Strengthening the Creative Ability and Independence Learning of College Students Based on Self-Perception Theory—Taking Gibbs-Duhem Equation as an Example

Abstract

The essence of education is to educate people, and the main goal of education is to educate on people how to think and make people not only have perfect personality, but also have strong learning ability. The teacher is the best person to complete education. Based on self-perception theory, the teacher guided students to finish the derivation of the Gibbs-Duhem (G-D) equation in order to strengthen the students' internal incentive. With a new establishment of partial molar quantity and set formula, students promoted their thinking ability and solidified internal incentive with a sense of achievement. The logical establishment process of the G-D equation was used to supplement this currently widely used derivation process by heuristic teaching method. The system conditions to which the G-D equation applied and the nature of its zero-degree homogeneous function were the key to understanding the derivation process. The derivation was carried out along the route of induction-deduction-induction, highlighting the training of thinking. Students' internal incentive not only strengthened their innovative ability, but also provided the conditions for their future success, which played a very important role in serving the society.

Ideating Innovative Learning Spaces in Social Work Institutions: Reflections of Student Social Workers

“…The exploration of student reflections on innovative learning spaces, particularly the experiential insights gathered from Arangu, opens a rich terrain for discussing the pivotal role such environments play in shaping the way social work institutions function. The narratives shared by student social workers vividly illustrate the transformation in self-perception catalyzed by engagement with creative learning spaces (Jin et al, 2023;Montero, 2019). Arangu, characterized by its emphasis on authenticity, inclusivity, and diverse expressive forms, emerges as a stimulus for self-discovery.…”

“…In the absence of such spaces, intentional designs should exhibit flexibility, comfort, sensory stimulation, tech-friendliness, and democratized de-centredness. The codesigning of these intentional spaces with students adds meaning and purpose to their educational experience, enhances their sense of self (Jin et al, 2023;Montero, 2019), and allows them to take ownership of their learning journey (Casanova et al, 2023;Salisbury et al, 2020).…”