A Model of Decision-Making Based on Critical Thinking

Uluçınar, Ufuk; Aypay, Ahmet

doi:10.15390/eb.2016.4639

Cited by 5 publications

(8 citation statements)

References 71 publications

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“…Therefore, in simple words, inquisitiveness refers to learners' curiosity or eagerness to acquire own understanding in learning process. Uluçınar and Aypay (2016) supported that inquisitiveness can be used as a powerful tool to guide individuals' actions and motivates their behaviors towards solving uncertainties and reveal the unknown. One of the distinctive and defining features in inquisitive learning is questioning.…”

Section: Inquisitive Learningmentioning

confidence: 96%

“…Once the instructors provide the answers, they will continue learning at own pace, even outside the classroom. According to Uluçınar and Aypay (2016), there are various theories proposed in the literature to explain what inquisitiveness is and how it arises. The first theory given by Berylne (1966, as cited in Uluçınar & Aypay, 2016 referred inquisitiveness as a humane urge, like hunger or thirst, that triggers learning information.…”

Section: Inquisitive Learningmentioning

confidence: 99%

“…In the second theory, inquisitiveness represents "the inconsistency in individuals' perspective related to an event or phenomenon in a more cognitive sense" (Uluçınar and Aypay, 2016 p.252). In the third theory by Loewenstein (1994, as cited in Uluçınar andAypay, 2016), inquisitiveness is defined as individuals' desire to fill the gap between their existing knowledge and the desired level of knowledge (Loewenstein, 1994). Therefore, in simple words, inquisitiveness refers to learners' curiosity or eagerness to acquire own understanding in learning process.…”

Section: Inquisitive Learningmentioning

confidence: 99%

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The Use of SMS in Promoting Inquisitiveness among Distance Learners

Ismail¹,

Azizan²,

Gunasegaran³

2019

MJDE

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Poor interaction skills and ineffective communication often lead to learning difficulties and frustrations among distance learners. Thus, due to the nature of their studies, distance learners need to play a leading part in their own learning by being inquisitively to obtain own understandings. Our research explored the potential of short messaging service (SMS) as a mobile learning tool to promote inquisitive learning skill among distance learners. This study examined the implementation of an SMS-based mobile learning system, namely Pocket Education, through the query application involving 650 distance learners from the School of Distance Education, Universiti Sains Malaysia. A mixed methodology through the case study and survey methods was employed to gather inputs pertaining to their satisfaction towards the application. It was found that, while participants perceived the system positively in general, they were moderately satisfied with the query application. The main inhibitor for distance learners' satisfaction towards the SMS-based query application was found to be the technical hurdles, rather than a perception of the system value. As implication, further work can be done from these findings in order to develop an effective mobile learning tool that put forward the element of inquisitiveness towards enhancing the quality of distance education delivery.

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Section: Inquisitive Learningmentioning

confidence: 96%

Section: Inquisitive Learningmentioning

confidence: 99%

Section: Inquisitive Learningmentioning

confidence: 99%

See 1 more Smart Citation

The Use of SMS in Promoting Inquisitiveness among Distance Learners

Ismail¹,

Azizan²,

Gunasegaran³

2019

MJDE

View full text Add to dashboard Cite

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“…The decision-making process is adapted to fit the purpose of the decisions being made, whether they are socioscientific issues, designs choices, or personal needs; how we make the decision is vitally important. Enhancing students' decision-making abilities is the most essential component of developing critical thinking skills; one does not exist without the other [21], and therefore this enhancement should be an intentional educational aim for all teachers.…”

Section: Decision-making As Learningmentioning

confidence: 99%

Teachers’ Thoughts on Student Decision Making During Engineering Design Lessons

Meyer

2018

Education Sciences

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Abstract:In this paper, I share the results of a study of teachers' ideas about student decision-making at entry into a professional development program to integrate engineering into their instruction. The framework for the Engineering Design Process (EDP) was based on a Challenge-Based Learning (CBL) model. The EDP embedded within the CBL model suggests teachers should provide opportunities for students to make decisions throughout the design process. The differentiation consolidation decision-making framework was used to understand the decision-making process. Study data was gathered from 16 teacher participants, interviewed and surveyed at entry into the program. The data were analyzed to understand the kinds of decision-making activities the teachers' identified as possible for students to make based on eleven engineering design scenarios and the teachers' current use of, and confidence in applying, lessons that engaged students in decision-making. The results indicated the teachers most frequently identified students that engaged in stage one decisions-making activities, i.e., problem identification and clarification. When the teachers discussed stage two and stage three decision-making activities, they most frequently discussed general problem solving or design process type activities with little differentiation of specific details of how the decision-making was to take place. In addition, in most cases teachers did not mention teaching or supporting student decision-making strategies.

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“…We document the ability students have to argument from higher-order reasoning and the opportunity that teachers have to engage their students in productive and socially and scientifically relevant discussions by using socialscientific issues. Studies on argumentation have found that students do not follow systematic decision-making processes (Lee & Grace, 2012;Hsu & Lin, 2017); nevertheless, the decisionmaking framework gives students motivation and knowledge, such that it is possible to find students showing systematic reasoning in discussions about science and technology (Gutierrez, 2017;Uluçinar, & Aypay 2016). This report shows how students can model the situation under discussion, seeking an appropriate background to present arguments about situations that impact particular human groups in real contexts.…”

Section: Discussionmentioning

confidence: 91%

Socioscientific Argumentation and Model-Based Reasoning: A Study on Mining Exploitation in Colombia

Gutiérrez

2018

Univ Psychol

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The primary objective of this article is to identify the mental models that represent a social-scientific problematic specific to high-school Colombian students. This is followed by the analysis of the argumentative schemes that these students may use to justify such models. By using a combined design, fifty two participants (52 people, 31 women and 21 men between the ages of 15 and 23; with education levels between high school and undergraduate degree) analyzed the possibility of implementing a mining exploitation project in a specific region of Colombia that is currently under the administrative control of one of Colombia’s native communities. The qualitative analysis showed the presence of 11 models for thinking about the given social-scientific problematic and a limited range of argumentation schemes (11); the quantitative analysis through ANOVAs (variance analysis) showed significant differences regarding the number of arguments per grade and the mental model. The results are discussed emphasizing the advantage that proceeds from exploring the students’ argumentative speech from a developmental-cognitive perspective with significant implications in the educational field.

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A Model of Decision-Making Based on Critical Thinking

Abstract: ÖzAnahtar Kelimeler

Cited by 5 publications

References 71 publications

The Use of SMS in Promoting Inquisitiveness among Distance Learners

The Use of SMS in Promoting Inquisitiveness among Distance Learners

Teachers’ Thoughts on Student Decision Making During Engineering Design Lessons

Socioscientific Argumentation and Model-Based Reasoning: A Study on Mining Exploitation in Colombia

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