Cognitive Process Dimension in K-13 E-textbooks for 4th Grade Students

Cognitive dimensions development is one of the objective of education. This research aimed to identify the structure, evaluate the focus, analyze the conformity toward the referred adoption standard, and evaluate the emphasis of thinking skill order of cognitive processes in the e-textbook for 4th grade students. Evaluation was carried out for the curriculum 2013 e-textbooks published in 2014, including theme 2, 3 and 4. Identification of cognitive process dimensions was carried out using revised Bloom's taxonomy, while the conformity was anayzed using Alzu'bi's preference. Statistical analysis was carried out with chi-square test. The result showed that the structure of cognitive dimensions in three examined e-textbooks were not consistent one another. Theme 2 emphasized on the high order thinking skill focused on the creating dimension. Theme 3 emphasized on the low order thinking skill focused on the understanding dimension. While theme 3 facilitated both thinking skill orders with a little tendency to the evaluating dimension. There was no conformity of the cognitive dimensions structure of the three themes toward the referred adoption standard. Statistical analysis showed that there was significant difference on the structure of cognitive dimensions between themes, and between each themes and the referred adoption standard

Thinking about thinking after Munro: the contribution of cognitive interviewing to child-care social work supervision and decision-making practices

There has been a recurrent recognition in inquiry reports following high-profile deaths of children known to welfare services of shortcomings in social workers' analytical and assessment skills. There is an urgent need to explore what might help supervisors and practitioners ‘think about their thinking’. This paper draws on cognitive interviewing (CI) and examines its applicability/transferability to the professional domain of child-care social work supervision. Focusing on how practitioners make sense of their practice, this approach homes in on cognitive understandings but, in so doing, heightens practitioners' awareness of the emotional and affective dimensions of practice and of their thinking. The integration of cognitive and affective ways of knowing resonates with psycho-socially informed ideas about the interrelationship between thinking and feeling and the importance of emotional containment for effective thinking. This paper suggests that combining the psychological underpinnings of CI with psycho-socially informed concepts, such as containment, creates a more robust and holistic theoretical framework for supporting the application of CI in practice. The paper proposes that the adoption of a cognitive andaffective approach to supervisory practice has considerable potential for enhancing practitioners' critical thinking skills and decision-making capabilities, to the benefit of the children and families with whom they work

Teaching and Learning in Interdisciplinary Higher Education: A Systematic Review

Interdisciplinary higher education aims to develop boundary-crossing skills, such as interdisciplinary thinking. In the present review study, interdisciplinary thinking was defined as the capacity to integrate knowledge of two or more disciplines to produce a cognitive advancement in ways that would have been impossible or unlikely through single disciplinary means. It was considered as a complex cognitive skill that constituted of a number of subskills. The review was accomplished by means of a systematic search within four scientific literature databases followed by a critical analysis. The review showed that, to date, scientific research into teaching and learning in interdisciplinary higher education has remained limited and explorative. The research advanced the understanding of the necessary subskills of interdisciplinary thinking and typical conditions for enabling the development of interdisciplinary thinking. This understanding provides a platform from which the theory and practice of interdisciplinary higher education can move forwar

Creative Thinking Ability on Mathematics of Junior High School in Palu Based on School Levels

Students’ creative thinking skills on mathematics is an important component that must be owned by a student, so with this ability will help students in solving mathematical problems, as well as everyday problems. Problem-based learning combined with cognitive conflict strategy (PBLCC) can be implemented for this ability. PBLCC is based- learning problem, where the problems are the facts presented, situation that contrasts cognition structures students. In this situation there is conflict between the knowledge possessed by students who deliberately provided situation. The main problem in this study is how creative thinking ability of students mathematical VIII grade junior high school students based on School Levels. This research is experimental research. Population in this study is to VIII grade junior high school in the city of Palu. Instruments used in this study include mathematics tests, student’s record, test mathematical ability to think creatively. The purpose of the research to be conducted are: Review and analyze the differences in mathematical creative thinking skills of students who received problem-based learning with cognitive conflict strategy (PBLCC) based on School Levels(high , medium, and low). Key Words: Problem-Based Learning, Cognitive Conflict , Creative Thinking on Mathematics, Prior Knowledg

Cognitive control: componential or emergent?

The past twenty-five years have witnessed an increasing awareness of the importance of cognitive control in the regulation of complex behavior. It now sits alongside attention, memory, language and thinking as a distinct domain within cognitive psychology. At the same time it permeates each of these sibling domains. This paper reviews recent work on cognitive control in an attempt to provide a context for the fundamental question addressed within this Topic: is cognitive control to be understood as resulting from the interaction of multiple distinct control processes or are the phenomena of cognitive control emergent

Distributed Processes, Distributed Cognizers and Collaborative Cognition

Cognition is thinking; it feels like something to think, and only those who can feel can think. There are also things that thinkers can do. We know neither how thinkers can think nor how they are able do what they can do. We are waiting for cognitive science to discover how. Cognitive science does this by testing hypotheses about what processes can generate what doing (“know-how”) This is called the Turing Test. It cannot test whether a process can generate feeling, hence thinking -- only whether it can generate doing. The processes that generate thinking and know-how are “distributed” within the heads of thinkers, but not across thinkers’ heads. Hence there is no such thing as distributed cognition, only collaborative cognition. Email and the Web have spawned a new form of collaborative cognition that draws upon individual brains’ real-time interactive potential in ways that were not possible in oral, written or print interactions

Emergence of the Cognitive-Emotional Knowledge Dyad

The purpose of this paper is to present the emergence of a new knowledge dyad composed of cognitive and emotional knowledge. The old dyad made of explicit and tacit knowledge may become a particular case of the new one. The explicit-tacit knowledge dyad has been conceived in the Western thinking perspective of the dualism of mind and body, so well illustrated by the famous Cartesian expression: Cogito, ergo sum! The new dyad is conceived in the Eastern thinking perspective of oneness of body and mind. That means to recognize emotions as knowledge, and to give equal chances for them to parallel the cognitive knowledge. The paper advance also the new idea of the possible transformation of cognitive knowledge into emotional knowledge, and of emotional knowledge into cognitive knowledge, respectively. This knowledge dynamics constitute in our view one of the most important challenges for the knowledge management research.cognitive knowledge, emotional knowledge, explicit knowledge, tacit knowledge, knowledge dynamics.

Exploring young students creativity: The effect of model eliciting activities

The aim of this paper is to show how engaging students in real-life mathematical situations can stimulate their mathematical creative thinking. We analyzed the mathematical modeling of two girls, aged 10 and 13 years, as they worked on an authentic task involving the selection of a track team. The girls displayed several modeling cycles that revealed their thinking processes, as well as cognitive and affective features that may serve as the foundation for a methodology that uses model-eliciting activities to promote the mathematical creative process