Techniques for Teaching Thinking

Costa, Arthur L.; Lowery, Lawrence F.

doi:10.4324/9781315638096

Cited by 23 publications

(13 citation statements)

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“…Based on the above description , it becomes a rational argument when the MELS model can improve students' critical thinking skills. Costa [30], explained that the thinking process is a gradual process from lower order thinking to higher-order thinking. A basic thinking process is a thinking process to find relationships, connect causality, transform, classify, and clarify.…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of Experiential Learning Models with Scaffolding Techniques (MELS) in Biology Learning

Muis¹,

Bahri²,

Junda³

2019

Proceedings of the 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018)

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The study aims to investigate the effectiveness of MELS in general biology lectures of students in the biology education program of Universitas Negeri Makassar. This preexperimental study implemented One-Group Pretest-Posttest Design by involving one group of students to be given a pretest and a posttest. The independent variable of this research is the application of MELS, and the dependent variable is the learning achievement. The research instrument is a multiple choice test. The data collection technique is done through pretest before the implementation of MELS and post-test after the implementation of MELS. Data analysis techniques are descriptive statistical analysis and inferential statistical analysis with t-test and normalized gain test. The average of students' learning achievement on pretest and post-test is 29.61 and 78.45, respectively. The average gain score of students' learning achievement was 0.72. The result of SPSS posttest analysis showed that t count = 5.963 (db = 66) and p = 0.000, meanwhile the value of the t distribution table (0.95; df = 66) = 1.78, which means that the posttest result average is greater than the class mastery criteria. Gain value of students' learning achievement showed that t count = 22.612 (db = 66) and p = 0.000, meanwhile the value of t distribution table (0.95; df = 66) = 1.78, which means that the average value of unrealized gain is greater than 0.3 (0.6790 = medium category).

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Section: Discussionmentioning

confidence: 99%

The Effectiveness of Experiential Learning Models with Scaffolding Techniques (MELS) in Biology Learning

Muis¹,

Bahri²,

Junda³

2019

Proceedings of the 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018)

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“…The methods used are 1) initial observation, 2) preparation learning tools, 3) development and verification of learning, 4) testing and dissemination devices, pre-non-test, and 5) implementing of chemistry learning tools based on investigation learning for senior high schools. The subject of this study was the students of SMAS The instrument used in this study is cognitive test items to measure mastery of the concepts of Chemistry [4]- [6], critical thinking sheets [7]- [9], and metacognition awareness questionnaires MAI [10]. The criteria for testing the effect of learning variables on critical thinking skills, metacognition, and mastery of concepts of students on the buffer solution subject used t-test.…”

Section: Methodsmentioning

confidence: 99%

The Effect of Buffer Chemisry Learning Strategies Based on Investigation to Critical Thinking Skills, Metacognition, and Mastery of Concepts of Senior High School Students

Danial¹,

Nurlaela²,

Wijaya³

2019

Proceedings of the 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018)

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The study objectives are 1) to explain the effect of learning strategies based on investigation to critical thinking skills, metacognition, and mastery of the concepts at senior high school students; 2) to empower critical thinking skills and metacognition at senior high school students; and 3) to compare the level of the concept mastery of buffer solution chemistry between students who are taught based on the investigation learning and conventional learning. The methods used are preliminary observation, preparation of learning tools, development and verification of learning tools, trial and dissemination, pre-non-test, and implementing of chemistry learning tools based on investigation learning for senior high schools. The subjects of this study were senior high school students in Makassar city and Maros district. Learning tools are used in this study are Planning of Learning Implementation on Investigation Worksheets, a book of the investigation model, and the non-test also test Instruments for the Chemistry subjects of eleven grade of Senior High School. The research used was the pretest-posttest control group design. The results showed that firstly, there is an effect of the chemistry learning strategies based on the investigation to critical thinking skills, metacognition, and the concept mastery of senior high school students. Secondary the critical thinking skills and metacognition of senior high school students are empowered which is characterized by increasing critical thinking skills and metacognition of students after the learning process, and thirdly the level of the concept mastery of buffer solution chemistry of students who are taught by investigation learning is higher than conventional learning.

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“…I encourage my students to engage in metacognitive think‐aloud s , which are defined as verbalizing how one is thinking about his or her thinking and examining the brain's processing of new inputs (Costa & Lowery, ). Building metacognitive think‐alouds allows me to support my students in developing their own unique plan for taking new information into their already existing schema or making new schema (Skemp, ).…”

Section: Metacognitive Thinkingmentioning

confidence: 99%

Getting Personalization Right!

DeWaters¹

2017

The Reading Teacher

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In today's differentiated classroom, each individual student receives from their teacher student‐centered instruction and customized assignments to reflect their skills and knowledge. Teachers differentiate their assignments so each of their students may access the Common Core State Standards, interact with complex nonfiction texts, integrate rigorous literacy skills across the content areas, and contend with complex mathematical skills, procedures, and understandings.

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Techniques for Teaching Thinking

Cited by 23 publications

References 0 publications

The Effectiveness of Experiential Learning Models with Scaffolding Techniques (MELS) in Biology Learning

The Effectiveness of Experiential Learning Models with Scaffolding Techniques (MELS) in Biology Learning

The Effect of Buffer Chemisry Learning Strategies Based on Investigation to Critical Thinking Skills, Metacognition, and Mastery of Concepts of Senior High School Students

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