Developing Students’ Reflective Thinking Skills in a Metacognitive and Argument-Driven Learning Environment

Antonio, Ronilo

doi:10.46328/ijres.v6i3.1096

Cited by 17 publications

(10 citation statements)

References 23 publications

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“…It can be seen that the positive effect of behavior teaching is not only manifested in the learners' academic ability in class, but also in the cultivation and shaping of the learners' overall ability and knowledge level. Moreover, behavior teaching can also improve learners' initiative and interaction in the curriculum [ 11 ].…”

Section: The Connotation Of College Students' Happy Learning With The...mentioning

confidence: 99%

[Retracted] Exploration of Happy Learning for College Students with the Integration of Thinking Visualization and Action Learning in the Internet + Environment

Han

2022

Journal of Environmental and Public Health

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Under the background of networked education, the subjective behavior in the field of education, the interaction between teachers and students, and the educational environment in which the subject is located have all had a comprehensive impact on the teaching mode of mental health courses in colleges and universities. In recent years, the teaching research and practice related to “action learning” and “thinking visualization” have been deepening, and more papers, monographs, and training activities related to them have been deepened. Thinking is a complex cognitive process, and students’ positive and critical thinking attitude plays a crucial role in improving the quality of nursing work in the future. The importance of study, our way of self-cultivation, and the foundation of our destiny is beyond words. This study explores the application and significance of college students’ happy learning combined with the visualization of thinking and action learning under the background of “Internet +” from four aspects: curriculum connotation, system construction, effect analysis, and curriculum thinking, so that students can play their subjectivity in education courses and improve. The initiative and interaction of students in the classroom encourages students to not only know, feel, and experience in education courses but also dare to speak, ask, and question and be the leaders of the classroom.

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Section: The Connotation Of College Students' Happy Learning With The...mentioning

confidence: 99%

[Retracted] Exploration of Happy Learning for College Students with the Integration of Thinking Visualization and Action Learning in the Internet + Environment

Han

2022

Journal of Environmental and Public Health

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“…In this context, Doğan (2012) emphasized that in educational discussion activities, basing claims on evidence is important in providing students with a different perspective. In different studies in the literature, it has been stated that argumentation contributes to the development of high-level thinking and reflective thinking, judgment and reasoning skills ( Nussbaum, 2002 ; Erduran and Jimenez-Aleixandre, 2007 ; Kosko et al, 2014 ; Antonio, 2020 ). Besides, the students claimed that the desire to defend an idea and refute the counter-idea in academic writings provides motivation for doing more research.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Analysis of pre-service teachers’ argumentation-based academic writing process

et al. 2022

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The purpose of this research is to examine the participating students’ argumentation-based academic writing processes and the contributions of these processes to the students’ academic writing skills. The participants of the study, which was conducted through mixed method research design, were a group of 53 pre-service Turkish Teachers who are in their first year of Turkish education program at a state university in Turkey during the 2020–2021 academic year. In this research, the data were obtained through student products, rubrics, reflective participant diaries, and a semi-structured interview form. SPSS 23 was used in the analysis of the quantitative data, and NVivo 12 programs were used in the analysis of qualitative data. When the results of the analyses are considered in general, it can be deduced that academic writing practices based on argumentation contributed to the development of students in the dimensions of “subject and content,” “organization,” “language use,” “citation,” and “writing process.” In the data obtained from the reflective diaries and interviews, although some difficulties were pointed out, the statements of the students regarding their development came to the fore. In addition, it was pointed out that argumentation contributes not only to students’ academic writing skills, but also their development of thinking, objectivity, research motivation, and critical thinking.

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“…ADI learning model could be combined with Meta-cognitive and environmental learning. Antonio (2020) revealed that combined ADI with 7E stages, also known as MADLE (Metacognitive and Argument-Driven Inquiry Learning Environment) consisted of 1) Elicit (Pre-assessment; 2) Engage (identification of the guiding question); 3) Explore (collection and analysis of data and generation of initial argument); 4) Explain (argumentation session); 5) Elaborate (explicit and reflective discussion); 6) Evaluate (writing argumentation report, retrospective assessment); 7) Extend (reflective writing). Besides that, various modifications, such as Safitri et al (2020), were also done.…”

Section: Discussionmentioning

confidence: 99%

Argument-Driven Inquiry Learning Model: A Systematic Review

Fakhriyah¹,

Rusilowati

Wiyanto

et al. 2021

IJRES

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

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Developing Students’ Reflective Thinking Skills in a Metacognitive and Argument-Driven Learning Environment

Cited by 17 publications

References 23 publications

[Retracted] Exploration of Happy Learning for College Students with the Integration of Thinking Visualization and Action Learning in the Internet + Environment

[Retracted] Exploration of Happy Learning for College Students with the Integration of Thinking Visualization and Action Learning in the Internet + Environment

Analysis of pre-service teachers’ argumentation-based academic writing process

Argument-Driven Inquiry Learning Model: A Systematic Review

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