Visual thinking and argumentative writing: A social-cognitive pairing for student writing development

Anderson, Ross; Chaparro, Erin A.; Smolkowski, Keith; Cameron, Rachel

doi:10.1016/j.asw.2023.100694

Cited by 8 publications

(5 citation statements)

References 35 publications

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“…This is an encouragement that literacy skills are not the only thing that influences learning that uses case methods as the key to learning by implementing 4 stages. The stages used and used as learning experiences make students develop more analytical skills [33]- [36]. This analytical ability is included in the thinking process used in finding solutions.…”

Section: Resultsmentioning

confidence: 99%

Increasing Student Literacy Through The 4th Stages of The Case Method In Solving Problems

Mihardi,

Derlina,

Siregar

et al. 2024

Proceedings of the 5th International Conference on Innovation in Education, Science, and Culture, ICIESC 2023, 24 October 2023,

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The application of the case method stage indicators forms the basis of student literacy habits. Experience following the stages of the case method directs students to gradually explore the case-solving activities given. Improving student solving skills through literacy optimization shows an important influence of the case method applied as a flow of learning activities. Applied the stages of the case method, it will be analyzed which stages are more dominant in influencing case-solving skills through literacy activities. Tests were carried out with descriptive analysis and linear regression analysis. The valuation instrument is prepared by adapting the valuation process. There are 4 stages in the case method, namely: Problem/Dilemma Selection; Presentation Issues; Preparation Issues; and Curricular Issues. The four stages have specific specifications for improving literacy skills. The literacy used in presenting solutions to given cases is more likely to be applied in 2 stages (Preparation Issues-and Curricular Issues). At this stage, the increase in literacy reaches 60% with an average per work indicator. The percentage of this achievement is obtained based on the treatment given in solving cases through structured training through various systematic procedures and strict supervision of learning activities. Adjustments need to be made in monitoring activities for the settlement of proposed cases to achieve acceptable solutions. The solutions provided need to be tested and go through an evaluation process from various literacies that are analyzed in concluding. By following the stages of this process, students become trained and experience an increase in problem-solving literacy, although they have not yet become accustomed to providing solutions individually.

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Section: Resultsmentioning

confidence: 99%

Increasing Student Literacy Through The 4th Stages of The Case Method In Solving Problems

Mihardi,

Derlina,

Siregar

et al. 2024

Proceedings of the 5th International Conference on Innovation in Education, Science, and Culture, ICIESC 2023, 24 October 2023,

View full text Add to dashboard Cite

show abstract

“…The integration of receptive and productive language skills, along with meaningful and interactive learning experiences, fosters holistic cognitive growth. This comprehensive approach ensures that students not only acquire knowledge but also actively apply and engage with the language, promoting deeper understanding and cognitive development (Anderson et al, 2023). Designing the materials from easy to complex levels aids students in gradually understanding the content.…”

Section: Discussionmentioning

confidence: 99%

Designing English Reading Materials For Law Students

Anwar,

Triana,

Umwari

2024

ELER

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English is a language that is generally difficult to understand for most students. Providing reading materials is one of the necessary approaches that should be undertaken by professors. This research aims to explore information regarding the needs of students in learning English and describe how reading materials for law students at a university in Indonesia are designed. The research and development (R&D) method is employed, implementing the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The results indicate that the majority of students greatly require materials that can enhance their reading skills. After the reading materials are designed and implemented in class, an evaluation is conducted to further develop the materials. The evaluation results, as responded to by students and expert professors, indicate that the materials align with the students’ needs. The average percentage of students’ needs fulfilled by the reading materials is 84%, while the average assessment percentage from the experts is 90.4%. This demonstrates that the reading materials are valid for use as English learning materials for law students.

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“…Present-day studies allow us to conclude that visualizing methods, techniques and visualization tools occupy a significant place in modern educational process (Berradia, 2023;Yilmaz & Simsek, 2023;Leroux, 2023;Anderson, Chaparro, Smolkowski, & Cameron, 2023). As stated in the study by Lengler & Eppler (2007) more than 150 well-established methods are used in the practice of visualization.…”

Section: Literature Reviewmentioning

confidence: 99%

Students’ Visual Literacy Development in Primary School: The Influence of Teachers’ Ability to Visualize Educational Information

Malykhin,

Aristova,

Zahorulko

et al. 2024

SIE

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In modern digital society visual content is an integral part of human life. Developing visual literacy strongly which is connected with such soft skills as critical thinking, creative thinking, communicating and collaborating is an important aspect in school education. The research is aimed at demonstrating the dependence of primary school students’ visual literacy on the primary school teachers’ abilities to visualize effectively educational information in the process of teaching. The survey was conducted within the time period of 2019–2023. The team of researchers from Institute of Pedagogy of National Academy of Educational Sciences of Ukraine (Didactics Department) carried out an exploratory study within the primary school system in Ukraine. The total number of respondents consisted of 52 primary school teachers and 415 students. The study finds out that nowadays the primary school teachers’ visualizing educational information skills are not sufficiently developed. Boosting the development of visualizing educational information skills among primary school teachers will be resulted in primary school students’ visual literacy development. Having significant positive effect on primary school students’ visual literacy development the mentioned primary school teachers’ skills guarantee serious positive impact on learning results of primary school students in total.

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Visual thinking and argumentative writing: A social-cognitive pairing for student writing development

Cited by 8 publications

References 35 publications

Increasing Student Literacy Through The 4th Stages of The Case Method In Solving Problems

Increasing Student Literacy Through The 4th Stages of The Case Method In Solving Problems

Designing English Reading Materials For Law Students

Students’ Visual Literacy Development in Primary School: The Influence of Teachers’ Ability to Visualize Educational Information

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