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Many studies have recommended that a better way to assess understanding of the nature of scientific enterprise would be through analyzing evaluative thinking of learners in authentic situations where the complex linkage between science and society could be exposed.
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The sequences are considered to represent the thinking processes of learners.
An experiment was then conducted where the learners were classified into fit or non-fit group in order to analyze whether there was a good fit between the teaching strategies designed by the teacher and the thinking styles of learners.
This study aimed to examine scientific thinking of the learners who learning with the knowledge construction model enhancing scientific thinking.
One of the most influential models of conceptual change learning emerged from educators' attempts to promote "scientific revolutions" in the thinking of young learners (Posner et al. 1982; Strike and Posner 1992).
The main purposes of this research are to develop, implement, and evaluate an instructional model based on the cognitive approach to enhance critical thinking among trainee students and to develop their abilities in teaching critical thinking to learners.
If we want a better-educated global citizenry, should we not foster a multitude of professors with different views who can share deep critical thinking in a community of learners such as only the embodied experience of the classroom can yield?
In this study, by using the same data, deep analysis of learners' thinking was proposed.
For future research, we plan to analyze more detail about the characteristics of learners' thinking processes.
This is a case study of analyzing part of learners' thinking when they pose problem in a learning environment.
For the improvement of students' learning in problem-posing, it is important to develop an understanding of the developmental status of learners' thinking and reasoning.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com