A Problem-Based Approach to Skill Acquisition and Cognitive Complexity with Pre-Practicum Supervisees

Kindsvatter, Aaron; Desmond, Kimberly J.

doi:10.1080/07325223.2013.846759

Cited by 8 publications

(7 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Similarly, those with higher cognitive complexity (assessed with the Role Category Questionnaire, Crockett, 1965, which measured the amount of differentiation in participants’ description of peers) tend to be better comforters (MacGeorge & Wilkum, 2012) and discriminate more accurately between different types of supportive messaging (i.e., Low-Person Centered and High-Person Centered), r (326) = .22, p < .001, as long as they are not under high levels of emotional distress (Bodie et al, 2011). Given these findings, it is unsurprising that clinicians with higher levels of cognitive complexity (assessed using a variety of measures) tend to be more experienced and have more positive outcomes with their clients (Granello, 2010; Kindsvatter & Desmond, 2013; Magaletta & McLearen, 2015; Welfare & Borders, 2010; though see Conway et al, 2017, for a qualifying counter-example in smoking domains).…”

Section: Criteria Set 2: How Cognitive Complexity Relates To Other Trmentioning

confidence: 99%

In Search of the Cognitively Complex Person: Is There a Meaningful Trait Component of Cognitive Complexity?

Woodard

Chan

Conway

2021

Pers Soc Psychol Rev

View full text Add to dashboard Cite

Researchers have long assumed that complex thinking is determined by both situational factors and stable, trait-based differences. However, although situational influences on complexity have been discussed at length in the literature, there is still no comprehensive integration of evidence regarding the theorized trait component of cognitive complexity. To fill this gap, we evaluate the degree that cognitive complexity is attributable to trait variance. Specifically, we review two domains of evidence pertaining to (a) the generalizability of individuals’ complex thinking across domains and the temporal stability of individuals’ complex thinking and (b) the relationship of complex thinking with conceptually related traits. Cumulatively, the literature suggests that persons’ cognitive complexity at any point in time results partially from a stable and generalizable trait component that accounts for a small-to-moderate amount of variance. It further suggests that cognitively complex persons are characterized by chronic trait-based differences in motivation and ability to think complexly.

show abstract

Section: Criteria Set 2: How Cognitive Complexity Relates To Other Trmentioning

confidence: 99%

In Search of the Cognitively Complex Person: Is There a Meaningful Trait Component of Cognitive Complexity?

Woodard

Chan

Conway

2021

Pers Soc Psychol Rev

View full text Add to dashboard Cite

show abstract

“…Menurut Kindsvatter & Desmond (2013), langkah-langkah model pembelajaran inquiri diantaranya; 1. Identifikasi dan klarifikasi persoalan Langkah awal adalah menentukan persoalan yang ingin didalami atau dipecahkan dengan metode inquiry.…”

Section: Pendahuluanunclassified

Profil Pembelajaran Ipa Siswa Kelas Viii SMPK Marsudirini Detusoko

Rangga

Nasar

Kaleka

2021

optika

View full text Add to dashboard Cite

Penelitian ini bertujuan untuk mendeskripsikan profil pembelajaran IPA siswa kelas VIII SMPK Marsudirini Detusoko tahun pelajaran 2020/2021. Jenis penelitian ini adalah penelitian survei. Subjek dalam penelitian ini adalah 1 orang guru dan 32 orang siswa kelas VIII. Objek penelitian ini adalah model pembelajaran berbasis inkuiri pada mata pelajaran IPA. Teknik pengumpulan data menggunakan metode wawancara, kuesioner, dokumentasi dan observasi. Analisis data dilakukan dengan analisis deskriptif yang terdiri dari 3 tahapan, yaitu; reduksi data, penyajian data, dan penarikan kesimpulan atau verifikasi. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran inkuiri pada mata pelajaran IPA siswa kelas VIII SMP Marsudirini Detusoko berdasarkan tiga indikator pembelajaran termasuk dalam kategori baik, dengan tiga tahapan pembelajaran yang dinilai adalah; 1) persiapan pembelajaran, 2) pelaksanaan pembelajaran, dan , 3) hasil belajar.

show abstract

“…Additionally, trainers often provide limited feedback to students, especially concerning skills and attitudes that have an element of subjectivity because trainers do not want to discourage students, or they want to avoid potential conflict . Applying micro skills during coursework through case study and situated, problem-based learning provides potential opportunities to practice applying skills and to observe peers practice skills (Kindsvatter & Desmond, 2013).…”

Section: A Case-based Learning Approachmentioning

confidence: 99%

Navigating the Tensions of Innovative Assessment and Pedagogy in Higher Education

et al. 2018

View full text Add to dashboard Cite

Innovative practice in a classroom adds challenges and tensions to programs and institutional structures in higher education. With the recent emphasis on curricula reform, there is a great focus on assessment and pedagogical practices to support student learning. To illustrate the tensions arising from these efforts, we present four pedagogical and assessment innovation approaches using both Shulman’s (2005) Signature Pedagogies and Tatar’s (2007) Design Tensions frameworks. The four approaches include problem-based learning, game-based learning, case-based learning, and technology-enhanced learning. A narrative for each approach examines and addresses tensions using Shulman’s (2005) surface, deep and implicit structures. We argue that there is an interconnected complexity and conflicting visions among the micro- (e.g., classroom or practicum), meso- (e.g., program), and macro- (e.g., institution) levels. We acknowledge that dynamic tensions continually exist and needs to be thoughtfully navigated in support of innovative assessment and pedagogies in higher education. Dans l’enseignement supérieur, les pratiques innovatrices en salle de classe ajoutent des défis et des tensions aux programmes et aux structures institutionnelles. Suite à l’importance accrue récemment attachée à la réforme des programmes d’études, l’accent est mis sur l’évaluation et les pratiques pédagogiques pour soutenir l’apprentissage des étudiants. Afin d’illustrer les tensions qui découlent de ces efforts, nous présentons quatre approches de pédagogie et d’évaluation innovatrices qui font appel à la fois aux cadres de Shulman, Signature Pedagogies (2005), et à ceux de Tatar, Design Tensions (2007). Les quatre approches comprennent l’apprentissage par problèmes, l’apprentissage fondé sur le jeu, l’apprentissage basé sur des cas et l’apprentissage amélioré par les technologies. Chaque approche est examinée et traite des tensions qui en découlent en faisant appel aux structures de surface, profondes et implicites de Shulman (2005). Nous soutenons qu’il existe une complexité inter-connectée et des visions conflictuelles aux niveaux micro (par ex. en salle de classe ou durant les stages), meso (par ex. dans les programmes) et macro (par ex. au niveau de l’établissement). Nous reconnaissons que les tensions dynamiques existent de façon continue et doivent être soigneusement examinées pour soutenir l’évaluation et les pédagogies innovatrices dans l’enseignement supérieur.

show abstract

A Problem-Based Approach to Skill Acquisition and Cognitive Complexity with Pre-Practicum Supervisees

Cited by 8 publications

References 22 publications

In Search of the Cognitively Complex Person: Is There a Meaningful Trait Component of Cognitive Complexity?

In Search of the Cognitively Complex Person: Is There a Meaningful Trait Component of Cognitive Complexity?

Profil Pembelajaran Ipa Siswa Kelas Viii SMPK Marsudirini Detusoko

Navigating the Tensions of Innovative Assessment and Pedagogy in Higher Education

Contact Info

Product

Resources

About