Process of Critical and Computational Thinking in the Learning of Mathematics in Secondary Education

The COVID-19 pandemic has transformed the ways of teaching and learning mathematics in high school, leading to the implementation of new teaching strategies aimed at achieving meaningful learning in the area of mathematics, with the mediation of digital technology and other pedagogical resources of the 21st century. The objective of this work is to analyze and explain the incidence of critical and computational thinking in the learning of mathematical concepts and procedures in secondary school students. The research approach is mixed, combining qualitative and quantitative sources of information and perspectives of analysis;the design is non -experimental;the data collection instruments are: Likert-type questionnaire and cognitive test;the data analysis is carried out by means of descriptive statistics. The results of the work show a sustained development of critical and computational thinking in the students during the mathematics learning activities, expressed in the fluency in the handling of concepts and logical procedures in problem solving;statistically, there is a correlation between the level of learning achieved and the development of critical and computational thinking of 0.545 and 0.823, respectively. It is concluded that the computational and critical thinking developed by secondary school students significantly influences learning and the development of mathematical competencies, with implications in the level of satisfaction with their academic and personal achievements.

An Evaluation of the Perceptions of Socio-Humanities Students on the Skills of Critical Thinking

One of the fundamental objectives of higher education is to prepare students to think analytically in order to develop and create knowledge, thus going beyond receiving information and building simple knowledge. That is why higher education must adapt its teaching and learning process to cultivate critical thinking of students. In order for academia to ensure the effectiveness of the development of critical thinking skills, student perceptions cannot be neglected, given that they are the ultimate receptors. In addition, investigating students' perceptions of critical thinking skills could guide future training methods that promote their development. The purpose of this research is to explore students' attitudes and beliefs regarding critical thinking skills, as well as aspects of their development in academia and their transfer to other contexts. The study is conducted at the Dunarea de Jos University of Galaţi and uses the questionnaire survey method to assess students' perceptions of critical thinking, from several perspectives: the level of knowledge on critical thinking skills, strategies for learning critical thinking skills, the qualities of a critical thinker, the way students relate to the COVID 19 pandemic and fake news. To obtain the necessary data, the questionnaire was distributed through Microsoft Forms and subsequently analyzed to describe students' views on critical thinking. A sample of 101 students from specializations in the field of socio-humanities completed this survey. The results of the study showed that students invoke the need to overcome difficulties in developing critical thinking skills by: training teachers to use critical thinking in the classroom;including and practicing critical thinking skills in applied activities at courses and seminars;applying debates and discussions in the classroom as teaching and learning strategies;translating the theories learned in courses into different case studies;use of training skills, questionnaires, homework;participation in group projects in a collaborative environment. [ FROM AUTHOR] Copyright of Romanian Journal for Multidimensional Education / Revista Romaneasca pentru Educatie Multidimensionala is the property of Lumen Publishing House and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

The Role of Transferable Skills and Data Science in the Move to Digitally-Enabled Clinical Research

According to the job's website Recruiter, clinical data management vacancies have increased by almost 94% since 2019.' Artificial intelligence (AI), including machine learning (ML) and natural language processing (NLP), is allowing for the more intelligent analysis of trial data. New approaches, new roles Centralized statistical monitoring, which streamlines drug development by allowing for the near real-time analysis of data as it accumulates, is the perfect example of how the changing research paradigm is creating new roles.

Covid-19 and the decolonisation of education in Palestinian universities

Despite the severe social, health, political and economic impacts of the outbreak of Covid-19 on Palestinians, we contend that one positive aspect of this pandemic is that it has revealed the perils and shortcomings of the teacher-centered, traditional education which colonizes students' minds, compromises their analytical abilities and, paradoxically, places them in a system of oppression which audits their ideas, limits their freedoms, and curtails their creativity. While Israeli occupation has proven to be an obstacle in the face of the Palestinian government's attempt to combat and contain the Corona crisis, on-line education, the sole arena that escapes this colonial system, has forced many instructors to give up their domination over the process of education and to create a more collaborative atmosphere of education that is based on dialogue, research and flexibility of the curriculum content. This study is designed to gauge English literature students' responses to this mode of digital learning. We interviewed a hundred students from six English literature programs between March and August, 2020. Thus, through critically examining students' answers, and by drawing on Freire's concepts of banking education, consciousness and dialogue, we propose that online education is an important step towards the decolonization of education and a call for a paradigm shift on the account that the existing paradigm of traditional education is stifling students' creativity and critical thinking.

Technology-driven proctoring: Validity, social justice and ethics in higher education

The COVID-19 pandemic has led to rapid change, unprecedented in higher education. One such change has been the almost complete shift to online assessment. The simultaneous employment of online assessment and proctoring has not enjoyed the rigorous academic debate and research traditionally associated with such shifts in academia. This engagement is essential and this article aims to discuss aspects of social justice, ethics and the validity of digital proctoring to the burgeoning debate. Digital proctoring is a lucrative industry (Coghlan Miller & Paterson, 2021), notwithstanding the admitted opportunities for cheating, irrespective of the intensity of overwatch. Digital proctoring is marketed and has become entangled with issues of institutional reputation and the legitimacy of qualifications. The student seems to be a secondary consideration compared to the technocratic digital proctoring arena. However, the introduction of online assessment, specifically with digital proctoring, impacts the assessment's validity by introducing intervening variables into the process. The drive to detect and prevent online cheating has led to algorithmic proliferation. This technologically driven approach has embedded social injustice and questionable ethics and validity into the assessment systems. This article examines the social justice, ethical and validity issues around technological proctoring under the grouped themes: Emotional factors;Racial and/or skin colour;Digital literacy and Technology;and Disability. However, the COVID-19 pandemicdriven shifts have provided the unprecedented opportunity to elevate assessment from recall to critical thinking and applicationbased assessment. An opportunity to ensure that our assessment is valid, assesses higher-order learning, and truly evaluates the concepts we wish to assess.

Determinants of COVID Vaccination Willingness among Health and Non-Health Studies Students: A Cross-Sectional Study.

Students, as a relatively health-informed population group, may still have limitations in health literacy, which is a concern as students take increasing responsibility for their health and make independent health decisions. The aim of this study was to evaluate the overall attitudes towards COVID vaccination among university students and to investigate various factors contributing to vaccination willingness among health and non-health studies students. A total of 752 students from the University of Split were included in this cross-sectional study and completed a questionnaire that consisted of three sections: socio-demographic data, health status information, and information on vaccination against COVID-19. Results show that the majority of students of health and natural sciences were willing to be vaccinated, but the majority of students of social sciences were not (p < 0.001). Students who used credible sources of information had a more significant proportion of those willing to be vaccinated and the majority of students who used less credible sources (79%) or did not think about it (68.8%) were unwilling to be vaccinated (p < 0.001). Multiple binary logistic regression modeling shows that female gender, younger age, studying social sciences, negative opinion about the need to reintroduce lockdown and the effectiveness of epidemiological measures, and usage of less credible sources of information were the most important factors contributing to increased vaccination hesitancy. Therefore, improving health literacy and restoring trust in relevant institutions can be critical in health promotion and COVID-19 prevention.

Remote graphic elicitation: A critical reflection on the emotional affordance and disruption management in caregiver research

Graphic elicitation, an arts‐based method that focuses on participant‐led drawing activities, is often conducted with the researcher in situ and discussed in an interview setting, either during or after drawing. However, the COVID‐19 pandemic and the subsequent lockdowns have meant that using graphic elicitation in its current form required a re‐evaluation. Reflecting on a research project that undertook graphic elicitation remotely, this paper considers the emotional affordance and disruption management of the method in caregiver research. While informal caregiving may be an emotionally fraught topic for the participants, we demonstrate how graphic elicitation explores emotions and experiences with sensitivity and care. Furthermore, we show that graphic elicitation enabled us to acknowledge the pandemic but maintain focus on caregiving itself. The caregivers were responsive to the method and found it rewarding and insightful, albeit with some initial hesitancy and ingrained perceptions of arts‐based outputs. Through our discussions, we show the potential for remote graphic elicitation in geography as a method to explore potentially sensitive, emotionally charged topics like caregiving. [ FROM AUTHOR] Copyright of Area is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Bringing Trauma Home: Reflections on Interviewing Survivors of Trauma while Working from Home

In response to the COVID-19 pandemic, working from home became the new normal for many professionals. While this was beneficial in managing the rapidly spreading virus, it had varying impacts on the mental health of those previously not accustomed to remote work. This paper provides a critical reflection of the researcher's experience of conducting interviews with survivors of trauma while working from home. The research aimed to understand the experiences of significant others supporting patients with severe burn injury in the Intensive Care Unit (ICU). As an experienced ICU nurse, the researcher has well developed personal coping strategies for dealing with complex trauma and in working with significant others of patients with severe burn injury in hospital settings. Due to the pandemic, data collection moved from face-to-face in the hospital, as originally intended, to phone or videoconference interviews. 17 participants were recruited, with all participants given the option of videoconference (n = 3) or telephone interviews (n = 14). Interviews had an average length of 55 minutes. This paper discusses the strategies adopted to cope with the sharing of significant others' experiences of trauma while in the home environment. Careful consideration was needed for the researcher, the participants and those within the homes of both researcher and participant, in terms of psychological safety, ethical considerations and rapport building. [ FROM AUTHOR] Copyright of International Journal of Qualitative Methods is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Comparing Students' Critical Thinking by Using the Revised Bloom's Taxonomy in Online and Face-to-Face Class Formats of Organic Chemistry

The purpose of this study is to compare critical thinking in online and face-to-face formats in an organic chemistry course and report the cognitive dimensions of revised Bloom's taxonomy. The sample used in this research was a 31 students group of grade 12 students at the Demonstration School of Ramkhamhaeng University, Thailand, in the academic year 2021, semester 2. The students took the online (N = 14) and face-to-face (N = 17) formats and were required to fill out an instrument designed to evaluate critical thinking skills in March 2022. The tools used for the test had 50 items, and 4 choices, with a confidence value of 0.83. The result shows that the face-to-face student has higher critical thinking scores than the online students along the highest cognitive dimensions;on the other hand, face-to-face and online formats did not affect remembering, understanding, and applying levels. These formats are effective for analysis, evaluation, and creation, the student's face-to-face has more of an analysis and evaluation level than the student's online. In contrast, online students have a more creative level than face-to-face students. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

How Media Literacy, Trust of Experts and Flu Vaccine Behaviors Associated with COVID-19 Vaccine Intentions.

PURPOSE: To assess how previous experiences and new information contributed to COVID-19 vaccine intentions. DESIGN: Online survey (N = 1264) with quality checks. SETTING: Cross-sectional U.S. survey fielded June 22-July 18, 2020. SAMPLE: U.S. residents 18+; quotas reflecting U.S. Census, limited to English speakers participating in internet panels. MEASURES: Media literacy for news content and sources, COVID-19 knowledge; perceived usefulness of health experts; if received flu vaccine in past 12 months; vaccine willingness scale; demographics. ANALYSIS: Structural equation modelling. RESULTS: Perceived usefulness of health experts (b = .422, P < .001) and media literacy (b = .162, P < .003) predicted most variance in vaccine intentions (R-squared=31.5%). A significant interaction (b = .163, P < .001) between knowledge (b = -.132, P = .052) and getting flu shot (b = .185, P < .001) predicted additional 3.5% of the variance in future vaccine intentions. An increase in knowledge of COVID-19 associated with a decrease in vaccine intention among those declining the flu shot. CONCLUSION: The interaction result suggests COVID-19 knowledge had a positive association with vaccine intention for flu shot recipients but a counter-productive association for those declining it. Media literacy and trust in health experts provided strong counterbalancing influences. Survey-based findings are correlational; thus, predictions are based on theory. Future research should study these relationships with panel data or experimental designs.

Effect of Multimedia E-Book Use on the Information Literacy of Nursing Students and Health Communication in Student-Led Large- and Small-Group Community Health Education Sessions

The integration of digital technology into healthcare is critical for health communication. This study analyzed a group of nursing students who applied multimedia health education e-books to different groups of varying sizes to explore the efficiency of implementing health communication and nursing information literacy in the nursing industry. If medical personnel can make appropriate use of technology, combine medical operations with information systems, and disseminate the purpose of health to groups of different sizes properly, the quality of patient care will improve. Thirty-two junior nursing students at the college level were divided into three groups, each subject to a 3-week internship. After the internship, a questionnaire survey was conducted. Additionally, nine nursing students were interviewed in a 45-min semistructured format. Regarding the effectiveness of nursing students using multimedia e-books to implement health communication and the development of nursing information literacy, the statistical analysis results demonstrated no significant differences between large groups and small groups. However, their 5-point Likert scale average values were all greater than 4, indicating that regardless of group size, their feedback on using e-books was positive. This means multimedia e-books can effectively help nursing students practice health communication application effectiveness and develop nursing information literacy.

Out-of-the-Box Learning: Digital Escape Rooms as a Metaphor for Breaking Down Barriers in STEM Education

The traditional lecture-based model of teaching and learning has led to the exploration of innovative approaches including digital escape rooms. Digital escape rooms offer an immersive and engaging experience that promotes critical thinking, problem-solving, and teamwork, making them a unique opportunity to address the challenges of STEM education, which is often perceived as difficult, boring, and intimidating. In this study, the goal is to explore the application of digital escape rooms as an innovative practice in STEAM (science, technology, engineering, arts, and mathematics) education in Europe. More specifically, the study aims to evaluate the influence of digital escape rooms on student engagement and learning outcomes in mathematics education as well as to provide valuable insights into the efficacy of this approach as a means of teaching mathematics and fostering active and experiential learning in STEAM education. In order to investigate the potential of digital escape rooms as a metaphor for breaking down barriers and escaping from the ”box” in STEM education, this paper proposes a conceptual framework for understanding the pedagogical value of digital escape rooms in STEM education. It outlines the design process, including learning paths and scenarios, storyline, puzzles, challenges, and feedback mechanisms, and presents a concept of escape room design patterns. An example case study of a digital escape room designed to teach mathematics to university students is also presented, providing insights into the effectiveness of this approach. By using digital escape rooms as a metaphor for breaking down barriers in STEM education, a more inclusive, engaging, and impactful learning environment can be created to prepare students for the challenges and opportunities of the 21st century.

Using Active Learning to Evaluate Student Competency Beyond Clinical Skills

Active learning methodologies support the development of higher-order thinking and knowledge application necessary for modern health care environments. Through active learning, nurse practitioner students apply their understanding of population-specific competencies while developing critical thinking and reasoning skills for safe and effective care. Myths regarding student-centric learning, such as cost, time, and design, may create barriers for faculty to incorporate competency-based methods into didactic curricula. This article provides evidence-based strategies and exemplars for active learning as a method to evaluate student competency beyond clinical skills.

Skills Needed to Succeed in Post-Pandemic Workplace

The paper examines the multifarious skills needed for management professionals to help organizations achieve their goals. The prevalence of skills is critical for every business organization. The positive attitude of employees to accomplish challenging tasks comes from their skill set. Every organization intends to have a pool of charismatic human capital for its progression. Of late, this has become indispensable because the present world economic order has undergone transformation due to the Covid-19 pandemic. With the sagging business fortunes of a majority of blue-chip companies the world over, a real threat to the existence of business firms is looming large. The moot question to address is as to how the countries can assuage the after-effects of the pandemic. The answer lies in the fact that acumen and skills of professionals can tackle any crisis. The paper focuses on an amalgamation of skills for such professionals, which would provide momentum to their professional progress. The study suggests that critical thinking, inquisitiveness, excellent communication skills, proactiveness, and creativity are the key skills to watch out for in the coming years for the success of organizations.

Use of social media to promote critical thinking in university students during COVID-19

Objective: To analyze the use of social networks to promote critical thinking in students of a higher education institution in Valle del Cauca, Colombia. Method: The research is exploratory and descriptive with a qualitative-quantitative approach, using the survey to collect information. It is part of the active students for the 2021-2 academic period during the social confinement due to the COVID-19 pandemic. Results: Students use social networks between 5 and 10 hours per week on average, the most frequented being WhatsApp (32%), Instagram (75%) and Facebook (66%);50% of them acknowledge that they use them mainly for entertainment and social exchange purposes. Discussion and Conclusions: The COVID-19 pandemic has increased the use of social networks, causing substantial distractions in the development of classes. Its use is not affected by socioeconomic level, reducing the participation gaps that other scenarios of society usually have. Teachers can use them as a novel resource in the teaching and learning processes avoiding wishful thinking, pursuing the development of critical thinking based on the objectivity of knowledge linked to research, creativity, innovation and transformation. © 2023 The authors.

Does Higher Education Provide the Necessary Skills and Competencies to Succeed in the Job Market and Life?

There is a crisis in higher education. One troublesome issue is the sharp drop in higher education enrollments as well as the decline in the number of colleges in the United States. There is evidence that some college degrees are not worth the time and the money, and students would have earned more had they joined the workforce immediately after graduating high school. The authors discuss some of the problems and posit that some higher education institutions in the United States have done a poor job of teaching crucial skills, including critical thinking, ethical thinking, collaboration skills, and character development. The most vital competency of all might be inculcating in students a passion for lifelong learning, which is necessary to develop the ability to adapt swiftly to changing business conditions. Without these skills, it should be no surprise that there has been a disconnect between higher education and employability.

Bringing together podcasting, social work field education and learning about practice with Aboriginal peoples and communities

Social work content podcasting has increased exponentially in recent years, playing a new role in the emerging social work education debate surrounding online and remote delivery of social work content. Although podcasting itself is not now a new digital innovation, how and why social work educators and academics would embrace the use of podcasting is still debated and is often positioned as inferior to face-to-face classroom teaching. In the Australian context this is particularly important when non-Aboriginal students are engaging with Aboriginal understandings of place and ways of relating to Country, a challenging reflexive exercise without the added complexity that remote educational delivery can provide. The brief history of podcasting and its relationship to social work education provides a context for re-imagining the pedagogy of critical thinking, with a case example provided of a remote field placement with The Social Work Stories Podcast during the Covid-19 pandemic in 2020.

Incorporating Simulation Based Training in the Initial Training of New Graduate Registered Nurses in a Blood and Marrow Transplant (BMT) Unit

Topic significance and study purpose/background/rationale: Nursing schools today have placed greater emphasis on online learning leading to limitations in clinical experience and communication skills. Staff turnover has also led to an increase in novice nurses entering the BMT specialty who are then trained by those with limited experience themselves emphasizing the need to incorporate new teaching methods in our nursing residency programs. Methods, intervention, and analysis: An orientation program was developed incorporating nursing competencies, communication skills, critical thinking, and oncology/BMT knowledge aligned with the hospital's new graduate RN residency program. In addition to formal classroom education covering basic nursing skills, institutional protocols, and foundational oncology/BMT knowledge, simulation scenarios were developed reviewing multiple complications often seen in a BMT unit, including febrile neutropenia, septic shock, and cellular therapy infusion reactions. Debriefing and surveys were conducted evaluating the nurse's level of comfort with the scenarios prior to and after simulation. Findings and interpretation: Each simulation lasted thirty minutes followed by one hour of debriefing, analysis, and evaluation. Individual nursing interventions utilized in the scenario were aligned with appropriate hospital policies and best nursing clinical practices. A survey was conducted rating the level of comfort before and after the simulation. 100% of the nurses reported feeling more comfortable with the situations reviewed after undergoing the simulation. Feedback also included novice nurses' lack of experience with oncologic emergencies during their orientation as preceptors often felt compelled to intervene leaving the resident with less hands-on experience. The novice nurses also felt the simulation provided them with the practical clinical experience that had been limited during the COVID-19 pandemic when more novice nurses were training simultaneously with less numbers of cellular therapy patients. Discussion and implications: Simulation provides a safe and effective way of teaching novice nurses about the cellular therapy specialty and common complications when hands-on experience is limited. By incorporating simulation into training, the nurse residents feel more comfortable practicing independently. Greater confidence, enhanced critical thinking, and improved patient outcomes were advantages noted with this educational method. The benefits and success of these simulations will lead to more scenarios being incorporated into training as the BMT specialty continues to evolve.Copyright © 2023 American Society for Transplantation and Cellular Therapy

Students Digital Maturity and Its Implications for Sustainable Behavior

The COVID-19 pandemic has accelerated the transition to remote and hybrid teaching and learning, highlighting the importance of digital maturity among university staff and students. Digital maturity includes technological proficiency and skills necessary to navigate and use digital tools for personal learning and development, as well as responsible and ethical use of technology, digital citizenship, and critical thinking. Developing digital maturity among students is critical to promoting sustainable practices and success in a digitally connected world. This article examines the impact of students' digital maturity on online learning engagement and explores the relationship between digital maturity, acceptance of universities' digital transformation, online education satisfaction, student engagement, and sustainable behavior. The study randomly selected 358 students from three Polish universities who completed an online survey (CAWI). The results indicate that digital competences positively affect the students' acceptance of the digital transformation of the university. Personal innovation and motivation for formal digital learning also influence acceptance. Accepting the digital transformation has a positive impact on online learning satisfaction. Engagement in online learning has minimal impact on informal digital learning. The positive moderating effects of commitment to sustainable development on satisfaction and commitment to distance learning and informal digital learning were insignificant. The study suggests that universities need to promote digital maturity among all stakeholders, and students need to improve their digital competences to take full advantage of the educational offer of universities.