reflective thinking skills towards problem solving

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Reflective Thinking Skills and Attitude towards Problem-solving as Mediated by Mathematical Resilience of the Students

Asian Journal of Education and Social Studies

Aims: This paper explored the mediating effect of mathematical resilience on the relationship between reflective thinking skills and student’s attitude towards problem-solving. Study design: This study utilized a non-experimental quantitative research design utilizing the descriptive-correlational technique. Place and Duration of Study: The study was conducted at public high schools in the Province of Bukidnon, Philippines in the school year 2021-2022. Methodology: The respondents of the study were 469 Junior High School students. The respondents were chosen using stratified sampling to simple random sampling. There were three questionnaires utilized to collect the data. The items in each indicator revealed a good interpretation for both validity and reliability of the questionnaires. Results: The result revealed that the respondents have a high level of both reflective thinking skills and mathematical resilience and has moderate level in their attitude towards problem-solving. The ...

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Ingenuity of scratch programming on reflective thinking towards problem solving and computational thinking

• Published: 04 November 2022
• Volume 28 , pages 5493–5517, ( 2023 )

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• Semirhan Gökçe   ORCID: orcid.org/0000-0002-4752-5598 1 &
• Arzu Aydoğan Yenmez 1  

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Individuals learn to develop problem solving strategies and make connections between their mathematical ideas while programming, so they have the opportunity to improve their thinking skills. Scratch provides an environment to experience problem scenarios and encourages them to act out imagination while having fun. The purpose of the study is to investigate the development of reflective thinking skills towards problem solving and computational thinking of elementary school students based on their Scratch instruction. The study used a sequential exploratory design as a mixed method approach with 524 students and 8 mathematics teachers. The results of the study revealed that Scratch significantly strengthened students’ reflective thinking skills for problem solving and computational thinking. Based on the results, the reflective thinking towards problem solving and computational thinking did not vary by gender. In addition, Scratch instruction led to positive reflections in the mathematical learning environment.

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Gökçe, S., Yenmez, A.A. Ingenuity of scratch programming on reflective thinking towards problem solving and computational thinking. Educ Inf Technol 28 , 5493–5517 (2023). https://doi.org/10.1007/s10639-022-11385-x

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Intersections between Critical Thinking Skills and Reflective Thinking Skills toward Problem Solving

• Aytaç Göğüş , N. G. Göğüş , Erdi Bahadır
• Published 2 February 2020

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• Highly Influential

The Development of A Reflective Thinking Skill Scale towards Problem Solving

Determining the level of reflective thinking from students' written journals using a coding scheme based on the work of mezirow, examining the relationship between pre-service teachers’ critical thinking disposition, problem solving skills and teacher self-efficacy, exploring students’ reflective thinking practice, deep processing strategies, effort, and achievement goal orientations.

• 18 Excerpts

To what extent do culture-related factors influence university students' critical thinking use?

Thinking, problem solving, cognition, the effects of reflective thinking-based teaching activities on pre-service teachers’ reflective thinking skills, critical thinking skills, democratic attitudes, and academic achievement, the interplay between reflective thinking, critical thinking, self-monitoring, and academic achievement in higher education, cooperative learning and critical thinking, related papers.

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Asian Journal of Education and Social Studies

Published: 2022-11-25

DOI: 10.9734/ajess/2022/v35i4765

Page: 39-51

Issue: 2022 - Volume 35 [Issue 4]

Original Research Article

Article Metrics

Reflective thinking skills and attitude towards problem-solving as mediated by mathematical resilience of the students.

Psyche Donna P. Simacon *

University of Mindanao, Matina, Davao City, Philippines.

Elisa V. Veloria

*Author to whom correspondence should be addressed.

Aims: This paper explored the mediating effect of mathematical resilience on the relationship between reflective thinking skills and student’s attitude towards problem-solving.

Study design: This study utilized a non-experimental quantitative research design utilizing the descriptive-correlational technique.

Place and Duration of Study: The study was conducted at public high schools in the Province of Bukidnon, Philippines in the school year 2021-2022.

Methodology: The respondents of the study were 469 Junior High School students. The respondents were chosen using stratified sampling to simple random sampling. There were three questionnaires utilized to collect the data. The items in each indicator revealed a good interpretation for both validity and reliability of the questionnaires.

Results: The result revealed that the respondents have a high level of both reflective thinking skills and mathematical resilience and has moderate level in their attitude towards problem-solving. The relationship between reflective thinking skills and attitude towards problem-solving; reflective thinking skills and mathematical resilience; and mathematical resilience and attitude towards problem-solving revealed an r -values of .521, .348, and .356 respectively, with a p - value of <.001 which is highly significant at 0.01 level of significance. Furthermore, the result also shows that mathematical resilience partially mediates the relationship between reflective thinking skills and attitude towards problem-solving.

Conclusion: The attitude towards problem-solving is directly impacted by one’s capacity for reflective thinking. On the other hand, the ability to engage in reflective thinking has an effect, albeit an indirect one, on students' mathematical resilience, which in turn influences the students' attitude toward problem solving.

Keywords: Mathematics, problem-solving, attitude towards problem-solving, reflective thinking skills, mathematical resilience, mediating effect

Reflective practice

Reflective practice is a learning strategy that promotes metacognition and develops students’ capacity for self-regulation.

What is it?

Reflective practice is a learner-centred strategy that helps students to make sense of what they are learning and engages them in deep learning. Reflection can be in-action and on-action:

• Reflection-in-action takes place while students are engaged in a practical activity and requires them to act on their reflection immediately
• Reflection-on-action invites students to reconsider and clarify a past event (for example a site visit, an in-class activity, or a practicum).

Students can also reflect on their prior knowledge to prepare for a ‘core’ activity. Reflection tasks encourage students to take a step back, observe, and evaluate their actions to either problem solve or gain a new perspective. Reflection works best when it is regular, scaffolded, and progressively develops in complexity. Through regular reflection, students engage in metacognition and become self-regulated learners.

Why is it useful?

Benefits for students.

• Assesses functioning knowledge, including application of skills and competencies
• Prompts metacognition, which, in turn, encourages students to take responsibility for their own learning
• Develops evaluative judgment through metacognition and analysis of their own thought process
• Promotes the development of professional identity through a reflection on a work placement or a practice simulation.

Benefits for educators

• Gives you access to the thought process of your students, which, in turn, facilitates an effective feedback loop.

How do I implement it?

To implement reflective practice, try these strategies:

• Set a model for students’ reflections. This will prompt students what to include and give you a clear framework to assess the reflection. It will also help students who are less familiar with reflective tasks and unsure where to start. You can use one of the established reflection models:

Driscoll, J.J. (2007) Supported reflective learning: the essence of clinical supervision? Chapter 2 in Practising Clinical Supervision: A Reflective Approach for Healthcare Professionals (2nd edition). London: Bailliere Tindall. pp 27-‐50.

Example question prompts

Kolb DA. Experiential learning: experience as the source of learning and development. Englewoods Cliffs, N.J.: Prentice Hall, 1984.

Johns C. Becoming a reflective practitioner: a reflective and holistic approach to clinical nursing practice, development and clinical supervision. Oxford: Blackwell Science, 2000.

Atkins, S. and Murphy, K. (1994). Reflective Practice. Nursing Standard , 8(39) 49-56.

Leeds Beckett University. Skills for Learning – Models for structuring reflection. Secondary Skills for Learning – Models for structuring reflection 2015.

Whatever model you choose, make sure it is aligned with the task at hand and the intended learning outcomes.

• Engage students in regular reflective practice through blogging or journaling. Based on your subject, students can reflect on weekly readings, practice sessions, site visits, scenario-based group activities or work placements. When setting a continuous reflective task, be clear why you are asking students to reflect and how they will be assessed.
• Integrate reflection in regular learning activities. Give students opportunities to reflect in class. To make this work, it is important to consider reflection when planning a learning activity. For example, if students are working in small groups on a structured case analysis, you can pause the activity at different stages and prompt students to reflect in action and act on their reflection upon returning to the activity. Alternatively, you can use one of the reflection models (outlined above) to prompt a reflection-on-action at the end of the group activity. These strategies can be used with other types of synchronous and asynchronous learning activities. What’s important is to allocate sufficient time for reflection so that students can fully engage in a reflective cycle and reflect on what happened, why it was important, and how they will apply this in future.

Supporting technologies

• Cadmus is an online assessment environment that offers assessment templates for the most common written assignment types, including a reflective journal and a reflective essay. The templates for reflective assessment provide checklists for students to guide them through the reflection process and keep them on track. In addition, Cadmus allows submission of assignment drafts, which you can then use to provide cohort-level feedback.
• PebblePad is an ePortfolio platform – a space for students to blog, journal, and showcase their project work. PebblePad can integrate reflection and self-assessment into digital portfolios.
• LMS Discussions can facilitate blogging . Students can both respond to a reflection prompt and interact with their peers’ responses. This deepens students’ reflection and supports a provision of formative peer feedback.
• H5P allows you to create interactive activities and embed them into the LMS. The Documentation tool in H5P allows you to embed reflection boxes on the LMS pages and prompt students to reflect with structured questions in line with your chosen reflection model. Once students enter their reflection into the text box, they can then generate a downloadable document with their responses.
• FeedbackFruits allows you integrate reflection into peer review, self-assessment and social annotation tasks. You can make this a structured reflection by adding instructions and structured questions for students to reflect on.
• LMS Quizzes can facilitate structured reflection exercises. You can use the essay question type to ask students structured reflection questions in line with one of the reflection models (presented above). Students’ access and completion of quizzes can be monitored via New Analytics.
• Academic Skills, University of Melbourne. Reflective writing .
• Biggs, J., & Tang, C. (2011). ‘ Assessing and grading for functioning intended learning outcomes ’ in Teaching for quality learning at university . McGraw-Hill Education.
• Instructure Community. How do I create a quiz with individual questions?
• Learning Environments, University of Melbourne. Designing reflection activities .
• Learning Management System, University of Melbourne . FeedbackFruits .

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