The Development of Thought: Equilibration of Cognitive Structures

Building Community Through Asset Mapping in an Alternate Route to Licensure Program

An alternative model for language acquisition

The purpose of this study was to investigate the effect of critical thinking-infused paragraph writing instruction on university first-year students’ argumentative paragraph writing performance. In order to achieve the purpose, two randomly selected intact classes with 31 and 32 participants were involved in the study as a non-treatment group and a treatment group respectively. The treatment group was provided with critical thinking-infused paragraph writing instruction, but the non-treatment group received a conventional paragraph writing instruction. The embedded design was employed in the study since it was mainly conducted using quantitative data gathered through tests before and after the intervention, and a semi-structured interview was also employed to gather data about the treatment from some randomly selected participants in the treatment group. The quantitative data were entered into SPSS version 20 and analysed using descriptive statistics and one-way between groups ANCOVA while the qualitative data were analysed by narrating the reactions of the randomly selected participants using words. The one-way ANCOVA results for argumentative paragraph writing performance scores F (1, 60) = 106.555, p = 0.000, partial Eta squared = 0.640) showed that there was statistically a significant difference between the non-treatment and the treatment groups in their argumentative paragraph writing performance due to the intervention (Critical thinking-infused paragraph writing instruction). The interview analysis result also revealed that the intervention guided participants in the treatment group to perform better while they wrote argumentative paragraphs. Thus, it was recommended that EFL instructors, curriculum (syllabus) designers, and material developers need to integrate critical thinking instruction into argumentative paragraph writing lessons in order to promote first-year students’ argumentative paragraph writing performance.

https://journals.eanso.org/index.php/eajes/article/download/624/772

Effect of Critical Thinking-infused Paragraph Writing Instruction on University First-year Students’ Argumentative Paragraphs Writing Performance

The formation of the European Project is a well established event on the international political horizon. However, its enlargement accommodating additional member States has made it more complex, and fundamental questions about its future development have been raised. The creation of an entry point for a European Variable Geometry (EVG) was intended to simplify the political processes of the Project. However, some have been concerned EVG will spell its demise. This paper is interested in exploring the nature and political dynamics of the European Project. To do this it adopts as a frame of reference a paradigm called Knowledge Cybernetics (KC), and it uses the rise of the EVG as an examining trigger. The paper engages in theory building, requiring a development of the KC paradigm. It will show that the complexity of the Project can be reduced by exploring its cultural dynamics, and its interactive stability can be examined through joint alliance theory.

The Political Dynamics of the European Project

Learning with different kinds of ICT-based tools is an important issue in today's society. In this article we focus on how design of technology rich environments based on state of the art learning principles can give us new insights about how learning occur, and how we can develop new types of learning environments. Medical education constitutes the subject domain. There has been a considerable effort to develop 3D technologies in this field, and the article provides a careful review of how these technologies are applied. There is, however, a substantial gap between these advances and the use of technologies in medical education. Related work proposes individualistic assumptions or metaphors that do not focus explicitly on learning and technology mediation. Based on theoretical analysis of previous literature in the field we argue that there is a need for a new unit of analysis that includes the relationship between individual and collective activity and the role of technology herein. The socio-cultural and especially activity theory is taken as the perspective which gives the possibility to develop the argumentation about the unit of analysis. The unit of analysis also has implications for design of 3D environments. The design principles are elaborated upon and examples are given in relation to an application called Matador (Medical Advanced Training in an Artificial Distributed Environment). Matador is aimed at developing a simulation environment for training in emergency medicine.

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The Development of Thought: Equilibration of Cognitive Structures

Citations

Building Community Through Asset Mapping in an Alternate Route to Licensure Program

An alternative model for language acquisition

Effect of Critical Thinking-infused Paragraph Writing Instruction on University First-year Students’ Argumentative Paragraphs Writing Performance

The Political Dynamics of the European Project

New Tools in Social Practice: Learning, Medical Education and 3D Environments

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