Higher order thinking skills competencies required by outcomes-based education from learners

Abstract

Outcomes-Based Education (OBE) brought about a significant paradigm shift in the education and training of learners in South Africa. OBE requires a shift from focusing on the teacher input (instruction offerings or syllabuses expressed in terms of content), to focusing on learner outcomes. OBE is moving away from ‘transmission’ models to constructivistic, learner-centered models that put emphasis on learning as an active process (Nieburh, 1996:30). Teachers act as facilitators and mediators of learning (Norms and Standards, Government Gazette vol 415, no 20844 of 2000). Facilitators are responsible to create the environment that is conducive for learners to construct their own knowledge, skills and values through interaction (Peters, 2000). The first critical cross-field outcome accepted by the South African Qualification Framework (SAQA) is that learners should be able to identify and solve problems by using critical and creative thinking skills.<br /> This paper seeks to explore some higher order thinking skills competencies required by OBE from learners such as critical thinking, reflective thinking, creative thinking, dialogic / dialectic thinking, decision making, problem solving and emotional intelligence and their implications in facilitating teaching and learning from the theoretical perspective. The philosophical underpinning of these higher order thinking skills is described to give direction to the study. It is recommended that a study focusing on the assessment of these intellectual concepts be made. The study may be qualitative, quantitative or mixed methods in nature (Creswell 2005)

Evaluating creative thinking of RN-BSN students in the course of clinical case study and practicum

“…Additionally, studies had noted that brainstorming activities afforded by small group discussions could enhance the creativity of RN-BSN students, allowing them to develop novel ideas and solve controversial issues (Dagostino, 1999;Rains, Richardson, & Fowler, 1999). Chabeli (2006) proposed creative teaching strategies such as brainstorming, quizzes, role-playing and debates to facilitate creativity development in nursing students.…”

Duygusal sirayet hassasiyeti eleştirel düşünebilmede bir engel midir? Kamu çalışanları üzerinde bir araştırma

“…Simpson, 2002;Elder, 1997;Chabeli, 2006;Stedman ve Andenoro, 2007;Dutoğlu ve Tuncel, 2008;Moon, 2008;Erdem vd., 2013;Chabeli, 2006;Matthews ve Lally, 2010). Literatürle benzer şekilde, bu araştırmada da olumlu veya olumsuz duygu ayırımına gidilmemiş, eleştirel düşünme becerisi ile ilişkilendirilmek üzere, duyguların belirleyiciliği bir bütün olarak ele alınmıştır.…”

Developing Effective Web-Based Regional Anesthesia Education

“…Benefits of Web-based education include the ability to standardize learning material quality and content, build appropriate learning progressions, use interactive multimedia technologies, and individualize delivery of course materials. The goals of this investigation were (1) to determine whether module design influences regional anesthesia knowledge acquisition, (2) to characterize learner preference patterns among anesthesia residents, and (3) to determine whether learner preferences play a role in knowledge acquisition. Direct comparison of knowledge assessments, learning styles, and learner preferences will be made between an interactive case-based and a traditional textbook-style module design.…”