List of Titles

Do problem solving, critical thinking and creativity play a role in knowledge management? A theoretical mathematics perspective

- Giannakopoulos, Paul, Buckley, Sheryl

Authors: Giannakopoulos, Paul , Buckley, Sheryl
Date: 2009
Subjects: Knowledge management , Problem solving , Critical thinking , Creativity , Mathematics , Psychopragmatic approach
Type: Article
Identifier: uj:6218 , ISBN 978-1-906638-40-5 , http://hdl.handle.net/10210/5308
Description: Litschka, Markom, Schunder (2006) state that "... a knowledge-based economy requires new approaches in management especially with employee oriented actions, because workability, well-being, and creativity of employees determine the success and sustainability of an organization." Such approaches have to be grounded on established learning theories for life long learning which are conducive to knowledge creation and knowledge acquisition. Situated learning (Lave & Wenger, 1997), constructivism (Piaget, 1971; Vygotsky, 1978), behaviourism (Thorndike, 1915; Skinner, 1958) and cognitivism (Wertheimer, 1912; Kohlberg, 1972; Mezirow, 1962, all cited by Hergenhahn and Olson (1997: 29-48) have dominated education for more than eight decades. Though each theory has made valuable contributions, management of knowledge requires higher order thinking skills such critical thinking, problem solving and creativity on the part of the manager of the organisational knowledge and the part of the knowledge creator. The importance of these three skills, especially for the last two decades, have not only been accepted as important cognitive skills by educators and employers, but they also form part of the critical outcomes in American educational policies (American college personnel association, 1994 cited by King & Baxter-Magolda, 1996) as well as in South Africa (SAQA, 1998; the White Paper on Further Education and Training, 1998: 21-23). What is suggested here is a new approach to knowledge management, the psycho-pragmatic approach, which makes use of theories of learning of mathematics as problem solving, critical thinking and creativity form the essence of knowledge acquisition (Schoenfeld, 1987; Skemp, 1977). Mathematics has been recognised as a subject that enhances higher order skills because on the one hand requires abstract thinking on the other promotes use and application of knowledge (Pushkin 2007; Alonso, 1992; Forinash, 1992). This new approach makes use of psychological learning theories for generation of knowledge and pragmatism for application of such knowledge. It is of cyclic nature as well as of spiral nature based on the idea of Nonaka and Konno (1998) model of knowledge and of Bruner's (1976) spiral curriculum.
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How critical thinking, problem-solving and mathematics content knowledge contribute to vocational students' performance at tertiary level: identifying their journeys

- Giannakopoulos, Apostolos

Authors: Giannakopoulos, Apostolos
Date: 2012
Subjects: Critical thinking , Mathematics - Study and teaching (Higher)
Type: Thesis
Identifier: uj:13158 , http://hdl.handle.net/10210/13180
Description: D.Phil. (Mathematics Education) , In tertiary education, a statement like ‘Low graduation rates prevail around the world’ is common knowledge since the 1940s, and therefore one does not need any longer to mention references. The factors that contribute to it though, are innumerable. One of those factors is the ability of a student to solve problems. Problem solving has been accepted as a prerequisite for lifelong learning by many governments and it is enshrined in their educational policies. However, problem solving can be associated with academic performance (mastery of content knowledge being a main contributor) as well as application/transfer of content knowledge. Critical thinking on the other hand is embedded in problem solving, acquisition of knowledge and application. Then an investigation into the relationships between all these constructs is warranted. This research aimed at shedding some or more light into this proverbial problem. Problem solving is equated by some authors to learning. Learning while solving problems and solving problems result in learning. Almost all theorists see problem solving as a process and be one of the products of learning. This research concluded that problem solving is a product of its own as a result of a number of complex cognitive processes. The simple argument is: If a problem solver cannot solve a problem successfully then no product is produced by those cognitive processes. In actual fact, the possibility of the existence of misconceptions could be one of the reasons for the failure of solving the problem. If that is true, then the statement: ‘we should be diagnosing rather than teaching’ could be valid. Furthermore, teaching problem solving as a process gives rise for it to be treated as an ‘algorithm’ by students which they try to memorise without having a conceptual understanding of the problem. However if it is treated as a product the students will be encouraged to think of the various cognitive processes that are necessary to solve the problem. This research concluded that cognitive processes such as critical thinking, acquisition of (mathematical) knowledge and application thereof, can lead to a product which was guided by ‘quality control processes’. Therefore problem solving in this research is not explicitly expressed but implicitly. As a result ‘successful problem solving’, the product, is closely associated with academic achievement.
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Critical and creative thinking skills in technology education

- Pudi, Thabo Israel

Authors: Pudi, Thabo Israel
Date: 2012-09-12
Subjects: Critical thinking , Creative thinking , Technology - Study and teaching (Secondary) - South Africa
Type: Mini-Dissertation
Identifier: uj:10311 , http://hdl.handle.net/10210/7677
Description: M.Ed. , A paradigm shift in education to the outcomes based mode of education in South Africa, is a reality. To conform to this reality, certain adjustments and realignments are necessary within all educational providers. The National Qualifications Framework ((Report of the ministerial committee for development work on the National Qualifications Framework, 1996:15) which is part of the new educational dispensation poses the requirement that all learning programmes should foster critical and creative thinking in the learners. Protec, in their quest to claim relevancy within this new educational dispensation must be proved to be fostering critical and creative thinking skills in the learners. The research question can be formulated as follows: Does Protec foster thinking skills relevant to critical and creative thinking in the learners? The aim of this study is to find out if problem solving in technology education as done by Protec promotes critical and creative thinking in the learners.
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Guidelines for the facilitation of critical thinking in 3rd year radiography students

- Pieterse, Tracey

Authors: Pieterse, Tracey
Date: 2013-04-18
Subjects: Radiography, Medical - Study and teaching , Critical thinking , Diagnostic imaging
Type: Thesis
Identifier: uj:7470 , http://hdl.handle.net/10210/8329
Description: M.Tech. (Radiography) , The ability to think critically is a vital skill for health care professionals in an era of rapidly advancing technology. Critical thinking skills improve problem solving ability, quality of clinical service and efficiency in delivering a clinical service. Although no specific curriculum exists within the Department of Radiography for teaching critical thinking, assessments given to students progress from the lower levels of learning, which include knowledge and understanding of information in first year, to the higher levels of learning, which include analysis, synthesis and evaluation in third year. The status of the students’ ability to demonstrate critical thinking skills needed to be explored for the Department of Radiography to develop a more explicit curriculum to facilitate these skills. The research question that arose was: To what extent could third-year radiography students demonstrate critical thinking skills and how can the design and delivery of the new professional bachelor’s degree be adapted to make provision for and best facilitate the teaching of these skills? The aim of this descriptive exploratory study was to determine the ability of third-year radiography students at a comprehensive university in Gauteng, South Africa, to think critically. The study employs a descriptive exploratory design. The participants responses to vignettes (in the form of clinical scenarios) were analyzed using a Likert scale and action verbs developed for evaluating evidence of critical thinking skills, providing quantitative data. Field notes were made whilst analyzing responses to each question, providing qualitative data.
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Challenges involved in promoting critical thinking in schools : a study of English teaching in grade 6 at two schools

- Kleynhans, Elmarie

Authors: Kleynhans, Elmarie
Date: 2015
Subjects: Critical thinking , English - Study and teaching (Primary)
Language: English
Type: Masters (Thesis)
Identifier: http://hdl.handle.net/10210/63943 , uj:17130
Description: Abstract: Critical thinking is a well-researched topic. Most research is based on the meaning of critical thinking and the different teaching methods involved in teaching for critical thinking. This research project examines society's expectation that the education system and schooling in South Africa should help in the cultivation of persons capable of thinking critically. More specifically, it is based on the challenges involved when teaching for critical thinking with regard to the CAPS curriculum policy document. The purpose of this study is to examine and understand how teachers understand and teach for critical thinking through the teaching of English in grade 6. Another aim of this study is to understand the challenges involved in teaching for critical thinking. An interpretivist paradigm was used in this study to capture the experiences and perspectives of the participants. In order to capture these experiences, a qualitative research design was used. The participants were six teachers from two different schools who teach grade 6 English. Data was collected with the use of observations, interviews and document analysis. Six teachers who teach English were chosen for the sample in order to be observed and interviewed. Document analysis was done by analysing the curriculum policy statements. The CAPS curriculum policy document was included in data collection to compare the teachers' perspectives and views to what the curriculum policy document suggests. The research revealed that the teachers in the sample argued that teaching for critical thinking is important for education and society. The research also revealed that the teachers were all aware of how to teach for critical thinking and that leamer-centred teaching approaches work best when teaching for critical thinking. The research also found that the challenge of teaching for critical thinking arises with implementation, because there is a disjunction between knowledge and practice. The research found that the teachers still teach in a traditional way, with lessons being teacher centred. The learners, however, do not remember what they are being taught and are bored in class. The type of learner found in class has changed through the years, but the teacher's teaching methods have remained the same. Further, the research showed that the learner - as an individual - is not regarded, and the teachers are teaching for the learner who conforms to what the teacher wants them to conform to, as was done in the past. The research also found that the... , M.Ed.
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Argumentation : a methodology to facilitate critical thinking

- Makhene, Agnes

Authors: Makhene, Agnes
Date: 2017
Subjects: Argumentation , Critical thinking , Facilitation
Language: English
Type: Article
Identifier: http://hdl.handle.net/10210/240277 , uj:24717 , Citation: Makhene, A. 2017. Argumentation : a methodology to facilitate critical thinking.
Description: Abstract: Caring is a difficult nursing activity that involves a complex nature of a human being in need of complex decision-making and problem solving through the critical thinking process. It is mandatory that critical thinking is facilitated in general and in nursing education particularly in order to render care in diverse multicultural patient care settings. This paper aims to describe how argumentation can be used to facilitate critical thinking in learners. A qualitative, exploratory and descriptive design that is contextual was used. Purposive sampling method was used to draw a sample and Miles and Huberman methodology of qualitative analysis was used to analyse data. Lincoln and Guba’s strategies were employed to ensure trustworthiness, while Dhai and McQuoid-Mason’s principles of ethical consideration were used. Following data analysis the findings were integrated within literature which culminated into the formulation of guidelines that can be followed when using argumentation as a methodology to facilitate critical thinking.
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A model to facilitate deep learning in nursing students at a university in Gauteng

- Zibi, Portia Sylvia

Authors: Zibi, Portia Sylvia
Date: 2018
Subjects: Nursing - Study and teaching - South Africa - Gauteng , Critical thinking , Reflective learning
Language: English
Type: Doctoral (Thesis)
Identifier: http://hdl.handle.net/10210/296702 , uj:32330
Description: Abstract: Students do not always embrace the new responsibilities of setting their own learning goals, developing deep learning strategies, monitoring their thinking and evaluating their learning; instead they often engage in superficial learning and require intense support from their facilitators. Facilitators, on the other hand, may find it difficult to effectively facilitate deep learning due to large classes, lack of lecturer skills and competencies.They use the traditional teaching methods which fails to encourage meaningful intellectual engagement of students, a crucial factor in deep learning, leading to superficial learning. The purpose of this study is to describe and evaluate a model with guidelines to facilitate deep learning in nursing students at a University in Gauteng. The researcher used a qualitative, exploratory, descriptive, theory-generating research design, which is contextual in nature. The study was conducted in 4 phases. Phase 1 focussed on the clarification of the concept deep learning. The results came up with a conceptual map and a theoretical definition from the attributes and their related connotations. Phase 2 explored the perceptions of nursing students and lecturers regarding how deep learning can be facilitated in nursing students at a university in Gauteng using agenda focus group interviews for (42) nursing students and individual semi-structured interviews for (8) facilitators who were purposively selected. The data was analysed using the matrix building method in accordance to the (4) questions asked emanating from the concept analysis. (4) Themes emerged namely: enabling environmt/ needs analysis, interactive and integrative learning activities, engagement in multidisciplinary research activities and cognitive skills and affective dispositions and their related sub-themes emerged from the data analysis. Trustworthines and ethical considerations were maintained. Phase 3 focussed on the conceptualisation of the empirical findings from phase 2 using relevant literature within the (6) elements of the practice theory. Concluding statements were formulated at the end of the conceptualisation of each element of the practice theory. Phase 4 dealt with the description and evaluation of a model with guidelines to operationalise the model. Trustworthiness was ensured by using the four criteria namely credibility, transferability, dependability and confirmability. The original contribution, limitations and a conclusion was made. , D.Cur.
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Effectiveness of group work in radiography education

- Menwe, Kealeboga Patrick

Authors: Menwe, Kealeboga Patrick
Date: 2019
Subjects: Diagnostic imaging - Study and teaching (Higher) , Radiography, Medical - Study and teaching (Higher) , Critical thinking , Active learning
Language: English
Type: Masters (Thesis)
Identifier: http://hdl.handle.net/10210/292841 , uj:31830
Description: Abstract: Group work has been recognised as an effective teaching and learning strategy in higher education since it improves student’s learning experiences, and encourages peer learning and support. Group work promotes sharing of knowledge between group members as they learn to work collaboratively while engaging in discussion and exploring diverse opinions. Group work improves communication by the promotion of active interaction, negotiation and exchange of information and ideas amongst students. Although there are challenges during group process, it is recommended that radiography educators should be encouraged to foster group work skills to allow for knowledge transfer to the clinical environment. The aim of this quantitative descriptive study was to determine if group work has been effective in radiography education and to develop guidelines that will facilitate effective group work. The population for this study was the third-year radiography students registered for the National Diploma in Diagnostic Radiography in 2015 (N = 167). The sample was taken from two universities of technology and one comprehensive university in South Africa (n = 124). University 1 comprised 58 participants (46.8%), University 2 comprised 33 participants (26%) and University 3 comprised 33 participants (26%). The study employed a quantitative research approach. The five point Likert scale questionnaire was distributed to three Universities in the three provinces across South Africa. The empirical factors were analysed using a five point Likert scale, providing a quantitative data. Participant’s responses to both open and closed ended questions provided a qualitative data, which afforded participants the opportunity to describe their experience of group work. The findings of this study indicate that group work was not facilitated effectively due to challenges of group work, which led to students not enjoying to work collaboratively with each other. In order to promote effective group work there is a need to employ group work as a teaching and learning strategy in the classroom setting. Guidelines to facilitate effective group work are suggested. , M.Tech. (Radiography)
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