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This research was conducted to see if using ChatGPT prompts students to think more deeply through reflection reports. The case study method and qualitative research methodology were used to carry out this study. Five graduate students in the Curriculum and Instruction department at Aksaray University's Social Sciences Institute who were teachers in various subjects and employed at various state school levels participated in the study. It was found that the majority of participants accepted all of the information presented by ChatGPT based on a citation as true, did not feel the need to control data reliability, and could be manipulated by ChatGPT while doing self-evaluation. Additionally, despite the fact that they prepared reflective reports in which they compared their essays with ChatGPT and included questions that prompted them to think critically and reflectively, as well as the fact that they had taken a graduate-level course on the teaching of higher order thinking skills, it was acknowledged that they could not demonstrate the expected performance in using higher order thinking skills other than to a limited extent. The onus should be on educators to pioneer positive examples of how to utilize ChatGPT and provide direction on how to harness its potential, supported by critical thinking, rather than to avoid using it and identify it as a tool to be avoided.

Designed by the Harvard University Project Zero team, Artful Thinking is basically a program that aims to improve students' awareness of art and increase their critical thinking skills by interpreting works of art and discussing them. In this way, students will acquire twenty-first century skills such as critical thinking and aesthetic understanding. The primary objective of this research was to investigate the impact of the Artful Thinking program on the development of critical thinking skills and attitudes towards art in 6th grade students, by implementing it as action research. This study was conducted in a middle school in Gaziantep, Turkey. 23 students and a Turkish teacher participated in the study. A total of twenty-four works of art (paintings, graffiti and ancient mosaics) were shown to students over eight weeks. Students expressed their opinions about each picture for 10-15 minutes. In order to make the students think in higher-order about art, the teacher asked questions prepared by the researcher. Thus, students were enabled to develop critical and higher order thoughts about the paintings. The findings from the students, teacher, and researcher indicated that the Artful Thinking program had a favorable impact on the students' perceptions of art, and that the students' cognitive abilities and capacity for articulation were enhanced by this program.

The ubiquity and ease with which microbial cells disperse over space is a key concept in microbiology, especially in microbial ecology. The phenomenon prompted Baas Becking's famous "everything is everywhere" statement that now acts as the null hypothesis in studies that test the dispersal limitation of microbial taxa. Despite covering the content in lectures, exam performance indicated that the concepts of dispersal and biogeography challenged undergraduate students in an upper-level Microbial Ecology course. Therefore, we iteratively designed a hands-on classroom activity to supplement the lecture content and reinforce fundamental microbial dispersal and biogeography concepts while also building quantitative reasoning and teamwork skills. In a class period soon after the lecture, the students formed three-to-five-person teams to engage in the activity, which included a hands-on dispersal simulation and worksheet to guide discussion. The simulation involved stepwise neutral immigration or emigration and then environmental selection on a random community of microbial taxa represented by craft poms. The students recorded the results at each step as microbial community data. A field guide was provided to identify the taxonomy based on the pom phenotype and a reference to each taxon's preferred environmental niches. The worksheet guided a reflection of student observations during the simulation. It also sharpened quantitative thinking by prompting the students to summarize and visualize their and other teams' microbial community data and then to compare the observed community distributions to the idealized expectation given only selection without dispersal. We found that the activity improved student performance on exam questions and general student satisfaction and comfort with the biogeography concepts. Activity instructions and a list of needed materials are included for instructors to reproduce for their classrooms.

This research is focused on assessing how the incorporation of Padlet technology affects the evaluation of historical thinking skills in high school history education. The research methodology involved a pretest-posttest approach with a randomly selected group of 70 students. The research tool employed questionnaires aligned with the study's objectives. Data analysis utilized comparative statistics, specifically the paired sample t-test. The outcomes of the study reveal a significant positive impact resulting from the integration of Padlet technology in assessing historical thinking skills. This is substantiated by the sign value being less than 0.05 for all aspects examined. Consequently, this research provides compelling evidence that this approach can serve as an effective alternative for improving the quality of history education at the high school level. The findings of this study have important implications for educators, learners, and other stakeholders. These results may be used by educators to create more successful teaching strategies that will improve their students' historical thinking and comprehension. As a personal learning tool, Padlet technology can help students comprehend the historical subjects they are studying better. For those involved, this study offers compelling proof that using Padlet technology in high school history curricula may improve its caliber.

For students to be able to compete and overcome challenges in the future, critical thinking is essential. The study's descriptive methodology aims to describe the students' critical thinking abilities. Every high school in a South Sulawesi district made up the research population. Based on school accreditation, with the use of a proportionate stratified random sampling technique, 150 students were chosen to comprise the research sample. The test instrument used is an essay distributed online. The indicators for the description questions are interpretation, analysis, and interpretation thinking skills. According to the study's findings, students' critical thinking abilities in static fluid material have an average score in the medium category of 73.09. In terms of school accreditation, students' physics critical thinking abilities average 73.87 for schools with A accreditation, 72.43 for schools with B accreditation, and 68.47 for schools with C accreditation. The percentage of each indicator of critical thinking skills is 34.58 in inference, 33.70 in analysis, and 31.71 in interpretation. It is anticipated that this study will give a broad picture of students' critical thinking competencies for teachers to choose and implement the most suitable stimulus to aid students in developing their critical thinking abilities.

The capacity for mathematical reasoning, pivotal in grasping core math concepts, directly shapes a student's success in their mathematical studies. This study aimed to detail and analyzed how the search, solve, create, and share (SSCS) instructional framework impacts mathematical reasoning skills within the context of linear equations. We adopted a quasi-experimental research approach using a non-matching control group design. To gather data on mathematical reasoning proficiency, a validated and reliable essay-type test was employed. Data collection on mathematical reasoning abilities used an essay test instrument that has been valid and is reliable. This research involved 102 eighth grade students whereby they were selected by using a purposive sampling. To measure and describe the effect size, we utilized a specific method, yielding a result of 0.97. The t-test was employed to assess the influence of the SSCS learning model, and the significance value obtained was less than 0.05. The effect size, as determined, stands at 0.97, suggesting a substantial impact. The t-test results underscore a significant relationship between the SSCS learning model and the enhancement of mathematical reasoning abilities. This research delineates a framework for employing the SSCS model to enhance students' mathematical reasoning capabilities. It is evident that such reasoning abilities play a pivotal.

The aim of this study is to examine how middle school mathematics teachers diagnose and attempt to eliminate students' misconceptions in algebra. The study employed a case study method and embedded single-case design. The research was conducted with three mathematics teachers working in different state schools and having different professional experiences, as well as ten students from the eighth-grade classes of the same schools. The data collection instruments used in the study included the Diagnostic Test developed by researchers to identify students with misconceptions, the Assessment Framework prepared for the evaluation of teacher performances in diagnosing and eliminating student misconceptions, and Semi-Structured Interviews conducted between students and teachers, which were recorded and made available in audio/video format. The study revealed that teachers generally resorted to conventional methods in the process of diagnosing and eliminating students' misconceptions. In most cases, teachers superficially addressed students' errors and did not fully focus on students' thinking. Regarding the processes aimed at eliminating student misconceptions, teachers preferred to directly inform students that their answers were incorrect, rather than facilitating students in recognizing their own mistakes. The findings highlight the need to increase teachers' awareness and student knowledge regarding misconceptions in algebra.

The article reviews some of the relationships between AI and education, emphasizing the metaphors used, the difficulties in finding points of agreement, as well as aspects of the social criticism that is made of AI (e.g. considering that it can be a form of unwanted deviation). AI appears as one more case of technology that comes to improve education, as happened in the past with other less "intelligent" technologies, although now with more arguments in its favor. Secondly, it explores the logical mechanisms (abduction) that are widely used in human reasoning but also in AI, showing how their uncontrolled use can lead to certain conversation algorithms being able to lie, something that teachers would not do. An ethical rather than logical question is raised that deserves to be explored later.

Culture shapes pupils' mathematical learning, their performances and life trajectories of participation (César, 2013a, 2013b). It also contributes to the senses they attribute to mathematical learning (Bakhtin, 1929/1981). Using collaborative work and interempowerment mechanisms facilitates knowledge appropriation (César, 2009). This is particularly important for pupils participating in minority cultures, socially undervalued and whose L1 is not the instruction language. Bi-univocal culture mediation (César, 2017b) is important regarding empowerment. We used an instrument to evaluate pupils' abilities and competencies (IACC), conceived by the "Interaction and Knowlwdge" (IK) team (Machado, 2014), and other mathematical tasks. The goal we address is to trace the differences between their approaches to problems, mathematical reasoning and solving strategies used by pupils whose L1 is ideographic (Creole, Cape Verde) or phonetic (Portuguese). We developed an intrinsic case study (Stake, 1995). The main participants are the pupils from almost 600 classes (all over Portugal and Cape Verde) who participated in the IK. The analysis of some examples illustrates that L1 shapes pupils' approaches to problems, mathematical reasoning and solving strategies. This evidence plays an important role in their access to school achievement and in teachers' understanding about how they can promote pupils' mathematical learning.

Although student covariation reasoning has been explored in depth to improve understanding of the correspondence between variables, research has focused on studying existing reasoning about variables in Cartesian representations. The working method had a qualitative approach, with a descriptive exploratory scope, the spontaneous representations that the participants evidenced under the level of covariational reasoning of the variables present in three contextualized situations were explored, posed to a population of third-grade middle school students. The students argued with concrete and abstract drawings the general behavior of the variables. At low levels of reasoning they used pictorial representations, at higher levels they used graphical diagrams and tables. The exploratory study shows a relationship between the type of spontaneous representations and the student's level of covariational reasoning, as well as the rigor of the description of the problem.

Mathematical reasoning has been a critical concern in Turkey especially since the structure of the student selection examination for high schools changed six years ago. The ability to solve the questions in the new exam requires high level reasoning and argumentation skills. Schools, whether they are public or private, prepare 8th graders for this exam with intense educational programs. They frequently use skill-based questions--similar questions to the ones in the new exam, which require high level mathematical reasoning. This study indicates that students gain better mathematical reasoning skills in learning environments promoting collective discussion and argumentation. Hence, these questions need to be solved in these kinds of environments. In this study, two cases are analyzed to understand the argumentation process in classrooms in depth. Audiotapes of two 8 th grade classrooms, one from a public school, another from a private school, are analyzed. The same teaching material--a worksheet including skill-based questions--is used in the classrooms. During analyzing, qualified argumentation pattern--a pattern including students' claims and justifications/evaluations for those claims--is defined. Analysis of classroom audiotapes revealed that that there are significant differences between two classrooms' argumentation structure and type of dialogues emerged in the classroom. In one classroom there is a more qualified argumentation process than in the other classroom. In addition, analysis of the type of the dialogues indicates that two classrooms have different types of dialogues. Overall, the study reveals that despite the differences, both classrooms mostly included teacher-individual interactions and they have little collective discussion.

Within the field of K-2 computer science (CS) education, unplugged computational thinking (CT) activities have been suggested as beneficial for younger students and shown to impact young students' skills and motivation to learn about CS. This study sought to examine how children demonstrate CT competencies in unplugged sequencing tasks and how children use manipulatives to solve unplugged sequencing tasks. This case study approach examined two unplugged sequencing tasks for six children ranging from ages five to eight (pre-kindergarten to 2nd grade). Children showed evidence of several CT competencies during the sequencing tasks: (1) pattern recognition, (2) algorithms and procedures, (3) problem decomposition, and (4) debugging. The strategies and use of manipulatives to showcase CT competencies seemed to evolve in complexity based on age and developmental levels. Taking into account children's abilities to demonstrate CT competencies, this study suggests that sequencing is a developmentally appropriate entry point for young children to begin engaging in other CT competencies. In addition, these unplugged sequencing tasks can also be easily integrated into other activities commonly experienced in early childhood classrooms.

This study investigates the contribution of plugged and un-plugged activities to primary school students' development of computational thinking skills. The plugged and unplugged activities were used together in this study. In the implementation, in addition to the un-plugged activities prepared by the "Ministry of National Education," activities prepared by the researcher were also used. Plugged activities were also determined and implemented on the code.org website according to the age of the students and subjects. A quasi-experimental design was used with a single group to determine the changes before and after learning and to investigate the research questions. The measurements were performed with the Bebras tasks both before and after the implementation. Bebras consists of internationally valid tasks that measure computational thinking. The results showed that the combination of plugged and unplugged activities helped improve students' computational thinking skills. Our findings show that using a combination of unplugged and plugged activities is beneficial for primary school students. Further research is needed to evaluate these activities separately and their role in providing gains. Additionally, the effects of using different teaching methods in programming education can be examined. [Note: The issue number (2) shown in the citation on the PDF is incorrect. The correct issue number is 3.]

This study aims to describe preservice mathematics teacher knowledge of higher order thinking skills in terms of definition, Bloom's taxonomy level, curriculum, learning, and evaluation. This research is quantitative research with a survey method. and sample consisted of 248 preservice mathematics teachers in semesters VI-VIII of the Department of Mathematics Education, Nusa Cendana University, Timor University, and Wira Wacana Sumba University. The instrument used was a questionnaire about high order thinking skill (HOTS) which consisted of 105 statements. Data analysis used Likert's summeted rating, one sample test, Mann Whitney, Kruskall-Wallis tests, multiple linear regression test, and multivariate analyisis of variance (MANOVA) test. The results showed that the knowledge level of preservice mathematics teacher was in the good category. Based on gender differences, there was no significant difference in the average knowledge of preservice mathematics teacherabout HOTS, there was a significant difference in the average knowledge of preservice mathematics teacher about HOTS which is significant based on differences in academic ability and gender differences do not significantly affect knowledge about HOTS levels in Bloom's taxonomy, curriculum, and pedagogy while academic knowledge has a significant effect on HOTS knowledge of preservice teachers in almost all aspects except for pedagogy.

The objective of this research is to examine teachers' competence in designing activities after engaging in professional development activities aimed at enhancing teaching design in order to develop students' thinking abilities that are contextually appropriate. The participants consist of 5 elementary school science teachers from schools. The research employed semi-structured interviews and classroom observation as research instruments. The findings reveal that teachers engaged in self-development through observation and learning from their peers within the community of practice (CoP). They receive advice and feedback from fellow teachers and apply these insights to improve their activities. Consequently, teachers are able to continuously refine and develop their teaching approaches to align with students' contexts. This approach facilitate diversification in thinking and learning management, as well as collaborative teamwork to enhance teaching methods. As a result, engaging and interesting thinking development activities are incorporated into student learning, along with the creation of a seamless learning-promoting environment. Collaborative teamwork in instructional design and problem-solving further afford teachers the opportunity for additional self-learning and personal development. This collaborative approach also contributes to fostering cognitive diversity and relieved the need for individual teachers to undertake all tasks independently.

Higher order thinking skills (HOTS) are an important element in facing the challenges of the 21 st-century. Difficulty in solving problems systematically, facing challenges in an organized manner, and being unable to design original solutions are due to the low HOTS that students have. HOTS ability can improve students who low-level thinking skills in several ways, for example, through learning integrated with media, practice, and assessment or HOTS-based cognitive assessment. The purpose of this study was to develop and implement a HOTS-based cognitive assessment to assess students' HOTS abilities. The device development model used is an adaptation of the analysis, design, development, implementation, and evaluation (ADDIE) model. The research sample consisted of 30 students in class 11 of the Governance and Office Automation Competency Program of Vocational High School 1 Kudus. The result is that 11 students have the HOTS ability with very good criteria, 17 well criteria, and 2 enough criteria. This study suggests that a test instrument for further research is to measure students' HOTS ability. The Experts conclude that HOTS-based cognitive assessment can be used as an approach to improve students' HOTS to actively think selectively and supported by logical argumentation.

Socioscientific issues (SSIs), which are an important component of scientific literacy in science education, are scientific-based issues with dilemmas and no clear answers. SSIs can be local issues that affect a region or global issues that affect the world. This study aimed to investigate informal reasoning (IR) patterns and their influencing factors on science teachers about local SSIs. The research was designed as a case study. The participants consisted of 38 science teachers from various provinces of Central Anatolia, where the local features of context were at the forefront. Teachers were asked to form an IR about the texts with dilemmas addressed to them. Using content analysis, teachers' IR patterns were based on rationalistic, emotive, and intuitive reasoning; factors affecting their reasoning were analyzed according to sociology-culture, environment, economy, science, technology, ethics-morality, and policy (SEE-STEP). In the results, science teachers mostly use rationalistic IR and rationalistic and intuitive IR patterns about energy-related local SSIs. While the factors that most influence teachers' IR regarding local SSIs are economy and environment, the factor that least influences their IR is ethics. As a result of the study, IR is closely related to the context and environmental/socio-cultural background that can influence IR. Based on the result that teachers' IR is affected by the content, the main suggestion of this study is to investigate the IR of different contents in local SSIs.

Flavell's theory of metacognition was innovative at the time for its promising practicality. However, research findings that report inconsistencies in metacognitive trainings' outcomes and insufficiencies of translating the theory into mainstream classrooms have accumulated since then. In this sense, there may be a need to revisit metacognition theory for its practicality and credentiality. From a phenomenological perspective, this paper first describes the fundamental tenant of theory; thinking, and whether metacognition theory recognizes the nature of thinking. To manage thinking, it should be stimulated first. In other words, a sensitivity towards a stimulus that is metacognitive responsiveness needs to be raised to initiate the attendance of higher order thinking. Thinking and metacognitive responsiveness pertain to personal relevance, attentiveness, interest, previous experiences, tools for thinking, features of tasks, and the nature of social interactions. Therefore, it is important to present the stimulus designed or adapted to initiate individuals' thinking or metacognitive responsiveness. In this paper, Flavell's theory of metacognition was revised to embrace metacognitive responsiveness explicitly, and it is highlighted that practical implications need to focus on materials to initiate metacognitive responsiveness.

The first step to access information; it is possible to perceive it by hearing, seeing and touching. It is necessary to make sense of this gained knowledge. Therefore, having some basic skills forms the basis of all disciplines. The purpose of this research is to determine skills through activities prepared with an interdisciplinary approach. The research was designed as a case study. Purposeful sampling method was used to determine the study group of the research; the study was conducted with third grade primary school teaching students as the study group. As data collection tools in the study; skill target list, in-class skill observation form, semi-structured interview form and student products were used. At the end of the research, the students' skills were determined and in terms of science skills; it was revealed that life skills and innovative thinking skills were sufficient, but scientific process skills were not sufficient. In terms of language skills, reading and writing skills were found to be at an intermediate level. However, speaking skills, which are self-expression skills, were found to be at a low level. In terms of mathematical skills, it was observed that their problem solving skills were high, but their level of using basic mathematical skills was low. Technology skills; it has been found that it is sufficient in terms of algorithm creation, but not in the context of science acquisition. In addition, it has been observed that the activities prepared through the task-oriented teaching method make the lesson interesting and are effective in revealing creativity.

The ability to think creatively is the ability to generate new ideas, innovative solutions, and unconventional thoughts in response to a situation or problem. Creative thinking involves many aspects, including imagination, association of ideas, mental flexibility, and views that are different from the usual. Creative thinking needs to be grown in students because creative thinking is very important in learning which will greatly assist students in solving problems with various solutions. The use of appropriate learning model equipment can support the development of students' critical thinking skills. One effort that can be done is to use innovative teaching materials that combine various activities to develop students' creative thinking abilities. The purpose of this study is to describe the process of developing STEM-based teaching materials with a problem-based learning model on three-dimensional material, namely distance. This study uses the development method or the Research and Development method, namely 4D (define, design, develop, disseminate) but is limited to the develop stage. The data analysis technique of this research uses descriptive analysis techniques both qualitatively and quantitatively. Data collection uses a feasibility validation sheet, readability and student response questionnaires. The results showed that the average score of the eligibility of teaching materials was 81.66% in the appropriate category, the average score of readability of teaching materials was 90% in the easyto-understand category, and the average student response score to teaching materials was 99% with very good criteria. Thus, from this assessment it can be concluded that the teaching materials developed are feasible to use, easy to understand, and have a good response from students. The suggestions put forward are that other teachers/researchers are expected to be able to carry out the same research but develop teaching materials with different materials or abilities.

This analysis dissects a piece of information into its parts and determines how they interact in constructing a concept. This study focuses on enhancing the analytical thinking skills of grade 6 students in science and technology courses by implementing inquiry-based learning management. The aim is to meet the minimum requirement of 70 percent and assess student satisfaction with the approach. This work follows a classroom action research approach involving planning, action, observation, and reflection steps. The target group comprises 25 grade 6 students studying in the first semester of the 2022 academic year at an elementary school in Northeast Thailand, selected through purposive sampling. The research tools include six 5E inquiry-based learning plans, an analytical thinking skills test, and a satisfaction questionnaire. Data collection involves implementing the learning plan in two operational cycles, conducting analytical thinking tests, and administering satisfaction questionnaires. The collected data are analyzed to determine achievement levels and satisfaction ratings. The statistics used are mean, standard deviation, and percentage. The findings from the first operational cycle indicate that 76.0% of students did not meet the evaluation criteria. After the second operational cycle, the mean score improved, and all students met the assessment criteria of 70.0%. Overall, the inquiry based learning approach has the potential to enhance analytical thinking skills, and student satisfaction levels were generally positive. These findings highlight the importance of incorporating effective learning management strategies, such as analytical thinking, to improve students' higher-order thinking skills.

Yulin Normal University preschool education major existing children's game course instructional model more in passing test knowledge and practice test skills, students used to passively accept knowledge, rarely use critical thinking to treat knowledge, with a critical eye to question, thinking, and discovery, long-term students will not be able to adapt to the needs of the new era of social development of survival ability and professional competitiveness. Therefore, the objectives of this study were (1) to study the factors affecting the development of critical thinking ability, (2) to develop an instructional model based on experiential learning theory and six thinking hats, and (3) to compare the critical thinking ability of Third Year college students before and after the instructional model of experiential learning theory and six thinking hats. The sample group was 30 students from preschool education majors at Yulin Normal University. The research was conducted in three steps: studying the factors that affect the development of critical thinking ability, developing the instructional model, and the experimental and improvement process. The research instruments were a questionnaire about factors that affect the development of critical thinking ability, an interview form about factors that affect the development of college students' critical thinking ability, an observation form about student behavior, an interview form about opinions on teaching, lesson plans, and a critical thinking ability test. The study's results were 1) the main factors affecting the development of critical thinking ability include the instructional environment, the teachers, and the students, respectively, 2) the instructional model based on experiential learning theory and six thinking hats was developed consisting of four core components: a) principles, b) objectives, c) learning process, and d) results, and 3) after the implementation of the instructional model based on experiential learning theory and six thinking hats, the critical thinking ability scores of the students were higher than the critical thinking ability of the students before the experiment, with a statistical significance of 0.01 level. Finally, this paper strives to develop a based on Experiential Learning Theory and Six Thinking Hats instructional model to improve the critical thinking of preschool education students at Yulin Normal University.

This research aimed to 1) study the factors that affect third-year undergraduate students' creative thinking ability at Baise University, 2) develop an instructional model based on design thinking and brainstorming, 3) compare third-year undergraduate students' creative thinking ability before and after using the instructional model based on design thinking and brainstorming. The sample group was 45 third-year undergraduate students at Baise University. The research Instruments were 1) an interview form about factors that affect the development of third-year undergraduate students' creative thinking ability, 2) a questionnaire about factors that affect the development of third-year undergraduate students' creative thinking ability, 3) lesson plans, 4) a creative thinking ability test 5) an interview form about opinions on teaching 6) an observation form about students' behavior. This study analyzed quantitative data through descriptive statistics, frequency, percentage, means, and standard deviation. For dependent samples, t-tests were used to analyze the different scores of undergraduate students before and after using the instructional model. Qualitative data were analyzed through content analysis. The research results were 1) the factors affecting undergraduate students' creative thinking ability include environmental factors (family, school, and society) and personal factors (personality traits, motivation, attitude, and emotional state), 2) the four components of the instructional model are principle, objective, learning process, and result, 3) after implementing the instructional model, the post-test scores of undergraduate students' creative thinking ability significantly increased, with a statistical significance of 0.01.

Field-based education is an integral component of undergraduate geoscience curricula and provides educational and social benefits associated with enhanced learning. But field excursions can too often end up as simple show-and-tell events and fall short of implementing effective teaching practices and achieving desired student learning gains. Moreover, logistical and economic pressures tend to discourage or create obstacles for the inclusion of field-based activities in undergraduate geoscience programs, especially in commuter-based colleges and universities. This case study shares how a one-day field trip offered at a commuter-based undergraduate campus of Indiana University was deconstructed to identify content-specific learning outcomes, and then reconstructed to a unit-based learning progression. The site-specific geologic content focused on describing and correlating outcrops of Paleozoic sedimentary strata in the Starved Rock area of Illinois. Shifting from a single-day field trip to a multi-session learning progression focused on instructional scaffolding and emphasized formative assessments that integrate cognitive learning theories including retrieval practice, elaboration, spaced practice and dual coding. Common practices of field geologists such as creating sketches of outcrops (dual-coding) were purposefully integrated as meaningful activities with opportunities for peer mentoring and reflection. Restructuring to a three-week unit included pre- and post-trip assessments to enable instructors to identify and address knowledge gaps and facilitate self-driven learning opportunities for students.

Information technology (IT) is transforming the world. Therefore, exposing students to computing at an early age is important. And, although computing is being introduced into schools, students from a low socio-economic status background still do not have such an opportunity. Furthermore, existing computing programs may need to be adjusted in accordance to the specific characteristics of these students in order to help them to achieve the learning goals. Aiming at bringing computing education to all middle and high-school students, we performed a systematic literature review, in order to analyze the content, pedagogy, technology, as well as the main findings of instructional units that teach computing in this context. First results show that these students are able to learn computing, including concepts ranging from algorithms and programming languages to artificial intelligence. Difficulties are mainly linked to the lack of infrastructure and the lack of pre-existing knowledge in using IT as well as creating computing artifacts. Solutions include centralized teaching in assistive centers as well as a stronger emphasis on unplugged strategies. However, there seems to be a lack of more research on teaching computing to students from a low socio-economic status background, unlocking their potential as well to foster their participation in an increasing IT market.

A new reading curriculum incorporating the principles of concept-based instruction and reading strategy instruction was designed and implemented for a previous study. Concept-based instruction was compared with reading strategy instruction to determine the impact of the new curriculum on language learners' reading and reflective thinking skills. The data revealed that the concept-based group performed better in reflective reading and thinking skills. The new curriculum involves the creation of a Schema of a Complete Orienting Basis of an Action (SCOBA) during reflection sessions. To explore the necessity of SCOBA creation, an experimental study with two groups was conducted, where only one group created a SCOBA. Both groups received concept-based reading instruction and were compared based on their reading, reflective reading, and reflective thinking skills. The data revealed that the groups performed similarly in reading and reflective reading skills, but the SCOBA group performed better in reflective thinking skills. The study sheds light on the importance of incorporating reflective thinking activities, such as SCOBA creation, in concept-based reading instruction.

The research explores the potential of incorporating science, technology, engineering, and mathematics (STEM) education approach and critical thinking to enhance historical consciousness. The study employs an ex post facto quantitative method, specifically a correlational design to analyse the variables. The research population comprises 425 students from diverse backgrounds in Banten Province schools that have implemented the STEM approach. A sample size of 202 students is determined using a predefined error rate. Data collection involves tests and questionnaires assessing historical thinking skills, STEM approaches, and historical consciousness. Statistical analysis, including partial and simultaneous multiple correlation tests, reveals a significant and very strong positive relationship between STEM approach, historical thinking skills, and historical consciousness. This suggests that the interplay of these factors enhances history learning and encourages a deeper understanding of historical events, promoting critical thinking, and historical consciousness. The study emphasizes the importance of integrating STEM methodologies into history education to provide students with a holistic understanding of historical events and their societal implications. Such an approach bridges the gap between STEM and history, fostering interdisciplinary collaboration and promoting informed and empathetic citizens. Future research should explore diverse samples, employ qualitative methods, and investigate curriculum designs and teaching strategies that effectively integrate STEM and history education.

The "Sekolah Penggerak" program is one of the Indonesian Government's efforts to realize the vision of Indonesian education, namely an advanced Indonesia that is sovereign, independent, and possesses the Pancasila personality. As the leading actors in education, teachers play an important role in implementing educational programs. This study was carried out to examine the experiences of teachers involved in the "Sekolah Penggerak" program regarding the impact of implementing the program. This study is qualitative with an exploratory case study design and a retrospective approach. The participants in this study were 15 mover teachers willing to participate, selected using a purposive sampling technique. To collect data, an open-ended questionnaire, and semi-structured interviews were used. The results of the study reveal that, in general, the "Sekolah Penggerak" program has a positive impact on teachers, namely helping them change mindsets to be more innovative in utilizing student-focused learning, and on students, namely increasing their motivation and critical skills. The experiences after participating in the "Sekolah Penggerak" program also direct teachers to be involved in collaborative reflective practice of program implementation to produce teachers who are more professional so that this program runs more effectively in the future.

Student's critical thinking skills that are currently still low are important to develop because they affect the way students think in solving problems. The problem-based learning model with the inquiry method used to help improve student's critical thinking skills. The iSpring learning media used can help students understand the material. The research results were obtained from the output of the paired sample t-test, a significance value < 0.05, so it was concluded that there was a difference between before applying the learning model and after applying the learning model. The results of the questionnaire responses to the media also resulted in positive responses from students.

This study aims to ascertain the impact of the Active learning method on high-order thinking skills (HOTS) within the realm of Islamic education. Our primary contribution is the comprehensive meta-analysis of various preliminary and university educational studies. Using RStudio, we analyzed the differences in effect sizes, variations, and groups among studies. The findings indicate that the Active learning method significantly enhances HOTS, with the mixed learning method showing the most pronounced effect. We adopted a systematic approach, examining diverse learning methods like genre-based learning and blended learning model. Our research design entailed a meticulous meta-analysis of pre-existing literature rather than primary experimental or survey-based methods. However, we identified high heterogeneity in effect sizes as a limitation, suggesting the need for more nuanced studies in varied contexts. This research underscores educators' need to adapt learning strategies suited for specific educational levels, pointing towards a brighter horizon for tailored pedagogical interventions.

The research reported on in this article was mainly undertaken to determine the obstacles to the enhancement of critical thinking in the learning of history at Form 3 level in secondary schools in the Masvingo urban area of Zimbabwe, in terms of the rationale of developing the learners' critical thinking. The promotion of critical thinking abilities is vital in education, since doing so helps to improve the learners' academic performance, as well as aiding in producing graduates with a multiplicity of skills that are required in the 21st century job market and in society as a whole. We used semi-structured interviews and lesson observations to reach conclusions on what recommendations to make in addressing the research problem. Several factors were identified as hindering the learners' acquisition of critical thinking, including the learners' and teachers' lack of self-efficacy, motivation and the poor learning environment. In addition to reflecting on the possibility of improving the learning and teaching of critical thinking, we recommend that the Ministry of Primary and Secondary Education, Zimbabwe's Schools Examination Council, teacher training colleges and teachers should all work together to develop the learners' critical thinking skills within the parameters of the Zimbabwean education system.

The use of learner modelling approaches is critical for providing adaptive support in educational computer games, with predictive learner modelling being among the key approaches. While adaptive supports have been shown to improve the effectiveness of educational games, improperly customized support can have negative effects on learning outcomes. To tackle these challenges, we present a novel approach, called DeepLM, that considers a series of time windows representing both sequences of learners' actions during gameplay and estimation of their current competencies (using stealth assessment) to model learners and accordingly predict their future performance. The approach employs a variant of deep neural networks to early predict learners' midterm and final scores simultaneously. The results show that using 20-50% of learners' action sequences can early predict their final scores, with a cross-validated convolutional neural network (CNN) achieving an area under the curve (AUC) and accuracy of 0.879 and 85.3%, respectively. The same model can also achieve high accuracy in predicting midterm and final scores at the same time, with an AUC and accuracy of 0.848 and 77.9%. Overall, the CNN model outperforms recurrent neural network, long short-term memory, and baseline multilayer perceptron (MLP) models in predicting learners' final performance and performs better than the baseline MLP model in predicting learners' midterm and final performance using both cross-validation and independent datasets. These findings show the potential of the proposed approach in accurately early predicting learners' performance, allowing educators and game designers to tailor interventions and support mechanisms that could lead to optimized learning outcomes.

Reasoning for complexity is a fundamental competency in these complex times for solutions to social problems and decision-making. The purpose of this paper is to demonstrate the validity and reliability of the eComplexity instrument by presenting its psychometric properties. The instrument consists of a Likert-type scale questionnaire designed to measure college students' perceptions of their mastery levels of complex reasoning competency as well as the subcompetencies that comprise it. The instrument was applied to higher education students in different countries of Latin America and Spain. The questionnaire articulates four types of thinking: systemic, scientific, critical and innovative and consists of 25 items. The methodology used was instrumental and psychometric, which seeks to demonstrate the validity and reliability of the eComplexity questionnaire. The results obtained from the research were as follows: The exploratory factor analysis indicated a Kaiser-Meyer-Olkin index (KMO) > 0.80, a significance of p< 0.05 and a Cronbach's Alpha value of 0.93. Likewise, a Confirmatory Factor Analysis was carried out and was possible to corroborate the internal structure validity of the instrument. In addition to Cronbach's Alpha coefficient, McDonald's Omega, and Guttman's Lambda coefficients were calculated to calculate reliability. With the results obtained it was possible to conclude that the instrument is valid and reliable, can be used in various university contexts to support integrated training necessary to address current challenges and contribute to educational research. It is recommended for future studies that the research can be expanded by using an instrument that can move from perceptual terms to measuring levels of complex reasoning mastery, but it is valuable to contrast with the students' perception to have a broader vision.

Adaptive learning strategies applied to e-learning have become a relevant approach towards diversity and inclusion. They bring several benefits to learners in the role of digital platform users, related to the user experience, primarily in the learning process optimization. It aims to provide mediation, tailored content, and adequate channels for users' capabilities and learning styles. The OpenEdR4C is a digital open educational platform designed to expand complex reasoning skills in students and lifelong learners of higher education. The platform addresses five types of learning obstacles: sensory limitations, learning styles, sociodemographic and socioeconomic contexts, and certain kinds of neurodiversity. All these considerations require a dynamic and assertive user profiling strategy to provide compelling adaptive learning experiences. This paper presents a Systematic Literature Review of user profiling strategies published in the last five years in SCOPUS and Web of Science databases. The findings allowed us to identify successful and applicable strategies that the OpenEdR4C research and development teams might use to select and shape the suitable strategy for the platform in two levels: a) procedures that favor the user to self-declare their profile and preferences; and b) profiling based on the system's detection of patterns and behaviors shown by the users. The results and discussion presented are valuable insights for educators, developers in the context of open educational resources design, and decision-makers of HiEd institutions or training centers. There is a suitable strategy for every type of profiling necessity; here is a combination of many to be used and developed collectively.

Recently, numerous training programs have been proposed to enhance children's creative abilities. This study aimed to examine the impact of a SCAMPER-based training program on developing creative thinking among kindergartners in Jordan. The intervention is expected to provide evidence that could serve as a foundation for fostering creative thinking in young children and helping them express their creative abilities. SCAMPER encompasses seven thinking skills: Substitute, Combine, Adapt, Modify, Put to Another Use, Eliminate, and Reverse/Rearrange. The program consisted of 20 interactive games where participants were encouraged to think in novel ways through playful questioning, fostering diverse thinking skills. This quasi-experimental study utilized the Jordanian version of the German Test for Creative Thinking-Drawing Production, with its psychometric properties verified for kindergartners. Data were gathered from one kindergarten, with a sample of 62 children randomly assigned to two groups: an experimental group of 30 children and a control group of 32 children. Means and standard deviations were calculated for the pre- and post-test results, and an analysis of covariance was conducted to investigate the effectiveness of the intervention at the 5% significance level. The findings revealed a statistically significant effect of the intervention on creative thinking development among the experimental group. Based on these findings, interventions aimed at enhancing creativity in early childhood are recommended.

Despite the promise of virtual reality (VR) videos to provide reflective opportunities analogous to those afforded by real-world classroom recordings, there has been scant research on its usage in teacher education to date. In this quasi-experimental study, we compared the effects of two distinct stimuli used for student teachers' reflections on their teaching. This mixed-methods study investigated how participants' perceptions of their own abilities to engage in reflective thinking changed over time. Twenty-three preservice instructors watched a genuine classroom film and compared it to 46 who watched a virtual reality version. Only the VR group saw a gain in self-efficacy related to reflection over time. We also discovered that, like traditional classroom videos, VR videos prompted participants to engage in self-reflection. This research is the first to show that reflecting on VR classroom footage yields similar outcomes as reflecting on actual classroom videos in mathematics. This demonstrates the viability of VR for use in teacher education and its potential value as a tool for education professionals.

This article describes the qualitative phase of a larger intervention study, where pupils with learning disabilities (nine dyslexic pupils) were engaged in a pedagogically blended 'Reread-Adapt and Answer-Comprehend' (RAAC) and Theatre Art activities to enhance Higher Order Thinking Skills (HOTs) in reading comprehension. Data from pupils' answers in the reading comprehension passages, interviews with the Special Education Needs (SEN) teacher and observations were collected. Qualitative analysis based upon pre-determined categories of learning strategies from literature revealed pupils' application of HOTs in reading comprehension. Drawing from this study, the importance of addressing HOTs in reading comprehension among mainstream and SEN pupils and other implications for inclusive classrooms are discussed.

This research uses Rasch model analysis to identify the reliability and separation index of an integrated mathematics test instrument with a cultural architecture structure in measuring students' mathematical thinking abilities. The study involved 357 students from six eighth-grade public junior high schools in Bima. The selection of schools was based on average school exam scores and considered the effectiveness of the learning process that used cultural settings to explore mathematical content. Data analysis was conducted using Microsoft Excel to calculate the content validity of Aiken's index with four experts and the jMetrik software to measure reliability and the separation index. The research results indicate that the mathematics test instrument passed validation by mathematics experts and measurements with a valid content validity level. Rasch model calibration shows a very high level of instrument reliability. Separation analysis on the logit scale indicates the instrument's ability to differentiate students with different ability levels with good homogeneity in the distribution of test items and individual abilities. Scale quality statistics show good item response variability, low error rates and a high separation index. This study has limitations because it focuses solely on multiple-choice questions. Similar research must be conducted using other types of questions (such as those used in PISA, namely openconstructed and closed-constructed questions) and integrating other mathematical materials within relevant cultural architectural structures.

This research aims to demonstrate the results of an experiment on how the Problem-Based Social Constructivism Learning Model (PBSCL) can be developed to effectively promote Higher-Order Thinking Skills (HOTS) among primary school children. The methodology employed in this study was developmental research which involved thorough preliminary studies, meticulous product development and comprehensive product testing stages. Respondents for this study included model experts, language experts, content specialists and practitioners. Data collection instruments used were detailed questionnaires served during the feasibility test. In addition, product testing involved rigorously confirming the findings of product development through extensive expert validation, including learning model expert validation, content or material expert validation, language expert validation and practitioner validation. The results of the assessment on learning design expert validators for the PBSCL learning model indicated that they had high qualifications with the average score being 3.29. Consequently, learning design experts ensured that the criteria were meticulously met by the PBSCL learning model for HOTS improvement. Additionally, subject matter specialists confirmed the appropriateness and effectiveness of using the PBSCL learning model for HOTS improvement. The findings suggest that the PBSCL learning model has significant potential to substantially enhance HOTS among primary school students. However, further investigation is needed to fully validate its effectiveness and practical application in diverse educational settings.

The success of a school centers on teachers' ability to create well-aligned educational tools. The Merdeka Belajar curriculum requires adapting assessments, including Higher-Order Thinking Skills (HOTS) questions for real-world problem-solving scenarios. This study explored contexts proposed by teachers in Papua for developing Mathematics HOTS questions. A phenomenological approach within a qualitative framework was employed involving 24 mathematics teachers from public and private schools in focus group discussions. Participants included twenty teachers from Papua, two from Central Indonesia and two from Western Indonesia. Additionally, five teachers from Papua participated in in-depth interviews. Data was analyzed using Creswell's model with Atlas.ti software. Teachers developed HOTS assessment instruments based on daily life, scientific and social contexts. However, no cultural contexts were incorporated into these instruments by the interviewed teachers. This study highlights the importance of teacher preparedness in aligning contextual learning with the Merdeka Belajar curriculum and reveals a significant gap in using cultural contexts for HOTS assessments among teachers in Papua. These insights contribute to the discourse on math education in Indonesia advocating for the integration of cultural elements into the freedom to learn initiative.

Background: Problem-solving as a vehicle to develop independent thinking skills is mostly underestimated and is often either overlooked or not given adequate attention within the existing South African mathematics curriculum. Consequently, numerous learners often display limited skills or lack skills to adequately crack Mathematics problems by applying methods put forward in class. This generally results in under-achievement. Aim: This study aims to explore and emphasise the problem-solving methods applied by Grade 4 learners involved in solving measurement word problems, and to reveal what transpires when the selected learners apply these methods to arrive at meaningful solutions. Setting: Data were collected from a class of 42 Grade 4 learners at a primary school in Cape Town South Africa. Learners were conveniently selected. Methods: A qualitative case study research design was adopted. Data gathering instruments of the study included observing learners solving, measurement word problem activities and focus group interviews. Results: The study revealed that singular methods were applied by Grade 4 learners, such as, adding, multiplying, creating a sketch or diagram, grouping, dividing, subtracting, logical reasoning, guessing and tabulating values. Conclusion: Grade 4 learners are prone to applying methods such as clustering or organising into groups, tabulating numerical values and logical reasoning were all applying mathematically sound methods. Such learners, however, needed a degree of supervision and instruction to indicate the way in which such methods were applied successfully as these methods were not necessarily dealt with in classroom context or in textbooks. Contribution: The findings emphasise the need for tackling learners' limited problem-solving competencies and accentuate the necessity for greater attention to develop and grow methods for optimal and successful solving of problems in context.

This study investigates the integration of global citizenship education (GCED) within the Christian worldview, focusing on youth education in the post-pandemic era. It underscores the necessity of GCED in addressing pandemic-exacerbated challenges and aligns its objectives with Christian values through scriptural exploration. Core competencies like empathy, ethical reasoning, and global awareness are examined from a Christian perspective, alongside practical applications in educational settings the post-pandemic. The study concludes with reflections on the potential impact and challenges of incorporating Christian perspectives into GCED, advocating for inclusive and diverse educational approaches in a post-pandemic world.

In today's knowledge-based and rapidly changing society, developing students' critical thinking skills in instruction is a vital concern in almost all science curricula. To acquire meaningful learning, learners need to develop skills in choosing suitable information, gauging the integrity of information, and crafting sound decisions. With this, creating learning spaces that stimulate critical thinking has become a challenge among educators. This study aims to explore the critical thinking profile of Filipino students in science laboratory classes as a means of generating insight for possible curricular enhancement. Utilizing a quantitative descriptive research design, a survey was administered to 300 junior high school students under K to 12 curricula. Results revealed that openness to different ideas is the most practiced aspect of critical thinking among Filipino students, while the planning and organization of information disclosed as the least. Furthermore, the importance of gathering information to support position is the most agreed factor, while the strategies in thinking of a problem in an experiment are the least. Hence, findings suggest that the necessary facets of critical thinking strategies should be explicitly articulated in the science curriculum framework, especially encapsulating it in the content and performance standards.

This study aims to determine the self-efficacy perception levels of secondary school 8th-grade students towards computational thinking skills and examine the self-efficacy perception levels towards computational thinking skills in various variables. The study emphasises that positive attitudes and perceptions are necessary for computational thinking and that people should be willing to learn more about computer science. The study also aims to examine the relationship between students' achievement grades in Mathematics, Science and Technology, English, Turkish Revolution History and Kemalism course and their computational thinking self-efficacy perceptions. Thus, it will be determined that secondary school students' self-efficacy perceptions towards computational thinking skills are related to their achievements in which field type courses. The research was conducted in a quantitative survey model and single survey design. The Self-Efficacy Perception Scale for Computational Thinking Skills (SCCTS) for secondary school students developed by Gülbahar, Kalelioglu, and Kert (2018) was put into use. A total of 2247 secondary school 8th grade students, 1147 girls and 1100 boys, studying in Izmir province in the 2018-2019 academic year constitute the study sample. As a result of the analyses, the average self-efficacy perception score of 8th-grade middle school students towards computational thinking skills was above the average at 80.01 points out of 108 total scale points. It was determined that the self-efficacy perceptions of the participants differed in favour of female students according to the gender variable.

This paper offers an exploration of success mindsets and one example of how these may be used as an intervention to impact student success in both their personal and professional lives. Gottfredson's Success Mindsets concept is used as the intervention. These success mindsets combine four sets of mindsets associated with positive outcomes: fixed/growth, closed/open, prevention/promotion, and inward/outward mindsets, and are identified as key factors in unlocking greater success in life, work, and leadership. Previous research supports individuals' ability to change their mindset through conscious effort and specific interventions. This classroom intervention introduced success mindsets to first-year business students and consisted of one learning module that included pre-course activities and a class discussion. The implementation focused on creating a culture that supports growth mindsets, encourages self-reflection, promotes innovative thinking, and de-emphasizes grades as the sole measure of success. The class discussion covered students' reactions to the learning material and highlighted the positive impact on student engagement, interaction, and retention. With a small intervention on success mindsets, it may be possible to empower students to develop these success mindsets and foster enhanced growth and achievement.

These days' educational landscape forces teachers to adapt to changing demands and embrace innovations. In this study, Artificial Intelligence (AI) literacy was analyzed as how it mediates the association between Computational Thinking Skills (CTS) and Organizational Agility (OA) among secondary teachers. A quantitative causal mediation analysis design was utilized in this study. Standardized AI literacy test, CTS Test, and OA test instruments were utilized to gather pertinent data among 305 respondents. The test instruments were first subjected to confirmatory factor analysis for model fitness. Path and mediation analysis through structural equation modeling revealed that CTS significantly predicts AI literacy, AI Literacy significantly predicts OA, and CTS significantly predicts OA. It was found out that AI literacy partially mediates the relationship between CTS and OA among teachers. This recommends that schools should conduct a comprehensive training program to enhance teachers' CTS and AI proficiency for schools' sustained agility.

Since its release, ChatGPT has raised concerns in many teaching contexts given its threat to reliably evaluating learners' knowledge and skills. Within task-based pedagogy, however, this technology opens new avenues for second language (L2) teaching when adopting the technology as a writing buddy. Our study explores how ChatGPT as a model impacts the revision process of advanced L2 writers of German. Twenty-two university students participated in a two-week classroom-based intervention, producing two summaries of popular-scientific texts in L2 German. After writing a first draft, they compared their summaries with texts produced by ChatGPT (3.5) and revised, where necessary, their own text. In this paper, we analyze all students' rubrics-based ratings of the ChatGPT models and present data of six focus students' screen-recorded revision processes that we coded for revision focus, source, and success. Results reveal students' growing awareness of characteristics of ChatGPT-output, such as linguistic accuracy and fluency, as well as its flaws in content provision. Revision data demonstrate that students skillfully made use of the models to improve their own texts. Our study provides evidence that using ChatGPT as models in writing and revision processes can stimulate higher-order thinking in the revision process of advanced L2 students.

The survey results show that students have low writing skills. One of the contributing factors is that students have difficulty developing ideas from writing, which causes the writing process to be slow. Apart from that, passive learning activities also have an impact on students' writing abilities. Based on this, the aim of this research is to analyze the influence of the Mind Mapping-based Project Based Learning (PjBL) Model on students' writing abilities. This type of research is quasi-experimental research (quasi-experimental) using a 2 x 2 factorial design. The population in this research is grade IV elementary school students, totaling 9 schools. The total sample size was 160 students. The sampling technique uses a simple random sample. The data collection method in research uses test and non-test methods. The technique used to analyze data is inferential statistics. The results of the research are that the writing ability of the group of students who were given the Mind Mapping -based Project Based Learning Model was greater than the group of students with low linguistic intelligence, the writing ability of the group of students who were given the Conventional Learning Model, after controlling for language knowledge. It was concluded that the Project Based Learning (PjBL) Model based on Mind Mapping can improve students' writing skills. The implication of this research is that the application of the Project Based Learning (PjBL) Model based on Mind Mapping can stimulate students' learning and stimulate students' thinking skills so that it has an impact on improving students' writing skills.

This study aims to explain the relationships between secondary school students' digital literacy, computer programming self-efficacy and computational thinking self-efficacy. The study group consists of 204 secondary school students. A relational survey model was used in the research method and three different data collection tools were used to collect data. The structural equation model was used in data analysis to reveal a model that explains and predicts the relationships between variables. According to the results of the research, it was determined that digital literacy of secondary school students affected their computer programming self-efficacy, digital literacy affected their computational thinking self-efficacy, and computer programming self-efficacy affected their computational thinking self-efficacy. It was also found that digital literacy skills have an indirect effect on secondary students' computational thinking self-efficacy on computational thinking self-efficacy.