The Experts below are selected from a list of 9954 Experts worldwide ranked by ideXlab platform
Muammer Çalik - One of the best experts on this subject based on the ideXlab platform.
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Revisiting the scientific Habits of Mind scale for socio-scientific issues in the Indonesian context
International Journal of Science Education, 2019Co-Authors: Antuni Wiyarsi, Muammer ÇalikAbstract:The purpose of this study was to develop a valid and reliable scale measuring the Indonesians’ scientific Habits of Mind (SHOM) levels via the SSIs in context. The sample of the study consisted of ...
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A CROSS-AGE STUDY of ELEMENTARY STUDENT TEACHERS’ SCIENTIFIC Habits of Mind CONCERNING SOCIOSCIENTIFIC ISSUES
International Journal of Science and Mathematics Education, 2014Co-Authors: Muammer Çalik, Burçin Turan, Richard Kevin CollAbstract:In this study, we investigated elementary student teachers’ scientific Habits of Mind for a series of socioscientific issues, and compared their views with respect to academic performance and type of programme. The sample consisted of 1,600 student teachers from science education, mathematics education, primary teacher education and social science education programmes (100 student teachers from each grade) at a Turkish University in the fall semester of the 2010–2011 school year. The data were obtained from the Scientific Habits of Mind Survey consisting of 32 items which had been previously validated, in this setting. The findings suggested that the teacher education programmes need to help student teachers grasp better scientific thinking as measured via scientific Habits of Mind if they are to engage more effectively in decision-making and discussion of socioscientific issues in their classrooms.
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Investigating Socioscientific Issues via Scientific Habits of Mind: Development and validation of the Scientific Habits of Mind Survey
International Journal of Science Education, 2012Co-Authors: Muammer Çalik, Richard Kevin CollAbstract:In this paper, we describe the Scientific Habits of Mind Survey (SHOMS) developed to explore public, science teachers’, and scientists’ understanding of Habits of Mind (HoM). The instrument contained 59 items, and captures the seven SHOM identified by Gauld. The SHOM was validated by administration to two cohorts of pre-service science teachers: primary science teachers with little science background or interest (n = 145), and secondary school science teachers (who also were science graduates) with stronger science knowledge (n = 145). Face validity was confirmed by the use of a panel of experts and a pilot study employing participants similar in demographics to the intended sample. To confirm convergent and discriminant validity, confirmatory factor analysis and evaluation of the reliability were calculated. Statistical data and other data gathered from interviews suggest that the SHOMS will prove to be a useful tool for educators and researchers who wish to investigate HoM for a variety of participants.
Richard Kevin Coll - One of the best experts on this subject based on the ideXlab platform.
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A CROSS-AGE STUDY of ELEMENTARY STUDENT TEACHERS’ SCIENTIFIC Habits of Mind CONCERNING SOCIOSCIENTIFIC ISSUES
International Journal of Science and Mathematics Education, 2014Co-Authors: Muammer Çalik, Burçin Turan, Richard Kevin CollAbstract:In this study, we investigated elementary student teachers’ scientific Habits of Mind for a series of socioscientific issues, and compared their views with respect to academic performance and type of programme. The sample consisted of 1,600 student teachers from science education, mathematics education, primary teacher education and social science education programmes (100 student teachers from each grade) at a Turkish University in the fall semester of the 2010–2011 school year. The data were obtained from the Scientific Habits of Mind Survey consisting of 32 items which had been previously validated, in this setting. The findings suggested that the teacher education programmes need to help student teachers grasp better scientific thinking as measured via scientific Habits of Mind if they are to engage more effectively in decision-making and discussion of socioscientific issues in their classrooms.
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Investigating Socioscientific Issues via Scientific Habits of Mind: Development and validation of the Scientific Habits of Mind Survey
International Journal of Science Education, 2012Co-Authors: Muammer Çalik, Richard Kevin CollAbstract:In this paper, we describe the Scientific Habits of Mind Survey (SHOMS) developed to explore public, science teachers’, and scientists’ understanding of Habits of Mind (HoM). The instrument contained 59 items, and captures the seven SHOM identified by Gauld. The SHOM was validated by administration to two cohorts of pre-service science teachers: primary science teachers with little science background or interest (n = 145), and secondary school science teachers (who also were science graduates) with stronger science knowledge (n = 145). Face validity was confirmed by the use of a panel of experts and a pilot study employing participants similar in demographics to the intended sample. To confirm convergent and discriminant validity, confirmatory factor analysis and evaluation of the reliability were calculated. Statistical data and other data gathered from interviews suggest that the SHOMS will prove to be a useful tool for educators and researchers who wish to investigate HoM for a variety of participants.
Janet Hanson - One of the best experts on this subject based on the ideXlab platform.
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The Case for Technology Habits of Mind
Contemporary Issues in Technology Education, 2020Co-Authors: Janet Hanson, Bill LucasAbstract:This chapter suggests how Habits of Mind for technology might be conceived and developed to offer technology teachers an alternative lens through which to explore their pedagogy. Habits of Mind are ways of thinking or behaving intelligently when meeting new learning challenges. They include dispositions linked to academic success such as perseverance and curiosity and capabilities important for employability and long-term well-being such as creativity and sociability. Disciplinary Habits of Mind emphasise distinctive ways of thinking and behaving which support learning. In STEM subjects, they can help to bring learning to life for children by demonstrating links between the subject and its application in the world outside school. Technology Habits of Mind will complement those already developed for science, engineering and mathematics.
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Thinking Like an Engineer: Using Engineering Habits of Mind and Signature Pedagogies to Redesign Engineering Education
International Journal of Engineering Pedagogy (iJEP), 2016Co-Authors: Bill Lucas, Janet HansonAbstract:In order to attract more young people into engineering and ensure that they are well equipped to meet future professional challenges we need to know how successful engineers think and act when faced with challenging problems. Using a mixed methods approach this study investigated the Habits of Mind that engineers use most frequently when engaged in the core activity of “making” things or “making things work better”. We identified the six most distinctive learning dispositions, or engineering “Habits of Mind” [EHoM] that engineers frequently deploy. Our research then explored ways in which the teaching of engineering might be re-designed to cultivate EHoM using “signature pedagogies” and through this, generate deeper understanding of what is involved in becoming and being an engineer. This paper reports on the research undertaken with engineers to define the EHoM and identifies some of the distinctive features of signature pedagogies as they might be applied to engineering education. It concludes by outlining future research to further validate and define Habits of Mind and signature pedagogies for engineering.
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Teaching Engineering Habits of Mind: an employability strategy that involves changing educators’ Habits of Mind
2016Co-Authors: Bill Lucas, Janet HansonAbstract:An education system that cultivates a sufficient number of employable engineers seems to be hard to achieve. However, it has been demonstrated that education that focuses on developing Habits of Mind, such as perseverance and curiosity, has great potential for enhancing an individual's success in the labour market in the longer term.
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thinking like an engineer using engineering Habits of Mind to redesign engineering education for global competitiveness
2014Co-Authors: Bill Lucas, Janet HansonAbstract:If we want to ensure that young engineers are ready to meet the challenges of the future and can operate in a global environment, we need to know how successful engineers think and act when faced with challenging problems. Once we have identified these distinctive engineering ‘Habits of Mind’ (EHoM) we can then suggest how the education and training system might be re-designed to ensure the cultivation of these EHoM in school, college and university. Funded by the Royal Academy of Engineering, our research found that there was considerable agreement about the six Habits of Mind that engineers use most frequently when engaged in the core activity of ‘making’ things or ‘making things work better’. As a result of these findings, we suggest that active teaching approaches, such as PBL or CDIO, although helpful, can in themselves only take the learner so far. However, if the curriculum overtly articulates EHoM as an outcome of learning and if teachers provide students with opportunities to develop and practice them at all levels of the education system, more successful engineering learning will occur.
Bill Lucas - One of the best experts on this subject based on the ideXlab platform.
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The Case for Technology Habits of Mind
Contemporary Issues in Technology Education, 2020Co-Authors: Janet Hanson, Bill LucasAbstract:This chapter suggests how Habits of Mind for technology might be conceived and developed to offer technology teachers an alternative lens through which to explore their pedagogy. Habits of Mind are ways of thinking or behaving intelligently when meeting new learning challenges. They include dispositions linked to academic success such as perseverance and curiosity and capabilities important for employability and long-term well-being such as creativity and sociability. Disciplinary Habits of Mind emphasise distinctive ways of thinking and behaving which support learning. In STEM subjects, they can help to bring learning to life for children by demonstrating links between the subject and its application in the world outside school. Technology Habits of Mind will complement those already developed for science, engineering and mathematics.
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Thinking Like an Engineer: Using Engineering Habits of Mind and Signature Pedagogies to Redesign Engineering Education
International Journal of Engineering Pedagogy (iJEP), 2016Co-Authors: Bill Lucas, Janet HansonAbstract:In order to attract more young people into engineering and ensure that they are well equipped to meet future professional challenges we need to know how successful engineers think and act when faced with challenging problems. Using a mixed methods approach this study investigated the Habits of Mind that engineers use most frequently when engaged in the core activity of “making” things or “making things work better”. We identified the six most distinctive learning dispositions, or engineering “Habits of Mind” [EHoM] that engineers frequently deploy. Our research then explored ways in which the teaching of engineering might be re-designed to cultivate EHoM using “signature pedagogies” and through this, generate deeper understanding of what is involved in becoming and being an engineer. This paper reports on the research undertaken with engineers to define the EHoM and identifies some of the distinctive features of signature pedagogies as they might be applied to engineering education. It concludes by outlining future research to further validate and define Habits of Mind and signature pedagogies for engineering.
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Teaching Engineering Habits of Mind: an employability strategy that involves changing educators’ Habits of Mind
2016Co-Authors: Bill Lucas, Janet HansonAbstract:An education system that cultivates a sufficient number of employable engineers seems to be hard to achieve. However, it has been demonstrated that education that focuses on developing Habits of Mind, such as perseverance and curiosity, has great potential for enhancing an individual's success in the labour market in the longer term.
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thinking like an engineer using engineering Habits of Mind to redesign engineering education for global competitiveness
2014Co-Authors: Bill Lucas, Janet HansonAbstract:If we want to ensure that young engineers are ready to meet the challenges of the future and can operate in a global environment, we need to know how successful engineers think and act when faced with challenging problems. Once we have identified these distinctive engineering ‘Habits of Mind’ (EHoM) we can then suggest how the education and training system might be re-designed to ensure the cultivation of these EHoM in school, college and university. Funded by the Royal Academy of Engineering, our research found that there was considerable agreement about the six Habits of Mind that engineers use most frequently when engaged in the core activity of ‘making’ things or ‘making things work better’. As a result of these findings, we suggest that active teaching approaches, such as PBL or CDIO, although helpful, can in themselves only take the learner so far. However, if the curriculum overtly articulates EHoM as an outcome of learning and if teachers provide students with opportunities to develop and practice them at all levels of the education system, more successful engineering learning will occur.
Antuni Wiyarsi - One of the best experts on this subject based on the ideXlab platform.
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Revisiting the scientific Habits of Mind scale for socio-scientific issues in the Indonesian context
International Journal of Science Education, 2019Co-Authors: Antuni Wiyarsi, Muammer ÇalikAbstract:The purpose of this study was to develop a valid and reliable scale measuring the Indonesians’ scientific Habits of Mind (SHOM) levels via the SSIs in context. The sample of the study consisted of ...
