Psychological Health Course Teaching Mode Based on Students’ High-order Thinking Ability Development

Yang, Zhen

doi:10.3991/ijet.v14i04.10111

Cited by 4 publications

(3 citation statements)

References 5 publications

(5 reference statements)

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“…Both Cognitive and metacognitive have a big influence on the learning process. The learning process who starts from importing themes, question formation, learning participation, until giving the evaluation of feedback can help students improve high-level thinking skills and help students understand and master psychology in depth so that analytical ability, evaluation ability, and innovation ability are better [3].…”

Section: Introductionmentioning

confidence: 99%

Students’ Metacognitive Weaknesses in Academic Writing: A Preliminary Research

Ramadhanti

Ghazali

Hasanah

et al. 2019

Int. J. Emerg. Technol. Learn.

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This article aims to explain the weaknesses of metacognition that affect writing skills. Weaknesses of writing like content development, the organization of writing, compatibility of content with themes and audience awareness are assumed from the weaknesses of student metacognition. By using a qualitative approach, data is collected through questionnaires and interviews. Using the questionnaire found the level of student metacognitive awareness. A total of 22 male and female students were randomly selected. Responses given through self-report questionnaires showed that as many as 15 students had high metacognitive awareness and as many as 7 students had low metacognitive awareness. Furthermore, through interviews found metacognitive skills in academic writing. The results of the data analysis show that there are three weaknesses of student metacognitive, namely: students are too dependent on feedback from lecturers and highly dependent on lecturers and colleagues when writing, students cannot assess their own understanding of the information they receive for writing assignments, students are not aware benefit from the strategies used during writing. Students need to be trained to plan, monitor and evaluate writing activities so that they are skilled in arranging words, concepts, and terminology used in writing. In addition, through the writing they produce, it can be seen how the process of produces the meaning and thinking skills of students in writing.

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Section: Introductionmentioning

confidence: 99%

Students’ Metacognitive Weaknesses in Academic Writing: A Preliminary Research

Ramadhanti

Ghazali

Hasanah

et al. 2019

Int. J. Emerg. Technol. Learn.

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show abstract

“…Therefore, many engineering education institutions focus on effective teaching and learning [2]- [5]. Numerous studies have addressed the effectiveness of various classes that aim to cultivate higher-order thinking skills (HOTs) to improve the academic achievement of students [6]- [8]. Developing HOTs is essential to engineering education, so active learning activities are implemented to prepare students' thinking skills to enter the Teeratat Sopakitiboon, Surakit Tuampoemsab, Suppachai Howimanporn, Sasithorn Chookaew(*) King Mongkut's University of Technology North Bangkok, Bangkok, Thailand sasithorn.c@fte.…”

Section: Introductionmentioning

confidence: 99%

Implementation of New-Product Creativity through an Engineering Design Process to Foster Engineering Students’ Higher-Order Thinking Skills

Sopakitiboon

Tuampoemsab

Howimanporn³

et al. 2023

Int. J. Eng. Ped.

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Many studies in engineering education believe that higher-order thinking skills (HOTs) are a fundamental competency for engineering students. Polymer engineering students study and analyze the character and structure of polymer materials and use that knowledge to design innovative new products. However, students might need more applied contexts to creativity and learning motivation in polymer material instruction. This paper is a study to present new-product creativity (NPC) through the engineering design process (EDP) for polymer engineering students. The quasi-experimental design was implemented in the learning activity of the polymer-processing laboratory course. A total of 21 participants were recruited from two groups of students (10 were in the experimental group, and 11 were in the control group) at a university in Thailand. The experimental results showed that the students who learned with NPC-EDP had better HOTs in the polymer-processing laboratory course than those who learned with conventional learning. In addition, the students also showed that they were motivated to learn meaningfully in engineering education.

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“…Unhealthy lifestyle and bad living habits have become great threats to contemporary college students [1][2][3][4][5]. Statistics suggest that non communicable diseases exhibit younger age trend, the infection rate of major communicable diseases is on the rise year by year, and extreme injury events caused by mental health problems occur more frequently [6][7][8][9][10][11]. Under such severe and complex background, the education system for college students' physical and mental health education and safety education in China is still incomplete [12][13][14][15][16][17], however, constructing a content system and a coordination evaluation model for the said matter is of important significance for exploring new ideas and ways for college students' physical and mental health education and safety education, improving the health level of college students, and implementing the requirements of "healthy China initiative" for higher education.…”

Section: Introductionmentioning

confidence: 99%

A Collaborative Education Mechanism for College Students' Physical and Mental Health Education and Safety Education Under Complex Background

Song¹,

Nailei²

2022

Int. J. Emerg. Technol. Learn.

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The current system for college students’ physical and mental health education and safety education in China is incomplete, however, a sound system is of important significance for exploring new ideas and ways for college students’ physical and mental health education and safety education, improving the health level of college students, and implementing the requirements of “healthy China initiative” for higher education. Until now, few studies have concerned about the construction of a collaborative education mechanism for college students’ physical and mental health and safety education under complex background, therefore, this paper attempts to fill in this research gap. In the beginning of this paper, qualitative and quantitative methods were combined to build a content system for college students’ physical and mental health education and safety education under complex background; then, a coordination evaluation model for the said matter was constructed, and principles for dividing the coupling coordination types of the collaborative education system were elaborated. After that, the grey prediction model was employed to predict and analyze the development status of collaborative education of college students’ physical and mental health education and safety education, thereby realizing rational judgement of the development trend of collaborative education. At last, test results compared the actual value and grey prediction value of the coordination degree of collaborative education, and proved the effectiveness of the constructed model.

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Psychological Health Course Teaching Mode Based on Students’ High-order Thinking Ability Development

Cited by 4 publications

References 5 publications

Students’ Metacognitive Weaknesses in Academic Writing: A Preliminary Research

Students’ Metacognitive Weaknesses in Academic Writing: A Preliminary Research

Implementation of New-Product Creativity through an Engineering Design Process to Foster Engineering Students’ Higher-Order Thinking Skills

A Collaborative Education Mechanism for College Students' Physical and Mental Health Education and Safety Education Under Complex Background

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