Cognitive Skill Development to Support Biculturalism and Entrepreneurial Innovation

This quantitative study examines the influence of innovative pedagogical approaches (IPA) on enhancing student critical thinking (SCT) and student learning outcomes (SLO) in higher education, with an emphasis on the mediating role of inclusive leadership(IL). Using a sample of 321 students from public and private universities in Pakistan, the research reveals that methods such as problem-based learning, flipped classrooms, and interactive teaching significantly boost academic performance and cultivate critical thinking skills. The findings indicate that innovative pedagogical approaches positively and significantly impact student critical thinking (β = 0.536, t = 6.539, p < 0.001) and learning outcomes (β = 0.551, t = 12.725, p < 0.001). Additionally, inclusive leadership mediates the relationship between innovative teaching methods and both student critical thinking (β = 0.331, t = 3.833, p < 0.001) and learning outcomes (β = 0.405, t = 8.662, p < 0.001). Data were collected using survey questionnaires adapted from established studies on inclusive leadership, innovative pedagogical approaches, student critical thinking, and learning outcomes. These results highlight the essential role of inclusive leadership in enhancing the efficacy of innovative pedagogies by creating a supportive and diverse learning environment. The study suggests that implementing active learning strategies and integrating technology in the classroom, along with inclusive leadership practices, can significantly improve student engagement, critical thinking, and overall academic performance. This research offers valuable insights for educators and policymakers seeking to enhance teaching and learning experiences in higher education.

The article analyzes and compares Bloom's traditional and revised taxonomy, focusing on the cognitive domain and, in particular, on knowledge. A two–dimensional model of Bloom's revised taxonomy is proposed for consideration, since an interesting situation has developed in Kazakhstan education now - the hierarchy of cognitive skills is used from the classical taxonomy, while the concept of active verbs is already used from the revised one. We believe that it is necessary in this case to fully use the revised concept, and the article provides an example of a matrix for formulating educational goals. Particular attention is paid to the cognitive skill of application, which some classify as the lowest level of thinking, while others consider it the highest. The article suggests that this skill is transitional, echoing both levels. In addition, the article explores the relationship between critical thinking and Bloom's taxonomy in the context of teacher training. It is considered how the use of Bloom's taxonomy can contribute to the development of critical thinking in future teachers, and what advantages this may have in educational practice. The article provides a better understanding of the evolution of the taxonomy and descriptions of cognitive skills and abilities presented in Bloom's taxonomy, their role in the formation of competent teachers with the ability to think critically and effectively apply knowledge in the learning environment.

This article analyzes the role of educational robots in enhancing cognitive skills and learning in children. Educational robots, as interactive and multi-sensory tools, have the potential to significantly improve children's cognitive skills, such as memory, critical thinking, and problem-solving. This study systematically reviews previous research and compares findings to highlight both the benefits and limitations of using these tools in educational settings. The research reveals that while educational robots can effectively increase children's motivation and attention, long-term impacts and individual differences among children require further investigation. Additionally, ethical and social concerns, such as the potential for reduced human interaction, must be considered. The study concludes with recommendations for future research to address these gaps and to explore the implications of educational robots in diverse learning environments. The findings underscore the potential of educational robots as valuable tools for enhancing cognitive development in children but also emphasize the need for balanced integration with traditional educational methods.

O'Neill, Cognition, and the Common Core Standards

This quantitative investigation delves into the employment of translanguaging strategies within classrooms of an English education study program at an Indonesian public university. As an emerging pedagogical approach in bilingual and multilingual educational settings, translanguaging encompasses the dynamic utilization of students' linguistic repertoires to bolster learning and communication. This study seeks to explore students' attitudes towards the enactment of translanguaging during their presentation and discussion sessions and assess its potential impact on their learning experiences. A purposive sample of 50 second and third-year undergraduate students majoring in English language education study, actively engaged in translanguaging practices during presentations and discussions, was selected for this study. Data collection entailed administering a survey questionnaire comprising Likert scale items formulated to evaluate students' attitudes towards translanguaging. The gathered data were analyzed employing descriptive statistical techniques. The findings reveal that participants exhibit a favorable attitude towards the practice of translanguaging in their presentation and discussion sessions. Students reported that translanguaging amplified their comprehension of subject matter, facilitated communication with peers, and cultivated a more inclusive and diverse learning environment. The study's results suggest that integrating translanguaging strategies within English education study program classrooms can positively impact students' learning experiences and foster a constructive attitude towards linguistic diversity. Further inquiry is recommended to probe the enduring effects of translanguaging practices on students' language competence and scholastic achievements, in addition to examining potential impediments and obstacles to implementing translanguaging across various educational contexts.

IntroductionFlipped classroom refers to a teaching model where the lecture and homework elements of the class are reversed. Students develop knowledge and understanding during the pre-class session, and use the in-class time for active learning such as small group discussions, wherein they are expected to develop the skills of problem-solving (application) and critical thinking (analysis). An educational psychologist, Benjamin Bloom, proposed Bloom’s Taxonomy for the cognitive domain. According to this taxonomy, knowledge, and understanding have been considered to be lower-order cognitive skills (LOCS), while application (problem-solving), analysis (critical thinking), synthesis, and evaluation have been considered higher-order cognitive skills (HOCS). Only one study has reported that flipped classroom approach helps in the acquisition of HOCS such as application, analysis, synthesis, and evaluation. The present study aims to compare the flipped classroom model with the traditional lecture model and focuses particularly on the acquisition of HOCS such as application and analysis, by assessing the students using multiple-choice questions based on clinical vignettes.MethodsThe study was conducted in the Department of Physiology at Government Medical College, Bhavnagar. A total of 102 students in two groups, Group A (n=52) and Group B (n=50), participated in all the phases of the study. In the flipped classroom group, students watched the pre-recorded videos and studied standard textbooks, followed by a group discussion in the class. The traditional Lecture group attended the didactic lecture only. Topic I was taught to Group A using the flipped classroom model and to Group B using the traditional didactic lecture approach. Topic II was taught to Group B by using the flipped classroom method and to Group A using the traditional didactic lecture.Both groups of students were assessed after a gap of one week with multiple-choice questions based on clinical vignettes for checking the HOCS. These questions were designed based on Blooming Biology Tool (BBT).The feedback collected responses regarding the learning experience, perceived value of the flipped classroom, the course materials, the teaching process, and the evaluation system.ResultsThe students, who participated in the flipped classrooms, performed statistically better than those in the traditional lecture model (5.36 ± 1.69 vs. 4.94 ± 1.34) (p<0.05). The students strongly agreed that the flipped classroom method was an enjoyable way of learning: it enhanced their problem solving and analytical ability as well as developed their ability to work as team members and plan their own work. Students in both the flipped classrooms gave a similar perception indicated by the small effect size (r <0.3).ConclusionThe pre-class time of the flipped classroom model helps students remember the facts and understand the concepts (both lower-order cognitive skills), and uses the valuable in-class time to master the application of the concepts and critically analyze them (application and analysis being higher-order cognitive skills).

Assessing Reflective Writing on a Pediatric Clerkship by Using a Modified Bloom’s Taxonomy

A comparison of clinical-scenario (case cluster) versus stand-alone multiple choice questions in a problem-based learning environment in undergraduate medicine.

Theorists have hypothesized that skill in critical thinking is positively correlated with the consistent internal motivation to think and that specific critical thinking skills are matched with specific critical thinking dispositions. If true, these assumptions suggest that a skill-focused curriculum would lead persons to be both willing and able to think. This essay presents a researchbased expert consensus definition of critical thinking, argues that human dispositions are neither hidden nor unknowable, describes a scientific process of developing conventional testing tools to measure cognitive skills and human dispositions, and summarizes recent empirical research findings that explore the possible relationship of critical thinking skill and the consistent internal motivation, or disposition, to use that skill. Empirical studies indicate that for all practical purposes the hypothesized correlations are not evident. It would appear that effective teaching must include strategies for building intellectual character rather than relying exclusively on strengthening cognitive skills

Learners actively participate in the teaching and learning process by using digital technology. This study investigates how Grade 12 learners in Catarman District, Division of Camiguin, utilize digital technology for cognitive skills and academic performance in Social Studies during the 2023-2024 school year. Specifically, it examines learners' perceived use of digital technology, their cognitive skills levels, and academic performance in Social Studies for the first two quarters. It also explores the relationship between digital technology use and both cognitive skills and academic performance. Using a researcher-made survey, data were analyzed through descriptive-correlational methods with statistical tools including frequency, percentage, mean, and Pearson Moment Correlation. Findings indicate that learners report a high level of digital technology use for educational purposes and assess their critical thinking skills as high. Academic performance in Social Studies was rated as very satisfactory for both quarters. A significant relationship exists between learners' digital technology use and their cognitive skills; however, no significant relationship was found with academic performance in Social Studies. The study concludes that digital technology use supports the development of critical thinking skills, although its impact on academic performance is limited. Recommendations include promoting responsible digital technology use and encouraging teachers to integrate digital tools in instruction to enhance both learning engagement and cognitive skill development.

The evolution of mobile learning is robustly popular among children these days since the engagement is portable and owns unique interactive specialties that tends to attract more users. User experience (UX) is one of the potential approaches in designing mobile applications to deliver a complete experience for utilizing a technology. However, this concept of UX has not been adopted while designing educational mobile application for children even when researchers have claimed that children’s experience differs from adults. Therefore, the inadequate experience of mobile learning leads in affecting children’s cognitive skills in learning perspective. The problem statement argued in this paper is children’s cognitive skills on solving educational critical thinking problems are diminishing due to lacking of adequate elements while designing educational mobile application. To support the problem this paper aims to develop EduMobile UX Model for children when designers are developing educational mobile application for them. This study conducted a literature review to develop EduMobile UX Model. This model will be referred by designers when designing children educational mobile application.

The study aimed to examine the impact of analysis of relevancy of secondary school curriculum with Bloom's Taxonomy in KPK. The study investigated This study investigates the relevance of the Secondary School curriculum in KP with Bloom's Taxonomy, a widely recognized framework for categorizing educational objectives across cognitive domains. Through inclusive review of curriculum content and teaching methodologies, study identifies significant gaps in the integration of higher-order cognitive skills within the curriculum in APS PMA Kakul and Burn hall school of Abbottabad. The population of the study includes all the teachers of APS PMA Kakul and Burn hall school of Abbottabad. The mean academic achievement score of teacher was calculated and compared with the teachers interaction score after making a data matrix. The data was analysed and study found that collaborative approach with the relevance of SSC science curriculum in KPK to Bloom's Taxonomy is a critical factor in shaping future of science education in the region. Addressing these gaps over curriculum reform and teacher training, as vital to ensure students’ critical thinking and problem-solving skills necessary for success in higher education and beyond.

The article is aimed at summarizing theoretical and empirical studies on the development of students’ creative and critical thinking in ESL classes by means of information technologies and digital tools. Creativity and constructive criticism are the 21st centuries essential skills. The novelty of the study deals with critical overview of the latest multidisciplinary works. The purpose of the research is to consider the implementation of new information technologies to develop students’ cognitive skills. Creative thinking focuses on person’s abilities to come up with new, non-standard, original solutions to problems and challenges. Critical thinking means a way of thinking in which people have an attitude involving questioning such arguments and conclusions. Development of critical and creative thinking is tightly connected with the use of Bloom’s Taxonomy, a hierarchical ordering of cognitive skills. Revised Bloom’s taxonomy implies 126 digital planning verbs. Based on Bloom’s taxonomy, teachers plan educational goals and objectives, project specific methodological steps with the help of didactic tools and achieve excellent learning outcomes. Constituents of the educational process such as setting and assessment of course work, development of materials and visual aids, classroom practice, computer assisted language learning enable to enhance collaboration between a teacher and students in ESL classes. Information competence is an integral part of a foreign language teacher’s professional competence. A comparative analysis of the latest educational digital tools according to some criteria is highlighted in the paper with the purpose to popularize innovations in education. It is emphasized that information technologies act as a link between educational materials and learning outcomes and encourage students to think broadly and use skills, such as resourcefulness, imagination, constructive criticism.

Teaching and learning are important in tertiary education. The article focuses on the cultivation of students' critical thinking, the introduction of Bloom's Taxonomy and SOLO Taxonomy, and how to use Bloom's Taxonomy and SOLO Taxonomy. Through questioning, classroom implementation, writing, and risk management, the teacher could classify the learning content according to the difficulty of knowledge using Bloom's Taxonomy. It discusses how to make students-centered and how to training their critical thinking in the training process, how to move the obstacles existing in the process of cultivating students' critical thinking for the purpose of accomplish it.

Meditation has been found to have many beneficial effects on learning: increasing attention, cognition, and empathy; reducing stress and anxiety; strengthening metacognition; and relaxing judgmental thoughts, which can improve resilience and encourages thoughtful exploration of local and global issues and experiences, especially in diverse environments. In this mini-workshop, led by a trained meditation instructor at Mason, participants will experience a short guided meditation, have the opportunity to discuss meditation and mindfulness, and learn different ways that mindfulness can be incorporated into the classroom to support a variety of learning goals. Participants will be able to articulate what mindfulness is and identify some different kinds of mindfulness practices. They will learn some simple activities that can bring mindfulness into the classroom to support learning goals. ___________________________________________________________ FULL ABSTRACT: Many students find it difficult to focus, take risks, or to open their minds to new people and ideas. Some students may lack the confidence to try when faced with new cognitive tasks, such as challenging writing assignments. And many students may prefer what is familiar to the discomfort of learning and considering that our long-held ideas and beliefs may be incorrect. Meditation is a practice of making friends with discomfort, of getting to know our habits of mind and gaining some distance from our emotional reactions. These features of meditation make it incredibly useful, if not essential, for critical thinking. By observing and letting go of thoughts, meditators train their minds to focus and also to open. Repeated practice of meditation has even been shown through EEG and fMRI studies to change the structure of the brain, thickening areas associated with attention (Ricard, Lutz, & Davidson, 2014) and strengthening gamma oscillations, which seems to indicate “an ongoing state of open, rich awareness” (Goleman & Davidson, 2018). Social science research on meditation has found many beneficial effects on learning, including increasing attention, cognition, and empathy; reducing stress and anxiety; strengthening metacognition; and relaxing judgmental thoughts, which can improve resilience and have beneficial social effects, especially in diverse environments (Shapiro, Brown, & Astin, 2011). Meditation has the potential to transform students’ learning experiences and support their intellectual, creative, and personal development. In a diverse educational environment, it provides a means to increase confidence, persistence, and empathy for self and others, and it encourages thoughtful exploration of local and global issues and experiences. In this workshop, led by a Mason faculty member who is also a trained meditation instructor, participants will experience a short guided meditation, have the opportunity to discuss meditation and mindfulness, and learn different ways that mindfulness can be incorporated into the classroom to support a variety of learning goals. Goleman, Daniel, & Davidson, Richard (2018). How meditation changes your brain – and your life. Lion’s Roar, 16 Mar. 2018. Retrieved from https://www.lionsroar.com/how-meditation-changes-your-brain-and-your-life/?utm_source=Lion%27s+Roar+Newsletter&utm_campaign=22580c14d6-EMAIL_CAMPAIGN_2018_03_19&utm_medium=email&utm_term=0_1988ee44b2-22580c14d6-20868553&mc_cid=22580c14d6&mc_eid=dbd312c18c