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Design, implementation, and evaluation of peer feedback to develop students’ critical thinking: A systematic review from 2010 to 2023 旨在培养学生批判性思维的同伴反馈的设计、实施和评估:2010 年至 2023 年的系统回顾
IF 3.7 2区 教育学 Q1 Social Sciences Pub Date : 2024-11-14 DOI: 10.1016/j.tsc.2024.101691
Xiaomeng Zeng , Latha Ravindran
Peer feedback, as one of the assessment techniques to develop critical thinking is now receiving more attention. Due to different instruction design factors in peer feedback, it is not that widely used. This systematic review analyzed studies using peer feedback to develop critical thinking from Web of Science and Scopus within the duration of 2010 to 2023. Through a systematic process of paper selection, the study selected 44 empirical studies in practical teaching. Generally, most studies used existing definitions of critical thinking in general knowledge, whereas most studies used multiple scaffolding to help learners understand and develop critical thinking in specific disciplines. The cooperative nature of peer feedback with the provision and reception of feedback between learners brings significant improvement in thinking. The review thus proposed an operational framework of critical thinking, as well as an instructional design of peer feedback to promote the development of critical thinking in global teaching.
同伴反馈作为培养批判性思维的评价技术之一,目前正受到越来越多的关注。由于同伴反馈的教学设计因素不同,其应用并不广泛。本系统性综述分析了 2010 年至 2023 年期间来自 Web of Science 和 Scopus 的利用同伴反馈培养批判性思维的研究。通过系统的论文筛选过程,本研究选取了 44 篇实践教学方面的实证研究。一般来说,大多数研究使用了常识中关于批判性思维的现有定义,而大多数研究使用了多种支架来帮助学习者理解和发展特定学科的批判性思维。通过学习者之间提供和接受反馈,同伴反馈的合作性质显著提高了思维能力。因此,综述提出了批判性思维的操作框架以及同伴反馈的教学设计,以促进全球教学中批判性思维的发展。
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引用次数: 0
Validation and network structure of the Kaufman domains of creativity scale: A psychometric investigation in an Arabic context 考夫曼创造力领域量表的验证和网络结构:阿拉伯语环境下的心理测量调查
IF 3.7 2区 教育学 Q1 Social Sciences Pub Date : 2024-11-12 DOI: 10.1016/j.tsc.2024.101689
Sameh Said-Metwaly , Amany Farahat Abdalmageid , Changsheng Chen , Wim Van den Noortgate
The Kaufman Domains of Creativity Scale (K-DOCS), a self-report measure designed to capture creative behaviors across various domains, has been utilized and validated across different cultural contexts. The present study sought to assess the psychometric properties of an Arabic version of the K-DOCS. Using exploratory graph analysis followed by confirmatory factor analysis and item response theory analysis, the factor structure of the K-DOCS was assessed. Additionally, the criterion validity of the K-DOCS was assessed in relation to measures of openness and emotional intelligence. Beyond validation, the study examined the network structure of the K-DOCS domains to understand their interconnections and investigated potential domain network differences based on gender, age, and academic major. Data were collected among 2,594 Egyptian university students. The results suggest that the K-DOCS has a five-factor structure broadly consistent with the theoretical factor structure and demonstrates acceptable criterion validity. The results further reveal that the K-DOCS domains cluster together into a single interconnected community, with significant differences in domain connectivity based on gender and age, but not on academic major. The implications of these results for the conceptualization and measurement of creativity are discussed.
考夫曼创造力领域量表(Kaufman Domains of Creativity Scale,简称 K-DOCS)是一种自我报告量表,旨在反映不同领域的创造性行为,已在不同文化背景下得到使用和验证。本研究旨在评估阿拉伯语版 K-DOCS 的心理测量特性。通过探索性图表分析、确认性因素分析和项目反应理论分析,对 K-DOCS 的因素结构进行了评估。此外,还评估了 K-DOCS 与开放性和情商测量的标准有效性。除了验证之外,研究还检验了 K-DOCS 各领域的网络结构,以了解它们之间的相互联系,并调查了基于性别、年龄和专业的潜在领域网络差异。研究收集了 2594 名埃及大学生的数据。结果表明,K-DOCS 的五因素结构与理论因素结构基本一致,并显示出可接受的标准效度。研究结果进一步表明,K-DOCS 的各个领域聚集成一个相互联系的群体,不同性别和年龄的学生在领域连接性方面存在显著差异,而不同专业的学生在领域连接性方面则不存在显著差异。本文讨论了这些结果对创造力概念化和测量的影响。
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引用次数: 0
How do famous artists write about their metacognition, self-regulation and creative problem-solving? 知名艺术家是如何描述他们的元认知、自我调节和创造性地解决问题的?
IF 3.7 2区 教育学 Q1 Social Sciences Pub Date : 2024-11-12 DOI: 10.1016/j.tsc.2024.101688
Filip Svacha , Marek Urban
Creative metacognition, creative self-regulation, and creative problem-solving are three key concepts stemming from distinct psychological traditions. However, all three involve planning, monitoring, regulation, and self-evaluation in the creative process. Therefore, the objective of the present study was to describe and compare how these three models are exhibited in the cases of five professional artists, as depicted in their autobiographical writings. The artists were selected based on maximum-variation sampling to represent different artistic fields: Stephen King, Salvador Dalí, Patti Smith, Terry Gilliam, and Arnold Schwarzenegger. A theory-driven thematic analysis, using the codes deduced from Metacognitive Awareness Inventory, the Creative Self-Regulation Questionnaire, and Mumford's model of Creative Problem-Solving, revealed both commonalities and differences in the ways these artists apply metacognitive knowledge, and self-regulatory and problem-solving strategies in their creative processes. Furthermore, the study identified several elements not included in these models, such as the need for a psychologically safe environment, the roles of extrinsic and intrinsic motivation, and the perceived value of creativity.
创造性元认知、创造性自我调节和创造性问题解决是源自不同心理学传统的三个关键概念。然而,这三种模式都涉及创意过程中的计划、监控、调节和自我评价。因此,本研究的目的是描述和比较这三种模式在五位专业艺术家的自传中是如何表现出来的。这些艺术家是根据最大变异抽样法选出的,代表了不同的艺术领域:他们分别是斯蒂芬-金、萨尔瓦多-达利、帕蒂-史密斯、特里-吉列姆和阿诺德-施瓦辛格。通过对元认知意识量表、创造性自我调节问卷以及芒福德的创造性问题解决模型进行编码,以理论为导向的专题分析揭示了这些艺术家在创作过程中运用元认知知识、自我调节和问题解决策略的共同点和不同点。此外,研究还发现了这些模型中未包含的几个要素,如对心理安全环境的需求、外在和内在动机的作用以及对创造力价值的认识。
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引用次数: 0
Online Design Thinking Instruction and changes in pre-service teachers’ self-perceptions of Design Thinking and reflective thinking: A mixed-method study 在线设计思维教学与职前教师对设计思维和反思性思维的自我认知变化:混合方法研究
IF 3.7 2区 教育学 Q1 Social Sciences Pub Date : 2024-11-12 DOI: 10.1016/j.tsc.2024.101687
Kevser Özaydınlık
It is an undeniable fact that Design Thinking (DT) and Reflective Thinking (RT) skills are among the qualities that must be possessed by every individual, especially teachers, who are one of the most important pillars in achieving the goals of curriculums, in the world of education where digital technology has become a great power. This makes it necessary to carry out studies to develop teacher training programs in this direction. The purpose of the current study is to determine the effect of DT training on the DT and RT tendencies of pre-service teachers and to elicit the opinions of pre-service teachers on this process. The study group consisted of a total of 44 s-year pre-service teachers, 32 female and 12 male, attending the Department of Primary Teaching in a state university. The study employed an embedded design, one of the mixed methods, and qualitative research was embedded within quantitative research. An quasi-experimental method was used in the quantitative dimension of the study, and the case study design was used in the qualitative dimension. In the experimental dimension the study, data were collected by using the “Design Thinking Scale”, “Reflective Thinking Level Determination Scale” and a “Personal Information Form” developed by the researcher. The qualitative data of the study were collected by using a semi-structured interview form prepared by the researcher. At the end of the study, it is believed that online DT instruction may have an impact on pre-service teachers' both DT and RT tendencies, and that pre-service teachers with low reflection and critical reflection tendencies may have benefited more from online DT instruction compared to those with higher tendencies.
不可否认的事实是,设计思维(DT)和反思思维(RT)技能是每个人都必须具备的素质之一,尤其是教师,在数字技术已经成为一种巨大力量的教育界,他们是实现课程目标的最重要支柱之一。因此,有必要开展研究,制定这方面的教师培训计划。本研究旨在确定 DT 培训对职前教师 DT 和 RT 倾向的影响,并征求职前教师对这一过程的意见。研究小组由 44 名就读于某州立大学小学教学系的一年级职前教师组成,其中女性 32 名,男性 12 名。研究采用了混合方法之一的嵌入式设计,在定量研究中嵌入了定性研究。定量研究采用准实验法,定性研究采用案例研究法。在实验维度的研究中,通过使用 "设计思维量表"、"反思思维水平判定量表 "和研究者编制的 "个人信息表 "收集数据。研究的定性数据是通过使用研究者编制的半结构化访谈表收集的。研究最后认为,在线设计思维教学可能会对职前教师的设计思维和批判性思维倾向产生影响,反思和批判性反思倾向较低的职前教师与反思和批判性反思倾向较高的职前教师相比,可能从在线设计思维教学中获益更多。
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引用次数: 0
Creativity and motor skill learning among kindergarten children: Investigating Predictive correlations and performance differences 幼儿园儿童的创造力和运动技能学习:调查预测相关性和表现差异
IF 3.7 2区 教育学 Q1 Social Sciences Pub Date : 2024-11-10 DOI: 10.1016/j.tsc.2024.101684
Rafat Ghanamah
Creativity, often linked to enhanced problem-solving and adaptive thinking, may play a considerable role in how children acquire and retain motor skills. This study investigates the effect of creativity on motor learning in kindergarten children. Using a sample of 120 Arab Israeli kindergarten children (60 girls and 60 boys, aged 5–6 years), we measured creativity through Torrance's Thinking Creatively in Action and Movement (TCAM) and assessed motor learning through invented letter task (ILT), in terms of speed and accuracy, administered at multiple time points: beginning and end of training, 24 hours post-training, and 4–5 weeks post-training. Our results indicate a significant correlation between the creativity measures and skill acquisition, consolidation, and long-term retention. Additionally, the results show that the creativity tests predict, skill acquisition and learning. Moreover, children with higher creativity scores exhibited significantly better performance in both speed and accuracy throughout the motor learning phases. Specifically, these children showed superior acquisition of skills, enhanced consolidation 24 hours post-training, and better retention. While the TCAM test focuses on creative thinking within physical activities, the observed association between creativity and motor learning suggests that creative activities may foster adaptive learning strategies and enhanced motor development. The study's findings underline the importance of incorporating creative activities into motor learning interventions. Such integration could, potentially, optimize developmental outcomes by fostering cognitive and motor skill development. This study deepens our understanding of the relationship between creativity and motor development, providing valuable insights for designing educational methods that support child development.
创造力通常与提高解决问题的能力和适应性思维有关,它在儿童如何获得和保持运动技能方面可能起着相当大的作用。本研究调查了创造力对幼儿园儿童运动学习的影响。我们以 120 名阿拉伯裔以色列幼儿园儿童(60 名女孩和 60 名男孩,5-6 岁)为样本,通过托伦斯的 "在行动和运动中创造性地思考"(TCAM)来测量创造力,并通过 "发明字母任务"(ILT)来评估运动学习的速度和准确性。我们的结果表明,创造力测量与技能掌握、巩固和长期保持之间存在明显的相关性。此外,结果还显示,创造力测试能预测技能的掌握和学习。此外,在整个运动学习阶段,创造力得分较高的儿童在速度和准确性方面的表现都明显更好。具体来说,这些儿童在技能掌握、训练后 24 小时的巩固性和保持性方面都表现优异。虽然 TCAM 测试侧重于体育活动中的创造性思维,但观察到的创造性与运动学习之间的关联表明,创造性活动可促进适应性学习策略和增强运动发展。研究结果强调了将创造性活动纳入运动学习干预的重要性。这种整合有可能通过促进认知和运动技能的发展来优化发展成果。这项研究加深了我们对创造力与运动发展之间关系的理解,为设计支持儿童发展的教育方法提供了宝贵的见解。
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引用次数: 0
The influence of group categorization and common ingroup identity on malevolent creativity, benevolent creativity, and neutral creativity 群体分类和共同的群体认同对恶意创造力、善意创造力和中性创造力的影响
IF 3.7 2区 教育学 Q1 Social Sciences Pub Date : 2024-11-09 DOI: 10.1016/j.tsc.2024.101686
Xiumin Du , Yandong Zhao , Ke Zhang
Group categorization creates intergroup bias. However, the influence of group categorization on malevolent creativity (MC), benevolent creativity (BC), and neutral creativity (NC) remains unclear. First two studies explored this influence. In Study 1 (N = 79), participants generated lower MC and higher BC toward in-group members than out-group members. In Study 2 (N = 102), lower MC and higher BC were generated when participants were primed by in-group identity than by out-group identity. Furthermore, group composition is not static but rather a dynamic process. Individuals may establish a common ingroup identity with out-group members while altering their groups, which can mitigate intergroup bias and promote harmonious intergroup relationships, potentially influencing individuals’ MC, BC, and NC. Therefore, last two studies explored this influence. Study 3 (N = 134) first validated the findings of Study 1. Then, by recategorizing existing groups to establish a common ingroup identity among different groups’ members, finding a common ingroup identity could reduce MC and enhance BC towards out-group members. Study 4 (N = 123) further extended this influence to the priming effect and found even when individuals were primed by different group identities, priming a common ingroup identity can reduce MC and enhance BC toward others. In all studies, NC remained consistently unaffected. In conclusion, group categorization and common ingroup identity can affect MC and BC, but not NC. The AMORAL model, intergroup bias, and common ingroup identity model were used to explain our findings, while limitations and future research directions were discussed in detail.
群体分类会产生群体间偏见。然而,群体分类对恶意创造力(MC)、善意创造力(BC)和中性创造力(NC)的影响仍不清楚。前两项研究探讨了这种影响。在研究 1(N = 79)中,与群体外成员相比,参与者对群体内成员产生的恶意创造力(MC)更低,而对群体外成员产生的善意创造力(BC)更高。在研究 2(N = 102)中,当参与者受到组内身份的诱导时,对组内成员产生的 MC 比对组外成员产生的 BC 更低。此外,群体构成不是一成不变的,而是一个动态的过程。个体在改变群体的同时,可能会与外群体成员建立共同的内群体认同,这可以减轻群体间偏见,促进和谐的群体间关系,从而可能影响个体的 MC、BC 和 NC。因此,最后两项研究探讨了这种影响。研究 3(N = 134)首先验证了研究 1 的结果。然后,通过对现有群体进行重新分类,在不同群体成员之间建立共同的内群体认同,找到共同的内群体认同可以降低 MC,提高对外群体成员的 BC。研究 4(N = 123)将这种影响进一步扩展到引物效应,发现即使个体受到不同群体身份的引物,共同的内群体身份引物也能降低 MC,增强对他人的 BC。在所有研究中,NC 始终不受影响。总之,群体分类和共同的内群体认同会影响 MC 和 BC,但不会影响 NC。我们使用了AMORAL模型、群间偏差和共同内群体认同模型来解释我们的研究结果,并详细讨论了研究的局限性和未来的研究方向。
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引用次数: 0
Measuring parental behaviors supporting higher order thinking skills in children: A scale development study 测量父母支持儿童高阶思维能力的行为:量表开发研究
IF 3.7 2区 教育学 Q1 Social Sciences Pub Date : 2024-11-08 DOI: 10.1016/j.tsc.2024.101685
Hurşide Kübra Özkan Kunduracı , Kevser Tozduman Yaralı , Semih Kaynak
This study aimed to develop a measurement tool to assess parental behaviors supporting the higher order thinking skills of children aged 4–7 years. An item pool was created by reviewing relevant literature and gathering parental opinions, which was then finalized through expert review. The scale's psychometric properties were examined in two stages. In the first stage, an exploratory factor analysis was conducted with 272 parents, resulting in a 12-item scale with a single factor explaining approximately 75% of the variance. In the second stage, the 12-item scale was administered to a different group of 357 parents, and confirmatory factor analysis was conducted. The results indicated satisfactory construct validity, strong reliability (Cronbach's alpha and omega), as well as convergent and concurrent validity. The consistent psychometric findings from two separate study groups support the conclusion that the developed scale is a valid and reliable instrument for measuring parental behaviors that support higher order thinking skills in children aged 4–7 years.
本研究旨在开发一种测量工具,用于评估父母支持 4-7 岁儿童高阶思维能力的行为。通过查阅相关文献和收集家长意见,建立了一个项目库,然后通过专家评审最终确定。量表的心理测量特性分两个阶段进行检验。在第一阶段,对 272 名家长进行了探索性因子分析,得出了 12 个项目的量表,其中一个因子可解释约 75% 的方差。在第二阶段,对另一组 357 名家长实施了 12 个项目的量表,并进行了确认性因子分析。结果表明,该量表具有令人满意的建构效度、较高的信度(克朗巴赫α和Ω)以及收敛效度和并发效度。两个不同研究小组的心理测量结果一致,支持了这一结论,即所开发的量表是一种有效、可靠的工具,可用于测量父母支持 4-7 岁儿童高阶思维能力的行为。
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引用次数: 0
The long-term impact of executive functions on everyday creativity among Chinese adolescents: A longitudinal mediation model of emotional resilience and creative self-efficacy 执行功能对中国青少年日常创造力的长期影响:情绪复原力与创造力自我效能的纵向中介模型
IF 3.7 2区 教育学 Q1 Social Sciences Pub Date : 2024-11-08 DOI: 10.1016/j.tsc.2024.101682
Qing Wang, Yuanmeng Tang, Jie Yu, Liying Huang, Xinya Wang, Baoguo Shi
Recent studies have underscored the vital role of executive functions (EFs) in creativity. However, most research has concentrated on creative thinking while overlooking the relationship between EFs and everyday creativity and the mechanism underlying this relationship in the development of adolescents. In this study, we recruited 1269 adolescents (560 girls, 44.1 %) and utilized a longitudinal follow-up approach, conducting questionnaire surveys at three time points. The longitudinal mediation model of emotional resilience (ER) at Time 2 (T2) and creative self-efficacy (CSE) at Time 3 (T3) as links between EFs at Time 1 (T1) and everyday creativity at T3 was analyzed to verify all possible paths in this study. The results revealed that EFs (T1) positively predicted adolescents’ everyday creativity in science, art, and literature two years later (T3). Furthermore, EFs (T1) predicted adolescents' everyday creativity in science, art, and literature (T3) via a sequential mediation model of ER (T2) and CSE (T3), as well as a mediation model of CSE (T3). In summary, these findings reveal the relationships and internal mediating mechanisms between EFs and everyday creativity. This study has considerable implications for families and schools to advance the development of adolescents’ everyday creativity by training their EFs and strengthening their ER and CSE.
最近的研究强调了执行功能(EFs)在创造力中的重要作用。然而,大多数研究都集中在创造性思维方面,却忽视了执行功能与日常创造力之间的关系,以及这种关系在青少年成长过程中的内在机制。在这项研究中,我们招募了 1269 名青少年(560 名女生,占 44.1%),并采用纵向追踪方法,在三个时间点进行问卷调查。我们分析了时间 2(T2)的情绪复原力(ER)和时间 3(T3)的创造性自我效能感(CSE)作为时间 1(T1)的情商与时间 3(T3)的日常创造力之间的联系的纵向中介模型,以验证本研究中所有可能的路径。结果表明,两年后(T3),EFs(T1)对青少年在科学、艺术和文学方面的日常创造力有积极的预测作用。此外,通过 ER(T2)和 CSE(T3)的顺序中介模型以及 CSE(T3)的中介模型,EFs(T1)还能预测青少年在科学、艺术和文学方面的日常创造力(T3)。总之,这些研究结果揭示了EF与日常创造力之间的关系和内部中介机制。这项研究对家庭和学校通过训练青少年的情商、加强青少年的情境体验(ER)和情境体验(CSE)来促进青少年日常创造力的发展具有重要意义。
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引用次数: 0
Examination of mathematics teachers’ strategic flexibility in solving mathematical problems 考察数学教师解决数学问题的策略灵活性
IF 3.7 2区 教育学 Q1 Social Sciences Pub Date : 2024-11-07 DOI: 10.1016/j.tsc.2024.101679
Rümeysa Cevahir Bolat , Çiğdem Arslan
One of the fundamental skills teachers aim to impart in mathematics education is problem-solving. Developing and sustaining this skill is only possible if teachers possess strategic flexibility. Assessing the current level of teachers’ strategic flexibility is crucial, as it also plays a key role in their professional development. The research aims to explore the strategic flexibility of mathematics teachers in solving mathematical problems–both routine and non-routine problems. Using a qualitative research methodology, specifically the case study design, this study engaged a cohort of 12 mathematics teachers who were actively teaching during the autumn semester of the 2022–2023 academic year. These participants represented various educational levels, possessed different postgraduate qualifications, and had diverse years of professional experience. Data collection tools include a Problem Solving Flexibility Test with four math problems and semi-structured interviews to gather teachers’ perspectives on routine and non-routine problems. The semi-structured interviews aimed to reveal all the strategies that teachers use or can use when solving problems. In the initial stages of data analysis, the distinct strategies employed by each participating teacher in addressing the problems were classified. In the context of intra-task strategic flexibility, teachers often used different strategies simultaneously while solving a problem. Teachers were able to switch strategies or use a different strategy because they were able to tackle routine difficulties more readily. The most commonly favoured problem-solving approaches among participants was “Reasoning” and “Make a Drawing or Diagram”. Interestingly, strategies like “Look for a Pattern” and “Simplifying the Problem” were predominantly employed in non-routine scenarios, which is a significant finding of the research. It was found that teachers’ inter-tasks strategic flexibility paralleled their teaching experience and postgraduate education status. In summary, this study investigates how mathematics teachers adapt their problem-solving strategies when faced with different types of mathematical challenges, highlighting the prevalence of specific approaches in routine and non-routine contexts.
教师在数学教育中要传授的基本技能之一是解决问题。只有当教师具备策略灵活性时,才有可能发展和保持这种技能。评估教师目前的策略灵活性水平至关重要,因为这对教师的专业发展也起着关键作用。本研究旨在探讨数学教师在解决常规和非常规数学问题时的策略灵活性。本研究采用定性研究方法,特别是案例研究设计,让 12 名在 2022-2023 学年秋季学期积极教学的数学教师参与研究。这些参与者代表了不同的教育水平,拥有不同的研究生学历,以及不同年限的专业经验。数据收集工具包括包含四个数学问题的 "解决问题灵活性测试 "和半结构式访谈,以收集教师对常规和非常规问题的看法。半结构式访谈旨在揭示教师在解决问题时使用或可以使用的所有策略。在数据分析的最初阶段,对每位参与教师在解决问题时所采用的不同策略进行了分类。在任务内策略灵活性方面,教师在解决问题时经常同时使用不同的策略。教师能够转换策略或使用不同的策略,是因为他们能够更容易地解决常规难题。参与者最常用的解题策略是 "推理 "和 "画图"。有趣的是,"寻找规律 "和 "简化问题 "等策略主要用于非例行情境,这是本研究的一个重要发现。研究发现,教师在不同任务间的策略灵活性与他们的教学经验和研究生教育状况密切相关。总之,本研究探讨了数学教师在面对不同类型的数学挑战时如何调整他们的解题策略,突显了特定方法在常规和非常规情境中的普遍性。
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引用次数: 0
The development of critical thinking, team working, and communication skills in a business school–A project-based learning approach 在商学院培养批判性思维、团队合作和沟通技能--基于项目的学习方法
IF 3.7 2区 教育学 Q1 Social Sciences Pub Date : 2024-11-06 DOI: 10.1016/j.tsc.2024.101680
Eva Dias-Oliveira , Rita Pasion , Rui Vieira da Cunha , Sandra Lima Coelho
This study presents a Project-Based Learning (PBL) approach – the Multidisciplinary Project I course (MPI) - conceived to improve critical thinking skills of first-year business students while also mobilizing teamwork and communication skills. The main goals are to 1) describe the methodological PBL approach of MPI and 2) analyze changes in critical thinking, team working, and communication skills during the semester (pre- and post-test) by comparing management and economics students enrolled in MP1 (n= 946) to a control group (n= 210) including students from other courses. Our findings show that, at the end of the semester, MPI students reported a greater reduction in their critical thinking difficulties and communication apprehension and improvements in teamwork skills. This study provides evidence supporting the inclusion of PBL approaches to promote skills in business students that can be transferable to real-world settings.
本研究介绍了一种基于项目的学习(PBL)方法--多学科项目 I 课程(MPI)--旨在提高商科一年级学生的批判性思维能力,同时调动团队合作和沟通技能。主要目标是:1)描述 MPI 的 PBL 方法;2)通过比较选修 MP1 课程的管理学和经济学学生(人数=946)与对照组(人数=210)(包括其他课程的学生),分析批判性思维、团队合作和沟通技能在学期期间(前测和后测)的变化。我们的研究结果表明,在学期结束时,MPI 学生报告说,他们的批判性思维困难和沟通忧虑减少了很多,团队合作技能也有所提高。这项研究提供了支持采用 PBL 方法来提高商科学生技能的证据,这些技能可以迁移到现实世界的环境中。
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引用次数: 0
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Thinking Skills and Creativity
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