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Education and Critical Thinking Development

Works Count: 180578

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Description

This cluster of papers explores the impact of instructional interventions on critical thinking skills in various educational contexts, including nursing education. It includes meta-analyses, literature reviews, and studies on teaching strategies to promote higher-order thinking and 21st-century skills. The papers also delve into the relationship between critical thinking dispositions and skills, as well as the challenges and methods for assessing and fostering critical thinking abilities.

Keywords

Instructional Interventions; Critical Thinking Skills; Education; Meta-Analysis; Teaching Strategies; Nursing Education; 21st Century Skills; Higher-Order Thinking; Cognitive Psychology; Pedagogical Paradigm

The Enlightened Eye: Qualitative Inquiry and the Enhancement of Educational Practice

1994-01-01

J. A. Muir Gray , Emily Eisner

Introduction. 1. Qualitative Thought and Human Understanding. 2. What Makes a Study Qualitative? 3. Objectivity and Subjectivity in Qualitative Research and Evaluation. 4. Educational Connoisseurship. 5. Educational Criticism. 6. Validity … Introduction. 1. Qualitative Thought and Human Understanding. 2. What Makes a Study Qualitative? 3. Objectivity and Subjectivity in Qualitative Research and Evaluation. 4. Educational Connoisseurship. 5. Educational Criticism. 6. Validity in Educational Criticism. 7. A Closer Look at Educational Criticism. 8. The Meaning of Method in Qualitative Inquiry. 9. Do Qualitative Case Studies Have Lessons to Teach? 10. Ethical Tensions, Controversies, and Dilemmas in Qualitative Research. 11. Looking Ahead: Preparing Qualitative Researchers. References. Index.

RADICAL CONSTRUCTIVISM

2010-02-16

Ernst von Glasersfeld

Growing up Constructivist - Languages and Thoughtful People Unpopular Philosophical Ideas - A History in Quotations Piaget's Constructivist Theory of Knowing The Construction of Concepts Reflection and Abstraction Constructing Agents … Growing up Constructivist - Languages and Thoughtful People Unpopular Philosophical Ideas - A History in Quotations Piaget's Constructivist Theory of Knowing The Construction of Concepts Reflection and Abstraction Constructing Agents - The Self and Others On Language, Meaning and Communication The Cybernetic Connection Units, Plurality, and Number To Encourage Students' Conceptual Constructing.

Handbook of Research on Science Education

2013-03-07

Sandra K. Abell

Contents: S.K. Abell, N.G. Lederman, Preface. Part I: Science Learning. C.W. Anderson, Perspectives on Science Learning. P. Scott, H. Asoko, J. Leach, Student Conceptions and Conceptual Learning in Science. W.S. … Contents: S.K. Abell, N.G. Lederman, Preface. Part I: Science Learning. C.W. Anderson, Perspectives on Science Learning. P. Scott, H. Asoko, J. Leach, Student Conceptions and Conceptual Learning in Science. W.S. Carlsen, Language and Science Learning. T.R. Koballa, Jr., S.M. Glynn, Attitudinal and Motivational Constructs in Science Learning. B.J. Fraser, Classroom Learning Environments. L.J. Rennie, Learning Science Outside of School. Part II: Culture, Gender, and Society and Science Learning. O. Lee, A. Luykx, Science Education and Student Diversity: Race/Ethnicity, Language, Culture, and Socioeconomic Status. E. McKinley, Postcolonialism, Indigenous Students, and Science. C-J. Guo, Issues in Science Learning: An International Perspective. K. Scantlebury, D. Baker, Gender Issues in Science Education Research: Remembering Where the Difference Lies. J.R. McGinnis, G.P. Stefanich, Special Needs and Talents in Science Learning. A.C. Barton, Science Learning in Urban Settings. J.S. Oliver, Rural Science Education. Part III: Science Teaching. D. Treagust, General Instructional Methods and Strategies. V.N. Lunetta, A. Hoftein, M.P. Clough, Learning and Teaching in the School Science Laboratory: An Analysis of Research, Theory, and Practice. G.J. Kelly, Discourse in Science Classrooms. N.B. Songer, Digital Resources Versus Cognitive Tools: A Discussion of Learning Science With Technology. K. Appleton, Elementary Science Teaching. C.M. Czerniak, Interdisciplinary Science Teaching. R. Lazarowitz, High School Biology Curricula Development: Implementation, Teaching, and Evaluation From the 20th to the 21st Century. R. Duit, H. Neidderer, H. Schecke, Teaching Physics. O. De Jong, K.S. Taber, Teaching and Learning the Many Faces of Chemistry. N. Orion, C.R. Ault, Jr., Learning Earth Sciences. P. Hart, Environmental Education. Part IV: Curriculum and Assessment in Science. D.A. Roberts, Scientific Literacy/Science Literacy. J.M. Atkin, P. Black, History of Curriculum Reform in Science Education in the United States and United Kingdom. R.D. Anderson, Inquiry as an Organizing Theme for Science Curricula. N.G. Lederman, Nature of Science: Past, Present, and Future. G.S. Aikenhead, Humanistic Perspectives in the Science Curriculum. J.B. Kahle, Systemic Reform: Research, Vision, and Politics. F. Lawrenz, Review of Science Education Program Evaluation. B. Bell, Classroom Assessment of Science Learning. E. Britton, S. Schneider, Large-Scale Assessments in Science Education. Part V: Science Teacher Education. J.J. Loughran, Science Teacher as Learner. M.G. Jones, G. Carter, Science Teacher Attitudes and Beliefs. S.K. Abell, Research on Science Teacher Knowledge. T. Russell, A.K. Martin, Learning to Teach Science. P.W. Hewson, Teacher Professional Development in Science. K.J. Roth, Science Teachers as Researchers.

Narrative knowing and the human sciences

1988-09-01

Donald E. Polkinghorne

Blind variation and selective retentions in creative thought as in other knowledge processes.

1960-11-01

Donald T. Campbell

Frame Analysis: An Essay on the Organization of Experience.

1975-11-01

Erving Goffman

Erving Goffman will influence the thinking and perceptions of generations to come. In Frame Analysis, the brilliant theorist writes about the ways in which people determine their answers to the … Erving Goffman will influence the thinking and perceptions of generations to come. In Frame Analysis, the brilliant theorist writes about the ways in which people determine their answers to the questions What is going on here? and Under what circumstances do we think things are real?

Logic: The Theory of Inquiry.

1940-03-01

William R. Dennes , John Dewey

The Psychology of Animal Learning

1976-03-01

Winfred F. Hill , N. J. Mackintosh

Perceiving, Acting and Knowing

2017-03-27

Robert E. Shaw , John D. Bransford

Originally published in 1977, the chapters in this volume derive from a conference on Perceiving, Acting and Knowing held by the Center for Research in Human Learning at the University … Originally published in 1977, the chapters in this volume derive from a conference on Perceiving, Acting and Knowing held by the Center for Research in Human Learning at the University of Minnesota in 1973. The volume was intended to appeal, not just to the specialist or the novice, but to anyone sufficiently interested in psychology to have obtained a sense of its history at the time. Through these essays the authors express a collective attitude that a careful scrutiny of the fundamental tenets of contemporary psychology may be needed. In some essays specific faults in the foundations of an area are discussed, and suggestions are made for remedying them. In other essays the authors flirt with more radical solutions, namely, beginning from new foundations altogether. Although the authors do not present a monolithic viewpoint, a careful reading of all their essays under one cover reveals a glimpse of a new framework by which theory and research may be guided.

The Development of Social Knowledge. Morality and Convention

1985-06-01

S. J. Eggleston , Elliot Turiel

Preface 1. Introduction: approaches to the study of social knowledge 2. Structure and development 3. Social experience and social knowledge 4. Dimensions of social judgments 5. Rules and prohibitions 6. … Preface 1. Introduction: approaches to the study of social knowledge 2. Structure and development 3. Social experience and social knowledge 4. Dimensions of social judgments 5. Rules and prohibitions 6. The development of concepts of social convention and coordination of domains 7. The development of moral judgments 8. Noncognitive approaches to moral development: internalization and biological determinism 9. Social judgments and actions: coordination of domains 10. Conclusions: interaction, development, and rationality References Index.

Learning and Awareness

2013-02-01

Ference Marton , Shirley Booth

This book stems from more than 25 years of systematic research into the experience of learning undertaken by a research team trying to account for the obvious differences between more … This book stems from more than 25 years of systematic research into the experience of learning undertaken by a research team trying to account for the obvious differences between more or less successful instances of learning in educational institutions. The book offers an answer in terms of the discovery of critical differences in the structure of the learner's awareness and critical differences in the meaning of the learner's world. The authors offer a detailed account of the empirical findings that give rise to theoretical insights, and discuss the particular form of qualitative research that has been employed and developed. The form of learning that is the object of study is considered to be the most fundamental form -- namely a change in the learner's way of seeing, experiencing, handling, and understanding aspects of the world. The need for rigorous analysis of learning of specific subject matter, the individual construction of knowledge, and its social and cultural embeddedness -- the defining features of rival approaches into research on learning -- are reconciled from the approach adopted here into an intertwined and whole experience of learning. The learner's experience is always one of learning something, in some way, and in some context; by holding the learner's experience of learning as the focus of study throughout -- and not studying the learning of the content and the acts and the context as separate and distinct focuses -- the content, the act, and the context remain united as constituents of the learner's experience. By empirically revealing critical differences in the ways of experiencing these aspects of learning, and by developing a theoretical framework for the dynamics through which change comes about in the learner's awareness, this book gradually leads the reader to a powerful new view of learning. Equipped with the analytical tools and conceptual apparatus to be found in this book, the reader will be empowered to learn and to assist others to learn by creating environments conducive to the most fundamental form of learning: experiencing aspects of the world in new ways.

Understanding Student Learning

1984-10-01

Nina Graham , Noël Entwistle , Paul Ramsden

The Theory of Moral Sentiments

1759-01-01

Adam Smith

Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct

1992-09-01

M. Frank Pajares

Attention to the beliefs of teachers and teacher candidates should be a focus of educational research and can inform educational practice in ways that prevailing research agendas have not and … Attention to the beliefs of teachers and teacher candidates should be a focus of educational research and can inform educational practice in ways that prevailing research agendas have not and cannot. The difficulty in studying teachers’ beliefs has been caused by definitional problems, poor conceptualizations, and differing understandings of beliefs and belief structures. This article examines the meaning prominent researchers give to beliefs and how this meaning differs from that of knowledge, provides a definition of belief consistent with the best work in this area, explores the nature of belief structures as outlined by key researchers, and offers a synthesis of findings about the nature of beliefs. The article argues that teachers’ beliefs can and should become an important focus of educational inquiry but that this will require clear conceptualizations, careful examination of key assumptions, consistent understandings and adherence to precise meanings, and proper assessment and investigation of specific belief constructs. Implications of findings and directions for future research are offered.

<i>The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life</i>

2000-01-01

Parker J. Palmer , Dwight E. Neuenschwander

First Page First Page

Women's Ways of Knowing: The Development of Self, Voice, and Mind.

1988-11-01

Susan A. Ostrander , Mary Field Belenky , Blythe McVicker Clinchy +2 more

The psychology of animal learning

1975-08-01

Stephen E. G. Lea

Scripts, Plans, Goals, and Understanding: An Inquiry into Human Knowledge Structures

1978-09-01

Roger C. Schank , Robert P. Abelson

The growth of logical thinking: From childhood to adolescence.

1958-01-01

Bärbel Inhelder , Jean Piaget

Language, Thought, and Reality.

1956-10-01

A. M. Halpern , Benjamin Lee Whorf , John B. Carroll +1 more

Educational Leadership

2011-01-01

Richard B. Gunderman

Social Learning Theory

1977-01-01

W. David Pierce , Albert Bandura

Taxonomy of Educational Objectives, Handbook I: Cognitive Domain

2010-01-01

Craig Kridel

Metacognitive Aspects of Problem Solving

2024-02-26

John H. Flavell

The theory and research presented in Chapter 11 have several very commendable features. First, they deal with problem-solving performance in children. This is a topic which, somewhat surprisingly, has not … The theory and research presented in Chapter 11 have several very commendable features. First, they deal with problem-solving performance in children. This is a topic which, somewhat surprisingly, has not been much studied in recent years. Resnick and Glaser interpret "intelligence" as the ability to solve problems, and of course some people may not agree with that definition. It would be hard, however, for anyone to disagree with the proposition that children's problem solving is a worthwhile and currently understudied object of research.

Advances in Instructional Psychology

2019-10-25

Robert Glaser

The contributors to this volume address reasoning and problem solving as fundamental to learning and teaching and to modern literacy. The research on expertise and the development of competence makes … The contributors to this volume address reasoning and problem solving as fundamental to learning and teaching and to modern literacy. The research on expertise and the development of competence makes it clear that structures of knowledge and cognitive process should be tightly linked throughout education to attain high levels of ability. The longstanding pedagogical assumption that the attainment of useful knowledge proceeds from lower level learning based on the practice of fundamental skills that demand little thought, to higher level competence in which problem solving finally plays an increasing role, is no longer tenable. It is now clear that thinking is not an outcome of basic learning, but is part of the basic acquisition of knowledge and skill. In learning to read, for example, decoding the printed word and understanding simple texts is an act of problem solving, requiring inference and elaboration by the reader. The prevalence of reasoning with information at all levels makes the details of its involvement a fundamental influence on learning and instruction -- a recurring theme in each of the chapters. A rich variety of topics is addressed including: *an analysis of the components of teaching competence *the evolution of a learner's mathematical understanding *the use of causal models for generating scientific explanations *the facilitation of meaningful learning through text illustrations *the competence of children in argumentative interaction that results in conceptual change.

Validating a Critical Thinking Questionnaire for Young Adolescents: A Preparatory Study for a Longitudinal Research

2025-06-26

Ivana Poulíková , Zdenka Gadušová | Arab World English Journal

In the context of globalization, education systems, including those in Slovakia, are increasingly tasked with creating productive learning environments that integrate life and academic skills. Thus, we aim to validate … In the context of globalization, education systems, including those in Slovakia, are increasingly tasked with creating productive learning environments that integrate life and academic skills. Thus, we aim to validate and establish the reliability of an adapted questionnaire designed to measure the development of critical thinking among young adolescents in Slovakia. The study employs a mixed-methods research which included expert evaluations, pilot testing, and a statistical analysis to assess both the content validity and the internal consistency of the instrument. The research addresses a significant gap in educational studies, as no existing tool currently meets this specific need in the Slovak context. Grounded in a comprehensive theoretical framework, the research explores critical thinking as an essential educational skill. It examines cognitive, moral, and psychological characteristics of young adolescents to ensure the tool’s demographic relevance. The adapted questionnaire demonstrated a strong internal consistency (Cronbach’s alpha = 0.81) and positive expert validation ratings, confirming its suitability for the targeted population. The findings have established a reliable instrument for assessing critical thinking development and contribute to the broader discourse on enhancing educational practices. The study concludes with some recommendations for future research on applying the validated tool in educational settings to measure critical thinking development of young adolescents over time and to include targeted interventions into Slovak school curricula.

The Impact of Learning Independence on Self-Efficacy and Academic Success of Elementary Students in West Papua

2025-06-26

Suherman Suherman , Harsono , Choiriyah Widiyasari | Tadris Jurnal Keguruan dan Ilmu Tarbiyah

This study investigates the impact of learning independence on self-efficacy and academic success among elementary students in West Papua, within an educational context characterized by limited resources and external support. … This study investigates the impact of learning independence on self-efficacy and academic success among elementary students in West Papua, within an educational context characterized by limited resources and external support. A quantitative approach with a census sampling method was employed, involving 85 students. Data were collected using questionnaires on self-efficacy and learning independence, and multiple regression analysis was applied to assess the relationships between these variables and academic success. The results revealed that both self-efficacy and learning independence significantly contribute to academic success, with each factor mutually reinforcing the other to enhance student learning outcomes. In conclusion, educational programs aimed at improving self-efficacy and learning independence can significantly boost academic performance, particularly in resource-constrained environments. The study also highlights the potential of project-based learning and collaborative activities to increase student engagement and deepen their understanding of complex concepts. Educators can further support students by providing constructive feedback and emotional encouragement, fostering an environment that empowers students to overcome challenges and achieve their full potential. This study suggests the development of community-based educational interventions that focus on these factors to improve the overall quality of education.

Teachers Navigating Faith and Inquiry Across Three School Types in Indonesia

2025-06-25

Khairil Azhar , Mohammad Ali , Eero Ropo +1 more | Jurnal Kependidikan Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan Pengajaran dan Pembelajaran

This study examines how teachers in three types of Indonesian lower secondary schools—a general lower secondary (SMP), a madrasah (MTs), and a traditional pesantren—navigate the tension between cultivating religious faith … This study examines how teachers in three types of Indonesian lower secondary schools—a general lower secondary (SMP), a madrasah (MTs), and a traditional pesantren—navigate the tension between cultivating religious faith and fostering critical inquiry. Qualitatively designed, the study employed purposive sampling to select teachers, principals, and vice principals from three school types under a single educational foundation. Data were gathered through focus group discussions and semi-structured interviews, and analyzed thematically to explore how Islamic education is understood and practiced. The findings of this study indicate that Islamic education in Indonesia’s lower secondary schools—across SMP, MTs, and pesantren—is a dynamic and context-sensitive practice shaped by institutional ethos, teacher interpretations, and local socio-cultural realities. The tension between faith and inquiry, a central theme in Islamic educational theory, is not experienced as a binary but negotiated along a continuum. Teachers support questioning to varying degrees, with SMP allowing guided inquiry, MTs placing faith-based boundaries, and pesantren emphasizing critical thinking within Islamic sciences. Integration of religious and secular knowledge also ranges from ethical linkages to philosophical unification, depending on institutional vision and pedagogical approach. Despite challenges, all three school types show selective adaptation to technological, curricular, and societal changes—preserving Islamic values while engaging with contemporary demands. This confirms that Islamic education in Indonesia is an evolving project—shaped by the people, context, and purposes it serves.

DETERMINANTS OF STUDENTS' CRITICAL THINKING SKILLS

2025-06-25

Stanislava Olić Ninković , Јасна Адамов , Aleksandar Rakita | Krugovi detinjstva - časopis za multidisciplinarna istraživanja detinjstva

The aim of the research which was conducted was examining the critical thinking abilities of upper-secondary school students and determining whether there are differences in critical thinking depending on students’ … The aim of the research which was conducted was examining the critical thinking abilities of upper-secondary school students and determining whether there are differences in critical thinking depending on students’ gender and average achievement. A total of 101 students of the second grade of an upper-secondary school in Serbia, 30.7% male and 69.3% female, with an average age of 16.21 years, participated in the research. Data were collected using items adapted from Watson Glaser Critical Thinking Appraisal (WGCTA) for two subscales - Assumptions and Deduction. The obtained data show that the students reached 70.25% of the total achievement on the test that assessed the ability of critical thinking, which indicates that they have moderately developed critical thinking skills. The students achieved higher scores on the deduction subscale compared to the assumptions subscale. Furthermore, the obtained results suggest that there are no significant differences in critical thinking skills between male and female students. The students with higher average academic performance showed more developed critical thinking skills. In the light of the obtained results, proposals for further research and recommendations for teachers were discussed with the aim of further encouraging the development of students' critical thinking skills.

The Dynamics of Student Knowledge Creation through SECI: A Qualitative Exploration in the Indonesian Context

2025-06-25

Masduki Asbari , Danish Akbar Firdausy Asbari | Indonesian Journal of Management and Economic Research.

This study aims to analyze the implementation of the SECI model (Socialization, Externalization, Combination, Internalization) in the process of knowledge creation among higher education students in Indonesia. The SECI model, … This study aims to analyze the implementation of the SECI model (Socialization, Externalization, Combination, Internalization) in the process of knowledge creation among higher education students in Indonesia. The SECI model, developed by Nonaka and Takeuchi, is an important framework in managing tacit and explicit knowledge in organizations, including higher education institutions. Through a descriptive qualitative approach, data were collected through structured in-depth interviews, participatory observation, and documentation at several public and private universities in Indonesia. The results showed that the socialization process more often occurs informally through interactions between students, while the externalization process occurs when students express ideas in assignments and discussions. The combination process appears in collaborative activities such as group work and research, while the internalization process is driven by direct learning experiences and practices. Academic culture, lecturer support, and digital infrastructure proved to be the main supporters of the success of the SECI model on campus. This research confirms the importance of SECI-based knowledge management in shaping students' innovative capabilities and suggests strategies for integrating SECI in the curriculum and extracurricular activities.

Enhancing Students’ Scientific Literacy on Environmental Pollution through Problem-Based Learning and Interactive Digital Modules

2025-06-25

Nadya Firstilia Kuswandi , Nadya Meriza , Dina Maulina +1 more | Tadris Jurnal Keguruan dan Ilmu Tarbiyah

This study explores the effectiveness of the Problem-Based Learning (PBL) model supported by interactive digital modules in enhancing junior high school students’ scientific literacy, particularly in learning about environmental pollution. … This study explores the effectiveness of the Problem-Based Learning (PBL) model supported by interactive digital modules in enhancing junior high school students’ scientific literacy, particularly in learning about environmental pollution. The study was conducted at a public junior high school in Bandar Lampung using a quasi-experimental design with a non-equivalent control group. A purposive sampling technique was employed to select participants, comprising 61 students divided into an experimental group (n = 30) and a control group (n = 31). The learning intervention in the experimental group integrated PBL strategies with interactive digital modules, while the control group received conventional instruction. Data were collected using a standardized scientific literacy test and student response questionnaires. Quantitative data were analyzed using an independent samples t-test. The results showed a statistically significant difference in scientific literacy scores between the two groups (p = 0.001), demonstrating the positive impact of the intervention. This study provides empirical evidence that the integration of PBL and digital modules offers a promising approach to improving students’ scientific literacy, especially in addressing complex and context-based environmental topics. The findings suggest that such an approach can be effectively implemented in science classrooms to foster critical thinking and environmental awareness among students.

Impact Of Family Position On The Development Of Critical Thinking And Collaboration Among Non-Native English Language Learners: A Study Of Urban And Rural Secondary Level School Students

2025-06-25

Prem Shankar Srivastava ASHIS DEB | Journal of Informatics Education and Research

The present study examines the influence of family position on the development of critical thinking and collaboration among non-native English language learners at the secondary level. Recognizing that family structure … The present study examines the influence of family position on the development of critical thinking and collaboration among non-native English language learners at the secondary level. Recognizing that family structure and dynamics play a crucial role in shaping students’ cognitive and interpersonal abilities, the study highlights how a supportive and participative family environment fosters higher-order thinking and cooperative skills. Moreover, critical thinking enables learners to navigate and cope with challenges arising within the family, particularly in contexts marked by rigid authority, limited communication, or socio-cultural constraints. A sample of 100 students was selected from four Sr. Secondary schools in Agartala, West Tripura, India, two of which were in urban regions and two of which were in rural areas, in order to examine differences across family types and localities. The Bhatnagar and Rastogi Family Scale and standardised instruments for evaluating teamwork and critical thinking were used to gather data. It is relevant that most non-native English language learners inhabiting in urban areas live in nuclear family, whereas most non-native English language learners inhabiting rural areas live in joint family environments. Students from nuclear families and urban settings exhibited significantly higher levels of both skills compared to their counterparts from joint families and rural areas. These findings highlight how crucial it is to incorporate critical thinking and family-sensitive teaching strategies into school curricula in order to more effectively involve students from a range of socio-geographic and familial environments.

Analyzing the Improvement of Students’ Public Speaking Skills Through Interactive Live Audience Feedback Strategies

2025-06-25

Silvia Djonnaidi , Difiani Apriyanti , Fitri Handayani | Ta dib

This qualitative case study investigated the impact of Interactive Live Audience Feedback (LAF) on the development of students’ public speaking skills. Conducted in a Public Speaking course involving 60 undergraduate … This qualitative case study investigated the impact of Interactive Live Audience Feedback (LAF) on the development of students’ public speaking skills. Conducted in a Public Speaking course involving 60 undergraduate students from the English for Business and Professional Communication program, the study used purposeful sampling and involved two stages: an initial presentation without feedback and a re-presentation following structured verbal and nonverbal feedback from the audience. Data were collected through audience comments, reflective journals, and field notes, and then analyzed thematically. Findings showed significant improvements in four areas: eye contact, body language, presentation structure, and use of visual content, highlighting improvements in confidence, clarity, and engagement. The study suggests that live audience feedback promotes reflective and participatory learning. However, limitations include potential observer bias and uncontrolled social dynamics in the classroom. Theoretically, the study integrates Lasswell’s Communication Model, Bandura’s Self-Efficacy Theory, and Vygotsky’s Social Development Theory to explain the feedback-learning relationship. Practically, the LAF model offers an adaptable strategy for improving communication competence in a variety of educational and professional contexts.

Pathways to Knowing

2025-06-25

Åsa Wettergren , Moa Bladini , Sara Uhnoo | Bristol University Press eBooks

Professional Roles in Objectivity Making

2025-06-25

Åsa Wettergren , Moa Bladini , Sara Uhnoo | Bristol University Press eBooks

The Effect of Web-Assisted Guided Inquiry Approach on Students’ Systems Thinking Skills

2025-06-25

Ümmühan Ormancı , Salih Çepni | Journal of Science Education and Technology

Ortaokul Öğrencilerinin Eleştirel Düşünme Becerileri ve Okuma Kültürlerinin İlişkisi

2025-06-25

Ramazan Eryılmaz , Akif ŞİMŞEK | ASYA STUDIES

Bu çalışmada ortaokul öğrencilerinin sosyoekonomik durumlarının eleştirel düşünme becerileri ve okuma kültürlerine etkisi ile bu değişkenlerin birbiriyle olan ilişkileri incelenmiştir. Çalışma grubu, 6. sınıf öğrencilerinden oluşmaktadır. Eleştirel Düşünme ve Okuma … Bu çalışmada ortaokul öğrencilerinin sosyoekonomik durumlarının eleştirel düşünme becerileri ve okuma kültürlerine etkisi ile bu değişkenlerin birbiriyle olan ilişkileri incelenmiştir. Çalışma grubu, 6. sınıf öğrencilerinden oluşmaktadır. Eleştirel Düşünme ve Okuma Kültürü ölçekleri ile veriler toplanmıştır. Okuma Kültürü ve Eleştirel Düşünme ölçekleri verilerinin normal dağıldığı tespit edilip, parametrik testler kullanılmıştır. Değişkenler arasındaki ilişki Pearson korelasyon analizi ile; gruplar arası farklar ANOVA ile test edilmiştir. Çalışmanın sonuçlarına göre, üst sosyoekonomik düzeyde olanların, eleştirel düşünme becerileri ve okuma kültürü açısından daha başarılı oldukları tespit edilmiştir. Okuma kültürü gelişmiş ortaokul öğrencilerinin eleştirel düşünme becerileri açısından da başarılı oldukları görülmüştür. Okuma alışkanlıkları bağlamında eleştirel düşünme becerisine bakıldığında; düzenli kitap okuyan, farklı türde kitaplar okuyan, okuduğu kitaplarla akademik başarısı arasında ilişki kuran öğrenciler eleştirel düşünme becerileri bakımından daha başarılıdır. Temel okuma beceri ve tercihleri ile eleştirel düşünme becerisi arasında yakın ilişkiler vardır. Bu anlamda okurken bağlamı önemsemek, okuma hızını ayarlamaya çalışmak, okudukları ile yaşamı arasında ilişkiler kurmak, sorgulayıcı okumak ve eski okuma deneyimlerini kullanmayı tercih etmek eleştirel düşünme becerisi açısından olumlu bulgular sunmaktadır. Okuma kültürü görsel okuma alt boyutuna ilişkin olarak, eleştirel düşünme becerileri yüksek öğrencilerin okuma sürecinde tablo, grafik ve şekillere duyarlı olduğu görülmüştür. Kitap seçiminde, kitabın yazarını göz önünde bulunduran ve arkadaşlarının bu konudaki deneyimlerini önemseyen öğrencilerin eleştirel düşünme becerileri yüksektir. Buna karşın kitap alırken kapağını, resim ve fotoğraflarını önemseyen ya da çok satanlar listesine göre tercihlerini şekillendirenler bu anlamda başarılı değillerdir.

Teaching Critical Thinking in Civic Education: A Qualitative Study of Novice Teachers’ Experiences and Challenges

2025-06-25

LU Zhong-yi , Hasnah Mohamed | International Journal of Research and Innovation in Social Science

This study aims to explore novice teachers’ abilities, strategies, and challenges in implementing critical thinking instruction within civic education. Using a qualitative research approach, the study combined the Watson-Glaser Critical … This study aims to explore novice teachers’ abilities, strategies, and challenges in implementing critical thinking instruction within civic education. Using a qualitative research approach, the study combined the Watson-Glaser Critical Thinking Appraisal (WGCTA) and focus group interviews to investigate eight novice teachers from vocational colleges in China who teach civic education courses. The findings indicate that novice teachers demonstrate a moderate level of critical thinking ability but possess a relatively high awareness of related teaching strategies. However, they face several practical challenges, including students’ lack of independent thinking skills, limited background knowledge, and significant learning differences. The study proposes recommendations such as optimizing instructional processes, integrating information technology, and enhancing pre-service training to improve novice teachers’ capacity to cultivate students’ critical thinking in civic education. The findings offer empirical support for the promotion of critical thinking and the practice of civic education.

THE EFFECTIVENESS OF EQUINE-ASSISTED LEARNING TO DEVELOP PRESENCING MASTERY

2025-06-25

Lissa Pohl | International journal of presencing leadership & coaching.

This article introduces Equine-Assisted Learning (EAL) as an embodied and effective methodology for cultivating presencing mastery. The aim is to contribute to the growing repertoire of Emerging Presencing Approaches (EPAs) … This article introduces Equine-Assisted Learning (EAL) as an embodied and effective methodology for cultivating presencing mastery. The aim is to contribute to the growing repertoire of Emerging Presencing Approaches (EPAs) that advance the shift from presencing as a way of knowing to presencing as a generative way of being (Gunnlaugson, 2024). The article further explores the critical roles of clean feedback, intersubjective dynamics, and co-iterative relational processes in facilitating the development of presencing mastery. By situating presencing mastery firmly within the body, EAL offers a pathway for leaders to increase their resilience and efficacy in navigating the complex, fragmented, and often disengaged social systems of contemporary organizational life. In this context, presencing mastery emerges not only as a theoretical construct but as a living, embodied practice critical for leadership development in an era marked by escalating complexity and relational fragmentation.

Reflection on writing stories by students

2025-06-25

Alan Maley , Sharoon Sunny | Routledge eBooks

Developing Scientific Writing Skills Instrument Using An Inquiry-Based Approach to Local Wisdom Dilemma Stories for Senior High School Students

2025-06-25

Erwin Salpa Riansi , Yuliarty Yuliarty , Ahmad Sulthon +1 more | Jurnal Kependidikan Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan Pengajaran dan Pembelajaran

This study aims to develop a valid and reliable instrument for assessing scientific writing skills using an inquiry-based approach to local wisdom dilemma stories. A Design and Development method, based … This study aims to develop a valid and reliable instrument for assessing scientific writing skills using an inquiry-based approach to local wisdom dilemma stories. A Design and Development method, based on the Ellis & Levy model, was adopted. The method consisted of six steps: (a) issues; (b) goal setting; (c) model design and development; (d) model testing; (e) model evaluation of the test findings; and (f) application model. Two hundred seventy-three high school students from three Indonesian schools were recruited as the pilot sample. Purposive sampling was used to select the participants. Five experts evaluated the instrument's validity. The Aiken formula for content validity proof yielded a respectable score of 0.86. According to the measurement model reliability evaluation, the instrument is in the dependable category, which comprises Composite Reliability with a value of 0.89. Confirmatory factor analysis revealed the Root Mean Square Error of Approximation value to be 0.043 < 0.08 and the Goodness of Fit Index to be 0.98 > 0, 90 or the declared model by the data obtained in the field and can be used in a wide range of measurements. The findings of this study have important implications for educational assessment and instructional design. Developing a valid and reliable instrument to measure scientific writing skills through an inquiry-based approach using local wisdom dilemma stories provides educators with a culturally relevant and pedagogically sound tool. This instrument can support more accurate evaluations of students' writing competencies and foster critical thinking and contextual understanding in scientific writing instruction at the high school level.

Some Conditions for Genuine Admiration Regarding Moral Theory and Moral Education

2025-06-25

Sara Martínez-Mares , Juan Luis Fuentes | The Journal of Value Inquiry

A Decade-Long Trend in The Development of Systems Thinking Skills on Science Learning : Contributions to Elementary Schools

2025-06-25

Ade Yulianto , Wahyu Sopandi , Riandi Riandi +1 more | Jurnal Kependidikan Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan Pengajaran dan Pembelajaran

This study aims to identify trends in systems thinking research within the context of science education over the past decade and providing education researchers with a global perspective on the … This study aims to identify trends in systems thinking research within the context of science education over the past decade and providing education researchers with a global perspective on the development of systems thinking. The bibliometric analysis research method is a quantitative approach used to analyze scientific literature to identify trends, publication patterns, collaborations between authors or institutions, and emerging research topics in a field of science. The data used for bibliometric analysis is the research trend of systems thinking in science learning from 2014 to 2024, based on the Scopus database, utilizing the R Package Bibliometric and VosViewer Software. The obtained articles were then processed using thematic analysis techniques with the R Bibliometric Package to analyze primary information, annual scientific publications, article citations per year, total citations of top journals, Sankey diagrams, top author production, countries with the highest productivity, most productive affiliations, and thematic maps. The findings of this study indicate that research on systems thinking in science learning has experienced an annual growth rate of 9.6% and an average citation rate of 13.6 citations per document. Furthermore, it analyzes the thematic mapping of the obtained keywords, where the motor themes in this study such as curriculum, teaching, elementary school, student learning, and system theory are well-developed and essential for shaping research in systems thinking in science learning. The thematic mapping reveals a strong interconnection among three key themes: systems thinking, science learning, and elementary schools. These themes hold significant potential and are highly relevant for further exploration due to their high centrality, yet they remain relatively underexplored to date. The study of systems thinking skills in science learning should also consider previous research findings related to sustainable development goals, climate change, gender similarity, and conceptual frameworks.

ENHANCING PROBLEM-SOLVING SKILLS IN SIMPLE INTEREST AMONG GRADE 7 STUDENTS THROUGH THE INTER (IDENTIFY, NOTE, TRACK, EVALUATE, REVIEW) STRATEGY

2025-06-24

Kesiah Kayte Asuncion , Sheena Mae A. Balios , Daniela R. Parcon | EPRA International Journal of Multidisciplinary Research (IJMR)

This study examined the effectiveness of the INTER intervention in enhancing problem-solving skills in simple interest among Grade 7 learners. The INTER, a method used to improve problem-solving skills in … This study examined the effectiveness of the INTER intervention in enhancing problem-solving skills in simple interest among Grade 7 learners. The INTER, a method used to improve problem-solving skills in simple interest, was implemented to address notable problem-solving difficulties observed among the students. The research objectives were to determine the level of problem-solving skills in simple interest among Grade 7 learners before and after implementing the INTER and to explore the impact of this intervention on their problem-solving skills. Prior to the intervention, students recorded an overall mean score of 36.44% in the pretest, indicating needs improvement in problem-solving involving simple interest. After implementing the intervention, the posttest results showed a significant improvement, with an overall mean score of 82.8%, suggesting a highly effective impact of INTER strategy on students’ learning outcomes. The data, as presented in the results table, reflect a marked difference in the performance of fifty-eight (58) students in problem-solving involving simple interest. This notable improvement demonstrates the effectiveness of the intervention in helping students build knowledge and understanding problem-solving more confidently. Initially, students struggled with these topics, showing limited understanding and skills. However, following the structured and supportive learning process offered by the INTER strategy, their performance improved considerably. These findings highlight the value of targeted instructional strategies in addressing specific learning gaps among students. Moreover, results showed that students performed better in the post-test than the pre-test, implying a significant difference between the two test scores, t(57) = 11.9, p<.001, with a standardized effect size of Cohen’s d = 1.57. Since the probability value (p<.001) is less than the level of significance (α = 0.05), the null hypothesis is rejected. The rejection is supported by having a standard deviation of 14.64 in pretest and 5.66 in post-test, indicating the reliability of the mean. This means that there is a significant difference between the pretest and post-test scores. In the qualitative phase, the researchers gained insights about the positive outcome of the intervention together with the challenges faced by the learners. The study concludes that scaffolding methods like INTER can significantly contribute to developing Grade 7 students’ problem-solving skills, making the complex topics more accessible and enhancing their problem-solving skills involving simple interest in real-life situations. Keywords: INTER, Intervention, Problem-Solving Skills, Simple Interest, Scaffolded, Philippines

Building Self-Confidence in Students: Techniques and Impacts

2025-06-24

Deo Raj Biswa | Journal of Applied Engineering Technology and Management

I conducted this study as part of classroom management to understand and assess the self-confidence level of Electronics and Communication Engineering students by implementing various teaching and learning strategies. To … I conducted this study as part of classroom management to understand and assess the self-confidence level of Electronics and Communication Engineering students by implementing various teaching and learning strategies. To collect the ground data, we interacted with students, observed them, conducted one-to-one interviews, and administered survey questionnaires. Moreover, the methods or techniques used in developing students’ confidence were presentations, peer, and teacher feedback, constructive criticism of the work, project and problem-based learning, group discussion, leadership roles, and individual problem-solving to showcase their talents and comprehension skills. All these techniques had various impact levels on student’s performance and confidence. Before I implemented any of the above techniques mentioned, they were shy, unable to express themselves in front of their friends because of fear and low self-esteem, and showed low confidence however, after implementing the techniques there was a huge improvement in the student participation and confidence level as they were always forthcoming and willing to take up any task given. Responses from students were getting better every time, and they were more willing to speak in front of their friends. Overall, class performance was better, which directly relates to the improvement of the confidence in the students.

Integrating Indonesian Local Wisdom into Tertiary EFL Writing Instruction: Practices, Challenges, and Opportunities

2025-06-24

Safnidar Siahaan , Isnaini Eddy Saputro , Nurfisi Arriyani +2 more | Jurnal Pemberdayaan Masyarakat

This study was initiated to support English as a Foreign Language (EFL) lecturers in enhancing culturally responsive writing instruction by integrating elements of Indonesian local wisdom. Recognizing the need to … This study was initiated to support English as a Foreign Language (EFL) lecturers in enhancing culturally responsive writing instruction by integrating elements of Indonesian local wisdom. Recognizing the need to strengthen students’ cultural identity and moral values through language learning, this initiative aimed to explore current practices, benefits, and challenges faced by lecturers in embedding local content into academic writing tasks. A qualitative-descriptive approach was employed, with data collected through a questionnaire completed by 30 English as a Foreign Language (EFL) lecturers from various Indonesian universities. Findings revealed that a majority of lecturers incorporate proverbs, folktales, traditional events, and cultural values, primarily through descriptive, narrative, and argumentative essays. These practices not only improve students’ linguistic and cognitive skills but also foster reflective thinking and cultural pride. However, lecturers reported several challenges, including limited resources, curriculum constraints, and lack of professional training. The results promote a more localized and meaningful approach to EFL writing instruction, empowering both educators and learners to preserve and reflect on Indonesia’s rich cultural heritage. Moreover, this study contributes to the broader discourse on decolonizing EFL curricula and offers a replicable model for culturally sustaining pedagogy in other multilingual, multicultural contexts.

FROM ALTERNATIVE LEARNING SYSTEM TO SENIOR HIGH SCHOOL: NARRATIVES, GROWTH, AND OPPORTUNITY

2025-06-24

María-Cruz Navarrete | EPRA International Journal of Environmental Economics Commerce and Educational Management

This phenomenological study explored the lived experiences of learners who transitioned from the Alternative Learning System (ALS) to Senior High School (SHS) at Rizal Special Education Learning Center, Inc. (RSELC) … This phenomenological study explored the lived experiences of learners who transitioned from the Alternative Learning System (ALS) to Senior High School (SHS) at Rizal Special Education Learning Center, Inc. (RSELC) in Davao City. While ALS provides second-chance education for marginalized learners, limited research exists on how these individuals adapt to formal senior high school settings, particularly in private institutions supported by the SHS Voucher Program. Ten participants were selected through purposive sampling and interviewed using semi-structured guides in English, Filipino, or Binisaya. Colaizi’s method was used to analyze the data. Seven themes emerged: Interrupted Pathways, ALS as a Lifeline, Transitioning to Senior High School, Juggling Responsibilities, Personal and Academic Transformation, Graduation as Redemption and Renewal, and Life After SHS. A sub-theme, Finding Voice, Identity, and Purpose, captured participants’ internal growth as they redefined their sense of self and future direction. Findings revealed that ALS served as a crucial bridge for learners who had previously left formal education due to poverty, early responsibilities, or personal struggles. The transition to SHS involved significant adjustment, but with institutional support, learners experienced growth in confidence, competence, and ambition. Graduation marked not just academic achievement, but personal healing and transformation. Keywords: Alternative Learning System, Second-Chance Education, Senior High School, Educational Transition, Transformative Learning, Davao City

INITIAL GAIN OF KADIGARRAN READING PROGRAM: BASIS FOR COMPETENCY REVIEW AND ENHANCEMENT

2025-06-24

Edson Amaro | EPRA International Journal of Environmental Economics Commerce and Educational Management

Globally, the study of Reading is crucial for individual and societal development, with literacy rates serving as a key indicator of educational progress. This study employed the non-experimental descriptive survey … Globally, the study of Reading is crucial for individual and societal development, with literacy rates serving as a key indicator of educational progress. This study employed the non-experimental descriptive survey research design in investigating the research problem. This study will be conducted in Idong Elementary School, Sta. Cruz North District. The respondents in this study are the 152 struggling learners in reading in the research local. The respondents will answer the test-type questionnaire constructed by the researcher based on the least learned competencies in reading. This study makes use of the universal sampling procedure considering the manageable number of respondents in Idong Elementary School. This study will utilize the researcher developed test-type questionnaire which items and indicators are focused on the least learned competencies in reading. Based on the collective findings on this study, the following conclusions are drawn: The level of Initial Gain in the Kadigarran Reading Program in terms of Phonemic Awareness is Very High, the level of Initial Gain in the Kadigarran Reading Program in terms of Phonics is Very High, the level of Initial Gain in the Kadigarran Reading Program in terms of Fluency is High, the level of Initial Gain in the Kadigarran Reading Program in terms of Vocabulary is High, the level of Initial Gain in the Kadigarran Reading Program in terms of Comprehension is Very High, There is a Significant Difference on the initial gain in reading comprehension in Kadigarran Reading Program when analyzed according to gender. Keywords: Initial Gain, Kadigarran Reading Program, Competency Review, Enhancement

Metacognitive Skills and Scientific Literacy Level Among STEM Students

2025-06-24

Norein C. Cabasa , Nick C. Pañares | INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS

Metacognition to students is recognizing their ability to understand, plan, create, and evaluate their learning strategies. This study aimed to delve into the level of metacognitive skills and scientific literacy … Metacognition to students is recognizing their ability to understand, plan, create, and evaluate their learning strategies. This study aimed to delve into the level of metacognitive skills and scientific literacy level among STEM students. Additionally, it investigated the significant relationship between these metacognitive skills and their scientific literacy level in terms of nominal, functional, conceptual/procedural and multidimensional. It also identified which independent variables singly or in combination influence the scientific literacy level. The study utilized correlational and causal designs to determine the association of the variables. A total of 178 samples from the three (3) large schools in the districts were selected as respondents through stratified sampling. There were two instruments used in the study, an adapted and a researcher made, both validated by the in-house experts of Southern de Oro Philippines College. The researcher treated the data through descriptive statistics such as Mean and Standard Deviation (SD), then, inferential statistics like Pearson Product Moment Correlation Coefficient and Multiple Linear Regression. Results showed that students are highly aware of their planning skills. There is a disparity in the scientific literacy level of students. Most of them are only at a functional level. Among the metacognitive skills, mental scripting showed a strong relationship to scientific literacy. However, there is no predictor among these variables. Hence, in this study metacognitive skills do not influence much with their ability to understand and apply scientific concepts and principles. It is recommended that teachers need to help students organize their scientific thinking for guidance and feedback.

2024 Türkiye Yüzyılı Maarif Modeli Biyoloji Dersi Öğretim Programı'nın Yansıtıcı Düşünme Becerileri Bağlamında İncelenmesi

2025-06-24

Ufuk Töman | Kuram ve Uygulamada Sosyal Bilimler Dergisi

2024 Türkiye Yüzyılı Maarif Modeli biyoloji dersi öğretim programında yer alan konuların tema, sınıf düzeyi, öğrenme çıktıları ve süreç bileşenleri açısından yansıtıcı düşünme bağlamında incelenmesinin amaçlandığı bu çalışmada doküman incelemesi … 2024 Türkiye Yüzyılı Maarif Modeli biyoloji dersi öğretim programında yer alan konuların tema, sınıf düzeyi, öğrenme çıktıları ve süreç bileşenleri açısından yansıtıcı düşünme bağlamında incelenmesinin amaçlandığı bu çalışmada doküman incelemesi yöntemi kullanılmıştır. Araştırmanın veri kaynağını, güncel biyoloji dersi öğretim programı oluşturmaktadır. Öğretim programlarının seçiminde ölçüt örnekleme kullanılmıştır. Bu araştırmada yer alan öğretim programı sınıf, ünite adı, konu adı, öğrenme çıktıları ve süreç bileşenleri değişkenleri göz önüne alınarak alt kategoriler oluşturulmuştur. Elde edilen veriler bu başlıklar altında tabloya dönüştürülerek, benzerlik ve farklılıklarına göre ortak bir anlam ilişkisi içerisinde gruplara ayrılmıştır. Bu noktadan hareketle incelenen öğretim programı tablolar şeklinde sunulmuştur. Her bir tablo devamında genel bir açıklama yapıldıktan sonra analizi ile çalışmalarda görülen benzerlik ve farklılıkların neler olduğu detaylı şekilde analiz edilmiştir. Bulgular analiz edildiğinde, sınıf düzeyi arttıkça teknik alanda yansıtma düzeyinden uygulama ve eleştirel alanda yansıtma düzeyine doğru geçişin olduğu ortaya çıkmıştır. Araştırmada sadece 2024 biyoloji dersi öğretim programında yer alan öğrenme çıktılarının yansıtıcı düşünme düzeylerine göre incelenmiştir. Geçmiş yıllarda yer alan biyoloji dersi öğretim programlarının öğrenme çıktıları yansıtıcı düşünme bağlamında incelenip karşılaştırmalar yapılabilir.

Efficacy of Center-Based Learning on Students’ Science Performance

2025-06-24

Jeffry M Saro , Emmanuel N. Pelesco | Asian Journal of Education and Social Studies

Traditional classroom settings generally favor direct, teacher-centered instruction, in which students are expected to absorb a fixed body of knowledge. This study aimed to evaluate the efficacy of the center-based … Traditional classroom settings generally favor direct, teacher-centered instruction, in which students are expected to absorb a fixed body of knowledge. This study aimed to evaluate the efficacy of the center-based learning approach (CBLA) in teaching science subjects and its impact on students' academic performance compared to the conventional teaching approach. Additionally, the study explored junior high school science teachers’ perceptions of CBLA’s effectiveness in enhancing students' learning capabilities, based on the Proven Effectiveness Framework (PEF). This study is quantitative in nature and employed a quasi-experimental research design to evaluate the efficacy of the center-based learning approach on students’ academic performance. A total of 60 Grade 10 students from two sections of Prosperidad National High School participated in the study during the school year 2024–2025. The assessment focused on the Grade 10 Science curriculum based on the Most Essential Learning Competencies (MELCs), specifically covering topics such as volcanoes, earthquakes, epicenters, and mountain ranges. A 50-item multiple-choice test was used as the main instrument to measure students’ learning outcomes. Findings revealed a significant difference in performance between the experimental and control groups. The experimental group, which was exposed to the center-based learning approach, achieved a mean score of 47.10 with a standard deviation of 4.87 and a p-value of 0.000, indicating a statistically significant improvement. The control group recorded a mean score of 30.05 in the posttest, with an overall mastery level of 60.23. The data also showed that science teachers’ perceptions aligned with the effectiveness of CBLA based on the established criteria. Overall, the center-based learning approach proved more effective than the conventional method in improving students’ academic performance in junior high school science, particularly among Grade 10 students.

Ethnicity Matters: An Apology for the Cognitive Potentials of Constructivism

2025-06-24

Olga Persidskaya , A. A. Izgarskaya | Discourse

Introduction. The field of ethnicity research in modern anthropology, ethnography, ethnology and ethnosociology is considered through the confrontation of the main cognitive positions, primordialism and constructivism. The purpose of the … Introduction. The field of ethnicity research in modern anthropology, ethnography, ethnology and ethnosociology is considered through the confrontation of the main cognitive positions, primordialism and constructivism. The purpose of the article is to generalize and to refute the criticism directed at constructivism, as well as to build a perspective for the synthesis of constructivist and primordialist research positions. Methodology and sources. This is a summary of the critique of constructivism to date. Four theses of this criticism are formulated: the faintness of its ontology, the reduction of ethnicity to the individuality, the confusion of definitions of ethnicity with other social categories, and the emphasis on the controllability of ethnic processes. An apologia for constructivism is the result of a consistent analysis of these theses. Results and discussion. It is shown that constructivism has an original ontology based on the interpretation of ethnicity as a type of social relations. The key research objects of constructivism – ethnicity, boundary and classification (categorization) system – are considered, allowing to address the collective dimension of the theoretical model of ethnicity, without closing in on individual processes. An example of a research model in constructivism is presented, showing that the role of ethnicity in social processes remains a meaningful and independent category of cognition. Finally, a distinction between the ontological and epistemological status of ethnicity in constructivism is made, which allows us to conclude that the epistemological position of constructivism is not related to the characterization of the essence of ethnicity, and therefore cannot be used as a basis for concluding that ethnic processes are malleable to external control. Conclusion. This apologia of constructivism allows us to conclude that the flexibility of the constructivist paradigm makes it possible to adapt the sciences of ethnicity to the state of modern society. The prospect of integrating primordialism and constructivism by considering them as phenomena linked by reflexive symmetry is outlined in the conclusion.

PROJECT-BASED LEARNING IN SCIENCE ACTIVITIES: ENHANCING COGNITIVE DEVELOPMENT AND PROBLEM-SOLVING COMPETENCY IN PRESCHOOL CHILDREN

2025-06-24

Pham Quang Tiep | European Journal of Humanities and Social Sciences

SOCRATES AND POLITICS

2025-06-24

| Anthem Press eBooks

Philosophy with Children as a Pedagogical Approach and Research Method

2025-06-24

Søren Sindberg Jensen | Oxford University Press eBooks

Abstract This chapter discusses the potential of Philosophy with Children (PwC) as a child-centered, pedagogical approach and research method used in education and research involving children with migration backgrounds. The … Abstract This chapter discusses the potential of Philosophy with Children (PwC) as a child-centered, pedagogical approach and research method used in education and research involving children with migration backgrounds. The chapter introduces what PwC is, and it reviews the main arguments for promoting PwC and dialogic teaching more broadly as a vehicle for the inclusion of children with a migration background. Moreover, it considers the added value of using PwC as a research method in migration research with children and discusses some of the critical points, informed by critical tenets in research such as Critical Race Theory, raised against PwC and dialogic teaching in recent years, which must be taken into account when considering the use of PwC as a research method. The chapter concludes by offering summarizing remarks and questions of reflection regarding the added value of using the pedagogical approach of PwC as a research method.

Acts of Leading, Learning, and Teaching

2025-06-24

Betty Anne Younker | Oxford University Press eBooks

Abstract This chapter investigates what feminism potentially means in relation to music teaching and learning, with leading as a core part of what occurs when teaching and learning. Might the … Abstract This chapter investigates what feminism potentially means in relation to music teaching and learning, with leading as a core part of what occurs when teaching and learning. Might the thinking of feminist theorists shape how we interact and engage with self and others, and if so, how? The construct of leading is included because of the relationships as experienced when leading, teaching, and learning. What one has learned in one role can inform the other. To that end, attributes and dispositions as experienced when leading are examined. The chapter includes relational care as a framework to view a feminism lens as well as inquiry-based learning to examine how both may impact how we lead, learn, and teach. Uncovered through these examinations were multiple intersections of focal points between the three areas. The chapter is concluded with implications for music teaching and learning. Fundamentally, how might we construct and support educative environments in which each participant flourishes and thrives without any oppression, discrimination, or marginalization?

An Empirical Study of Teachers’ Perspectives of Quality Education in The Northern Region of Ghana

2025-06-24

Simon Alhassan Iddrisu , Hassan Mubarik Iddrisu , Abdul-Razak Kuyini Alhassan | International Journal of Social Science and Human Research

This study explored pre-tertiary school teachers’ perceptions of quality education in the Northern Region of Ghana, guided by the framework of the Input-Process-Output (IPO) Model of education quality. Using a … This study explored pre-tertiary school teachers’ perceptions of quality education in the Northern Region of Ghana, guided by the framework of the Input-Process-Output (IPO) Model of education quality. Using a descriptive survey design, data were collected from 250 teachers across primary, junior high, and senior high schools through a structured questionnaire. Respondents were selected using a multi-stage stratified random sampling technique. Quantitative data were analyzed using descriptive statistics, t-tests, ANOVA, and Pearson correlation coefficient. Findings revealed that teachers strongly associate quality education with teacher qualifications (M = 4.40), effective teaching methodologies (M = 4.35), and sound assessment practices (M = 4.30). Key factors which positively correlated with perceived quality included teacher training (r = 0.62) and student engagement (r = 0.68). Statistically significant differences emerged based on gender (p = 0.045) and teaching experience (p = 0.020), with more experienced teachers expressing stronger perceptions of quality education. Major challenges identified included an overloaded curriculum (78%), inadequate infrastructure (70%), limited teaching resources (65%), and insufficient continuous teacher training (64%). These barriers hinder the realization of educational quality despite teachers’ clear understanding of its key components. The study concluded that bridging the gap between educational policy and classroom realities requires prioritizing infrastructure development, curriculum reform, resource provision, and professional development. The findings provide empirical insights for policymakers and stakeholders aiming to improve education quality in Ghana. The study recommended intensifying in-service training at all levels, revising curricula to reduce work overload on teachers, and improving school facilities.

Students’ Use of Simple Present Tense in their Descriptive Writing

2025-06-24

Putri Nur Hafizhoh , Winny Agustia Riznanda , Hariana Amalia | Journal of English Language Learning

This study investigated the types of errors made by the seventh-grade students at SMP N 26 Palembang on the use of the Simple Present Tense on descriptive writing, and determined … This study investigated the types of errors made by the seventh-grade students at SMP N 26 Palembang on the use of the Simple Present Tense on descriptive writing, and determined the most dominant type of errors. Employing a descriptive quantitative research design, the research involved a writing task completed by 35 students. To analyze the data, the surface strategy taxonomy proposed by Dulay et al. (1982) was applied. The analysis revealed that misformation errors were the most prevalent, constituting 55.75% of total errors, followed by omission errors at 28.31%, addition errors at 9.73%, and misordering errors at 6.19%. These findings indicated significant challenges faced by the students in grasping grammatical structures, particularly in verb forms and sentence construction. The study underscored the necessity for targeted instructional strategies to address these common errors, suggesting that enhanced grammar teaching could lead to improve writing skills. The insights gained from this research serve as a valuable resource for educators aiming to refine their teaching methods and help the students achieve a better understanding of the Simple Present Tense in English writing

The Relevance of Blended Learning to Students' Critical Thinking Skills

2025-06-23

Efi Miftah Faridli | Journal La Edusci

This research examines how blended learning affects students' ability to think critically. This kind of quantitative study uses A design for a time series and a Semi-Experimental method. This During … This research examines how blended learning affects students' ability to think critically. This kind of quantitative study uses A design for a time series and a Semi-Experimental method. This During the odd semester of 2023–2024, research was done at a Public Junior High School in Banyumas Regency. A total of 35 students were selected from two classes to be used as research samples. Essay questions, critical thinking variable surveys, Using HOTS in blended learning techniques, as well as field notes are the tools used. The research findings show that students' critical thinking skills increased when the blended learning approach is combined with the HOTS strategy. This conclusion is supported by the results of the ANOVA analysis, which shows an F value of 6.253 at a level of significance of 0.039. Because the calculated F exceeds the F table, The suggested hypothesis's findings are acknowledged. Specifically, 6.253> 4.196. The study's findings demonstrate that pupils' critical thinking abilities improve when the blended learning model and the HOTS approach are used simultaneously.

THE INFLUENCED OF LEARNING ANXIETY AND METACOGNITIVE STRATEGIES ON STUDENTS’ LISTENING COMPREHENSION ACHIEVEMENT

2025-06-23

Destia Himian , Maria Octa Elsaviana | Esteem Journal of English Education Study Programme

This study aimed to examine three key areas: (1) whether there was a significant interaction between the application of metacognitive strategies and levels of listening anxiety on students’ listening comprehension … This study aimed to examine three key areas: (1) whether there was a significant interaction between the application of metacognitive strategies and levels of listening anxiety on students’ listening comprehension outcomes; (2) whether students’ listening performance varied significantly across different anxiety levels namely high, moderate, and low; and (3) the extent to which specific aspects of listening contributed to overall comprehension achievement. Employing a factorial design that included both experimental and control groups, the study engaged sixty participants equally distributed between the two groups. The experimental group, which received targeted instruction in metacognitive listening strategies, demonstrated marked gains in listening comprehension. A significant interaction effect was identified between metacognitive strategy use and listening anxiety, indicating that the effectiveness of strategy application varied with anxiety levels. Notably, within the experimental group, statistically significant differences in listening performance emerged between students with high and low anxiety, as well as between those with moderate and low anxiety—particularly in the domains of identifying main ideas, recalling details, and drawing inferences. Among the assessed listening components, the ability to grasp details proved to be the strongest predictor of listening comprehension achievement, followed sequentially by identifying main ideas, making inferences, and interpreting the overall message.

Enhancing Elementary Education: The Impact of Empathetic Questioning in Dialogic Reading on Comprehension and Engagement

2025-06-23

Yajing Han , Songxiu Jiang , Xingyu Liu +1 more | Reading Research Quarterly

ABSTRACT Focusing on English picture books, this study comparatively examined the effects of dialogic reading with empathetic questioning and standard dialogic reading on the reading outcomes of elementary school students. … ABSTRACT Focusing on English picture books, this study comparatively examined the effects of dialogic reading with empathetic questioning and standard dialogic reading on the reading outcomes of elementary school students. It evaluated eye movement metrics and measured reading comprehension among 54 fifth‐grade elementary school students in China. By analyzing the eye‐tracking results, the differences in total visit duration and total visit count between the two conversational reading modes were visualized. The results demonstrated that dialogic reading with empathetic questioning aided deeper information processing and improved story content comprehension compared with standard dialogic reading. Using an empathetic questioning approach engaged students' interest more rapidly than using standard questioning, benefiting the early stages of psychological processing. Specifically, the corresponding reading comprehension scores were higher. These findings suggest that teachers should use picture books with empathetic content and adopt teaching approaches that include empathetic elements in dialogic reading. This study's findings are significant in that they demonstrate how picture book tools and conversational reading modes with empathetic questioning can help students improve their English comprehension and performance.

Assessing the Impact of A Good People Culture on Enhancing Cognitive and Socioemotional Development through Teacher’s Instructional Strategies

2025-06-23

Nie Zhibin , Zainudin Bin Mohd Isa | International Journal of Academic Research in Business and Social Sciences

A Voice Trainer’s Guide to Educational Philosophy (With Thoughts on Writing a Teaching Philosophy Statement)

2025-06-23

Rockford Sansom | Voice and Speech Review

Transforming science education with artificial intelligence: Enhancing inquiry-based learning and critical thinking in South African science classrooms

2025-06-23

A. G. D. Philip , Wiets Botes | Eurasia Journal of Mathematics Science and Technology Education

In this conceptual paper, we explore how Artificial Intelligence (AI) educational applications can enhance Inquiry-Based Learning (IBL) and Critical Thinking in science classrooms. Despite widespread support for IBL from scholars … In this conceptual paper, we explore how Artificial Intelligence (AI) educational applications can enhance Inquiry-Based Learning (IBL) and Critical Thinking in science classrooms. Despite widespread support for IBL from scholars around the globe, its implementation in classrooms often falls short. Grounded in social constructivist theory, which promotes active participation, collaboration, and inquiry in knowledge construction, this paper presents a case for using AI educational apps as teaching tools to simulate scientific inquiry. Two research questions were addressed: What challenges hinder the implementation of inquiry-based science learning in South African classrooms? And how can AI-infused educational apps promote inquiry-based science learning? The literature suggests that science educators often face challenges such as a lack of knowledge of IBL, negative attitudes towards IBL, and limited resources concerning the use of IBL, which hinder their ability to implement IBL effectively. It is found that AI-infused educational apps like Magic School, Labxchange and Edpuzzle can help overcome these challenges. Their free-to-use nature facilitates the automatic creation of lessons that enable pupils to engage with scientific concepts through inquiry-based prompts, critical thinking questions, and real-world applications. In light of these findings, we argue that teacher development programs must do more to equip science educators with the skills required to integrate AI into their teaching. Future research could explore how AI can be utilized in other subjects such as mathematics to create a more engaging learning experience.

21st Century Student Learning Profile in the Era of Global Challenges

2025-06-23

Suhardi Aldi , Adnan Adnan , Andi Asmawati Azis +1 more | International Journal of Current Science Research and Review

This type of research is descriptive quantitative. This research aims to obtain students’ 21st century learning profile. The subjects of this study consisted of 52 students of class XI of … This type of research is descriptive quantitative. This research aims to obtain students’ 21st century learning profile. The subjects of this study consisted of 52 students of class XI of SMAN 14 Makassar. The method used in this research is survey method by using questionnaire instrument. The data obtained were then analysed using quantitative descriptive analysis techniques. The results of this study showed that the profile of 21st century learning in students at SMAN 14 Makassar was still relatively good. The results showed that although 21st century learning at SMAN 14 Makassar is still quite good, it still needs to be improved further. The active participation of students in the learning process can be a great potential that needs to be developed further to face the increasingly rapid global challenges. Therefore, the optimisation of 21st century learning at SMAN 14 Makassar becomes an evaluation material for stakeholders that really needs to be implemented to provide readiness to students in facing life in the future.

School Climate on Secondary School Students’ Critical Thinking Dispositions

2025-06-23

Elif Öznur TOKGÖZ , Eren AĞIN | HAYEF Journal of Education

ARGUMENTATIVE AND SCIENTIFIC DISCOURSE AND THEIR INNOVATIVE IMPLEMENTATION INTO STUDYING ENGLISH IN HIGHER SCHOOL

2025-06-23

Nataliia Mykhalchuk , Ernest Ivashkevych , Tetyana KARLOVA +1 more | Інноватика у вихованні

Argumentative and scientific discourse in their scientific paradigm focus on two basic, intertwined concepts – the meaning and the activity. Argumentative and scientific discourse is the core of a purely … Argumentative and scientific discourse in their scientific paradigm focus on two basic, intertwined concepts – the meaning and the activity. Argumentative and scientific discourse is the core of a purely activity approach according to the people’s speech, a global analysis of purposeful human use of sound structures, such as segmental and prosodic speech units, tokens, word forms, schemes, phrases and sentences, different types of elementary speech acts and their complexes, communicative moves as chains, discourses of different types, etc. Thus, having had such a wide field of scientific research, argumentative and scientific discourse is actualized on two levels of its analysis – a superficial (symbolic) level and a deep (cognitive-semantic) one. Thus, argumentative and scientific discourse imply the subjective-activity space of the addressee (his/her pragmatic attitudes, deixis, features of quasi-communication), performativity, the theory of speech acts, various explicit and implicit ways of organizing the language code by the subjects of communication (press position, implication, implicative scripts, maxims of cooperative interaction of partners of communication, indirect speech acts, conditions of productivity and success of the process of communication in general); theoretical and applied aspects of relevance; psycholinguistic principles and mechanisms of communication; some aspects of the theory of speech interaction and conversational speech.

Ethical Considerations in Educational Leadership

2025-06-23

Kagaba Amina G. | Research Invention Journal of Research in Education

In the realm of education, leadership transcends administrative efficiency to encompass a profound ethical dimension that impacts students, teachers, and communities. This paper examines the critical role of ethical leadership … In the realm of education, leadership transcends administrative efficiency to encompass a profound ethical dimension that impacts students, teachers, and communities. This paper examines the critical role of ethical leadership within educational settings, outlining foundational theories such as utilitarianism, deontological ethics, and virtue ethics. It highlights the growing complexity of ethical decision-making as educational institutions become more culturally diverse and politically influenced. The study examines the significance of values in educational leadership, the recurring ethical dilemmas faced by leaders, and the importance of cultural competence in promoting equity and inclusion. Further, it interrogates the demands of accountability and transparency, particularly in global contexts where ethical norms vary. The paper concludes by emphasizing the influence of educational policy on ethical leadership and the need for leaders to navigate these frameworks with a strong moral compass. A reflective and principled approach to leadership is essential for fostering trust, justice, and genuine educational advancement in a diverse, evolving society. Keywords: Ethical Leadership, Educational Administration, Cultural Competence, Ethical Dilemmas, Deontological Ethics, Utilitarianism.

Development of Inquiry-Based Learning Methods With Differentiated

2025-06-22

Happy Arifiyani , Joko Widodo , Kusumantoro Kusumantoro | Journal of Economic Education

This study aims to create and develop a product in the form of a differentiation-based inquiry learning method on the subject of economic problems in the accounting expertise program at … This study aims to create and develop a product in the form of a differentiation-based inquiry learning method on the subject of economic problems in the accounting expertise program at SMK. The purpose of differentiation learning is to provide a learning experience that is in accordance with the level of readiness, interests, and individual learning styles of students. This study adopts the Research and Development (RnD) approach that adopts the 4D (Four-D) development procedure. The data used is factual data that has been implemented so far. This study did not use a trial but FGD ( Focus Group Discussion) by expert practitioners and academics . In addition, this study was also conducted to determine the activeness of students in differentiation learning in economics learning at SMK. This study was conducted at SMK Kudus Regency, namely SMK N 1 Kudus and SMK PGRI 1 Kudus. The results of this study are in the form of a differentiation-based inquiry learning method , the product is equipped with (1) Differentiation-based inquiry learning method; (2) Differentiation-based inquiry learning method guide; (3) Teaching Guide for differentiation-based inquiry learning economics learning that has been developed has been valid (qualified) to be used as a teaching guide for class XI economics learning in the accounting expertise program at SMK. The characteristics of the method developed are inquiry learning methods based on differentiation of economic problem topics. The products developed are teaching guides and design of inquiry learning methods based on differentiation. The results of the FGD showed that an average of 93% was obtained which was categorized as "very feasible" for the final model. The suggestion of this research is to apply the differentiation-based inquiry learning method to the results of this research for teachers to be able to use this method, they must pay attention to the characteristics of each student, class characteristics, facilities, etc. So that the differentiation-based inquiry learning method can be used effectively.