with stimulated thinking processes. Stimulation occurring through design entity questioning had the strongest relationship with generative thinking processes. Although creativity-relevant generative processes are stimulated by collaborative activity, this does not necessarily mean that collaboration results in a more creative product. However, these patterns can be used in future work to develop methods and interventions for promoting group idea generation and improving group creativity.
En la Institución Educativa Colombus American School, del municipio de Rivera, Huila, se realizó el proyecto “Desarrollo de los procesos de pensamiento en niños de ciclo I (1°, 2° y 3° de básica ...primaria) a través de la investigación en el marco de la enseñanza para la comprensión”, mediante un enfoque cualitativo de tipo etnográfico, con el objetivo de valorar el desarrollo de los procesos de pensamiento a través de la investigación como mediación pedagógica y didáctica básica en niños en el marco de la enseñanza para la comprensión.
En este contexto se considera importante identificar que la investigación dentro de la escuela o ámbito escolar permitiría la potencialización de todas las capacidades y habilidades desarrollando seres competentes, críticos y constructores de escenarios propicios para el desarrollo humano en sus diferentes dimensiones. Considerando que, desde la implementación de estrategias investigativas, los estudiantes y docentes pueden alcanzar niveles de desempeño superiores, no solo para el aula sino también formación para la vida.
Teniendo esto en cuenta, toma mayor fuerza la inquietud de los educadores por formar y fomentar una escuela diferente. Es allí donde la investigación como mediadora pedagógica y didáctica se convierte en la piedra angular de la formación educativa y del desarrollo de los procesos de pensamiento, permitiendo fortalecer el desarrollo de la crítica, lógica y la creatividad.
This research aims to describe the expectations of prospective teachers for students' mathematical thinking processes in solving problem-based on the Polya model. This model is perceived by the ...theory of mathematical thought processes proposed by Mason. A descriptive method with a qualitative approach was used in this research. The research subjects were 25 students from the Department of Mathematics Education, Ibrahimy University. The test was given to collect data related to mathematical thinking processes expected by prospective teachers to students. Collected data including observations, tests, and interviews were tested in the aspect of their validity by triangulation. The qualitative descriptive was used to analyze the data. The results indicated that: (1) The average GPA (Grade Point Average) of the high, medium, and low group prospective teachers' were 93.25; 89.89; and 83.63 with a standard deviation of 1.754 each; 1.054; and 5.370, respectively (2) The prospective teachers expected that the students' mathematical thinking processes were able to carry out all of four mathematical thinking processes based on Mason Theory; (3) The prospective teachers expected that students were able to use Mason Theory on every stage of the Polya model problem solving; and (4) The expectation of prospective teachers were specializing (89%), generalizing (75%), conjecturing (62%), and convincing (59%). The results suggest for following up in a teachers or lecturer’s meeting in order to find out the expectations of their students' mathematical thinking processes, both in mathematics or other disciplines.
Little is available in mathematics education research about what the teacher can anticipate from the students when applying inquiry-based learning (IBL). Even less is known about how to recognize and ...exploit on the spot when a mathematical domain, other than the one in focus, is activated in the students’ minds. Yet, in tests, in everyday life, and the labour market, it is common to face problems that require interrelated mathematical thinking. Although one of the unique advantages of complex mathematics education (CME) is the coherence between different domains and CME has been practiced for over half a century in Hungary, the Hungarian line of IBL has only recently joined the international methodological mainstream. In this paper, I summarize a segment of IBL correspondent to CME and integrated mathematics education, and I illustrate the possible divergence of solutions during implementation with an example that emerged about a probability game in a fifth-grade class.
This article describes the long‐term psychoanalytic psychotherapy of a young woman who had experienced trauma during her childhood. The details of the trauma were unknown, as all memory of the trauma ...had been repressed. Past trauma is analysable through a prism of transference, dreaming and dreams, mental states and thinking processes that offer an opportunity to explore and analyse the influence of both reality and fantasy on the patient. The presented case describes a therapeutic process that strives to discover hidden meanings through the unconscious system and illustrates the movement from unconscious to conscious during exploration of the patient's personal trauma in treatment. The author discusses the importance of classical and contemporary psychoanalytic models of childhood sexual trauma through the discovery of manifest and latent content, unconscious fantasies and actual events of trauma. It is suggested that the complexity of trauma is clarified by the tension between these models and by the inclusion of aspects of both of them for a complete understanding.
This article will describe a process for increasing critical thinking and reflection in strategy courses bridging the gap from conventional textbooks between theory and application. It proposes new ...assistive tools for aiding decisions and provides a roadmap for applying the process using live cases, thereby avoiding the limitations of web-available solutions to casework. With industry clamoring for graduates with critical thinking skills, it will be increasingly important to test and demonstrate new methods and processes that can impart critical and reflective thinking skills for improved decision-making.
The Integrated Curriculum Model (ICM) VanTassel-Baska, Joyce; Wood, Susannah
Learning and individual differences,
08/2010, Letnik:
20, Številka:
4
Journal Article
Recenzirano
This article explicates the Integrated Curriculum Model (ICM) which has been used worldwide to design differentiated curriculum, instruction, and assessment units of study for gifted learners. The ...article includes a literature review of appropriate curriculum features for the gifted, other extant curriculum models, the theoretical basis for the ICM model, a description of the model, research that has been conducted to date on its effectiveness, and specific implications for use in classroom settings in schools.
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