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... considered together, writing-to-learn and critical thinking indicate a similarity between their structural features. Figure 1 presents the image of the similarity between critical thinking and writing-to-learn model. Examining the studies about writing-to-learn, Rivard (1994) pointed out there is insufficient interest in the use of writing-to-learn in developing critical thinking skills. ...
Context 2
... considered together, writing-to-learn and critical thinking indicate a similarity between their structural features. Figure 1 presents the image of the similarity between critical thinking and writing-to-learn model. Examining the studies about writing-to-learn, Rivard (1994) pointed out there is insufficient interest in the use of writing-to-learn in developing critical thinking skills. ...
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The purpose of this study is to examine the extent to which the science teachers apply critical thinking in their classrooms in some of American schools in Sharjah. In the modern days, the attention towards critical thinking skills is massive. For so many years it’s been acknowledged as a central objective in the field of education. The academic st...
Citations
... Given that critical thinking disposition can be improved (e.g. Chan, 2019;Kayaalp, 2020), measuring the disposition is a crucial part of the process. This chapter presents a psychometric evaluation of an instrument for measuring critical thinking disposition among postgraduate students in Pakistan. ...
The book "Application of Rasch Rating Scale Model" is essential reading for anyone interested in Rasch Analysis. I am excited to share that I contributed a chapter to this book. Thank you for your interest!
... To remedy these shortcomings, training program should include activities that encourage instructors to analyze and comprehend research findings as well as exercises that improve critical thinking abilities (Kayaalp et al., 2020). Facilitators should guide participants in synthesizing knowledge from many sources and generating sound judgements. ...
The study fulfils the gap in teachers' scientific paper writing skills, which benefits both the academic community and pupils. Teachers' competence can be improved so that they can engage in evidence-based practices, contribute to academics, and deliver engaging educational experiences that develop critical thinking in their pupils. Scientific paper writing training is critical for developing high school teachers' professional competency. The purpose of this study was to look into the efficiency of such training in improving teacher abilities and knowledge. A quantitative descriptive method was employed in the study to evaluate the efficiency of a scientific paper writing training programme for high school teachers. Data was gathered by assessing the quality of the teachers' papers using a quality assessment form. The data was analysed using statistical procedures such as the t-test and N-Gain analysis. The t-test compared pre- and post-treatment scores, while the N-Gain analysis assessed the training's effectiveness. These methodologies aided in determining the program's impact on teachers' writing skills and quantifying the level of development in their scientific paper writing competence. These data indicate the training program's effectiveness in improving teachers' understanding and skills in scientific paper writing. Training in scientific paper writing improves high school teachers' professional competency by increasing their understanding of article components, scholarly practices, and writing abilities. It emphasizes the importance of continuing professional growth and filling gaps in critical thinking and interdisciplinary writing.
... Similarly, by learning to give constructive feedback to their peers' work, learners have to read their peer's work critically, a practice of critical thinking. Other research is on the impact of WebQuest-based classroom on EFL learners' critical thinking and academic writing skills (Ebadi & Rahimi, 2018); writing-to-learn activities to improve critical thinking in social studies (Kayaalp et al., 2020), the effect of the International Critical Thinking Reading and Writing Test (ICTRWT), designed by Paul and Elder to a tertiary English as a Foreign Language (EFL) argumentative writing course (Lu & Xie, 2019), and the Effect of the 6+1 Trait Writing Model on ESP University Students Critical Thinking and Writing Achievement (Qoura & Zahran, 2018). All those strategies proved beneficial to develop critical thinking and to improve writing skills. ...
This study investigates the effect of community dialogue in building students' critical thinking skills in essay writing and their perceptions after learning through community dialogue. The experiment with pre-test and post-test design was employed, and 42 students participated. Two YouTube videos were used to provoke students' critical thinking and the students acted as presenters and reviewers in the community dialogue activity. When the intervention completed, the students had to develop a five-paragraph essay consisting of introduction, body, and conclusion. A non-parametric testing with Wilcoxon Signed Ranks Test revealed that the statistical evidence comparing the students' essays in the pre-test and post-test shows a significant statistical difference (p=.001). A questionnaire was distributed to the students to get the data of their perceptions towards the implementation the community dialogue. The result of the questionnaire reveals that the majority of the students felt confident when they presented their outlines, though there is quite a high percentage of students who experienced anxiety at the same time. As for the reviewers, the students learned to think critically in order to find both the problems and the solutions in their peers' outlines and by doing so learned from their friends' work and revised theirs as necessary. Finally, the students concluded that the community dialogue was helpful in a writing class.
... Although writing is often used as a tool for learning (Arnold, et al., 2017), it is not easy to define the writing-to-learn model (Klein & Boscolo, 2016;Graham, Kiuhara & MacKay, 2020). Writing-to-learn does not refer to a student's customary, passive and simple note-taking action for particular information that a teacher attempts to convey or that is written in textbooks (Yore, Bisanz & Hand, 2003), yet it is a non-traditional, alternative type of writing (poetry, stories, letters, and alike) that enables students to develop critical thinking skills (Kayaalp, Meral, Şimşek & Şahin, 2020;Sinaga & Feranie, 2017), comprehend scientific content, express what they think (Mason & Boscolo, 2000), build information (Tynjala, 1998), as well as activating them in learning processes (Öztürk, Öztürk & Işık, 2016). Writing as a means of learning, which is used as an alternative way to learn and develop current information in the school curriculum (Bazerman, et al., 2005) constructs new information on previous information (Putti, 2011), ensures that scientific information is permanent (Rivard & Straw, 2000) and facilitates to understand the concepts which are relatively difficult to grasp (Alharbi, 2015;Hohenshell, Hand & Staker, 2004). ...
... The relevant literature has revealed that the use of writing-to-learn activities in learning processes focus more on science and mathematics rather than social sciences, which is contrary to what is anticipated (Aktepe, 2020;Caukin, 2010;Hand, Yang & Bruxvoort, 2007;Kingir, 2013;Kravchuk, 2015;Leffler, 2014;Nam, Choi & Hand, 2011;Putti, 2011;Ray-Parsons, 2011;Reilly, 2007;Uzoğlu, 2014;Yerlikaya & Güneş, 2020;Yıldız, 2012). In Turkey, the activities for the writing-to-learn model seem to be utilized to teach Mathematics and Science at different grades, but not applied sufficiently in social sciences, especially in the 8 th grade course named the Turkish Republic, History of Revolution and Atatürk's Principles taught by social studies teachers (Ay & Başıbüyük, 2018;Karaçağıl, 2014;Kayaalp & Şimşek, 2020;Yasul, 2019). The relevant studies in the literature, however, emphasize the need for different teaching materials to be used in the Turkish Republic, History of Revolution and Atatürk's Principles course and for the use of contemporary teaching methods in which the student can be active in the teaching process (Altıkulaç & Akhan, 2010). ...
... The basic components (audience, purpose, text production method, types of writing, and topics) of the writing-to-learn model introduced by Hand and Prain (2002) were taken into consideration for preparing the holistic assessment rubric for writing-to-learn activities developed by Kayaalp (2020) to determine to what extent such activities in the study boost students' competence in writing-to-learn model. Table 2 presents the rubric in detail. ...
The aim of this study is to investigate the impact of writing-to-learn activities on students’ academic achievement and self-regulation skills in writing. Using the quasi-experimental design, the study was performed involving 64 eighth grade students, who were studying in two different classrooms at the same secondary school. The students in the experimental group were handed out a number of writing-to-learn activities, while those in the control group were taught according to the current curriculum during the application. The academic achievement test, self-regulation scale for writing, and holistic assessment rubric were designated as the required tools for data collection. As a result of the application, the academic achievement and self-regulation skills of the students in the experimental group were found higher than those of the students in the control group. It was also noted that the experimental group showed a development over time to integrate the information they learned, and to present it as a new product with their own expressions after the process of reviewing, planning, sorting and organizing. The students in the experimental group showed a great deal of interest in writing-to-learn activities and were willing to participate in them. It is believed that the writing-to-learn model, which seems to have positive effects on learning processes, may be a desirable option to come up with effective and high-quality teaching methods.
... There are some previous studies that support a positive relationship between social studies and critical thinking, such as the research that found significant relationship between critical thinking and critical thinking dispositions of the Social Studies subject (Kayaalp et al., 2020). Then, there is bound interaction between investigation, equity, and student cohesiveness aspects of social studies learning environment and students' critical thinking disposition (Meral & Tas, 2017). ...
This disruption era needs every student mastering critical thinking skills as the basis to maintain the competence. The central point that can be done to grow these skills is through education. This study aims to test the improvement of students' critical thinking skills through social sciences learning by Group Investigation model in VIII class containing 20 students. This study uses the Kemmis and McTaggart model of Classroom Action Research. The research instrument was in the form of observation sheets and tests which were analyzed using a comparative descriptive approach. The results of the study indicate that social studies learning by Group Investigation model can improve students' critical thinking skills, with the following implications; (1) The condition of critical thinking skills of pre-cycle students by 40% are in the less condition, and 35% are in the sufficient category; (2) In the first cycle, the students' critical thinking skills below the minimum standard have been reduced to 25%; (3) Then, only 15% of students have critical thinking skills below the minimum standard. This study recommends to another researcher try to find out another learning methods and models to improve students' critical thinking skills.
... The definition of performance (performance) according to Kayaalp et al., (2020) is "The level of achievement or real results achieved, which is sometimes used to obtain a positive result". ''Performance is also defined as the success of personnel in realizing strategic goals in four perspectives: finance, customer, process, as well as learning and growth'' (Khlif et al., 2020). ...
The Effect of Deffered Taxes, Tax Ratio and Board Financial Education on the financial statements of Indonesian Stock Exchange: Role of regional disparity knowledge. This study uses secondary data using quantitative methods, there are 46 banks listed on the IDX and with predetermined criteria with a period of one year in 2019. In analyzing data, the technique used is multiple regressions; the data is processed using the SPSS 20 application by setting a significance level of 0.05 for hypothesis testing. Partially and simultaneously deferred tax assets and Tax ratio showed no impact on the performance and not the company's financial statements. Additionally, the regional disparities between the east and west part of Indonesia also found to be influential for the financial performance of the companies registered on IDX.
... Of course, this is something proportional, because the context is how to achieve a strong YBA vision to be able to develop higher education at the university level. It was explained in the YBA Policy Brief (Camilleri, 2020;Chen, 2016;Ho & Law, 2020;Karvankova et al., 2020;Kayaalp et al., 2020;Kayacilar Karaca, 2020;Korera et al., 2020) that the number of students registered at STIA Bandung in 2019 was 1,695 students from three existing study programs and of course they have not reached the target. It is interesting to analyze the number of students who are registered tends to experience uncertainty. ...
It is considered that in order to increase student participation rates, the quality and relevance of education, higher education institutions need to carry out various innovations that have an impact on increasing student participation rates, it is important to communicate it to the wider community using appropriate marketing methods and strategies, so as to encourage public interest and motivation to increase their abilities through higher education. There are still many universities that experience problems in marketing educational services, such as building a good university reputation, mobilizing educational resources, developing new study programs and how to achieve customer satisfaction through marketing education services. In practice, many universities still focus on short-term marketing, using a traditional deep marketing approach, which they feel has a number of weaknesses. So, the concept of 7P's Marketing Mix is considered to be able to answer the doubts of traditional marketing, with a strategic marketing concept. This paper is a study of the concept of 7P's Marketing Mix by looking at the segmentation, targeting and market positioning factors that influence it, as well as the benefits obtained from implementing the 7P's Marketing Mix concept in developing educational services marketing strategies. The technique of collecting data and information is done by examining written sources such as scientific journals, reference books, literature, scientific essays, other reliable and relevant sources, conducting discussions through Forum Group Discussion (FGD), and In-depth interviews with the Chairperson of STIA Bandung, Deputy Chairmen, Director of APIKES Bandung, Deputy Directors, Lecturers and Academy Senates from two educational institutions, members of the Advisory Organ, Administrators and Supervisors of the Bina Administration Foundation (YBA) and the Chair of the Student Executive Board (BEM), Chairman of the Business Administration Student Association (HIMABI) and Chairman of the Public Administration Student Association (HIMAPU) STIA Bandung. Based on the discussion and observation, the 7P's Marketing Mix has a high urgency to be implemented; Comparing traditional educational service marketing results achieved before and after the 7P's Marketing Mix is implemented; Doubts about the concept of 7P's Marketing Mix being developed require internal human resource competencies who master the marketing of educational services; a special unit is needed at a higher education institution that handles marketing of educational services, controls information technology and requires budget availability. The approach with the concept of 7P's Marketing Mix requires support from all elements of the supervisory organs, administrators, YBA supervisors, especially the leaders of STIA Bandung and APIKES Bandung, so that great benefits can be obtained from the application of educational service marketing through the 7P's Marketing Mix approach developed. understand the main factors in marketing educational services, namely: market segmentation, target market and market positioning. Placing the Marketing Mix of Educational services into a strategic context through 7Ps (Product, Price, Place, Promotion, People, Process, Physical Evidence) which can be implemented in educational institutions, resulting in high educational service marketing performance. Thus, the results obtained with 7P's Marketing Mix are superior to traditional educational service marketing. And ensure that the knowledge, skills from the 7P's Marketing Mix that are learned can be applied so that they have a strong and significant relationship to the performance of the Higher Education Institution.
... Quality is everything that can meet customers (meeting needs). The definition of the quality of a product is a relative term that is highly dependent on the situation from a consumer's point of view, subjectively people say quality is something that fitness for use (Dvorak et al., 2011;Eser et al., 2020;Gulur et al., 2011;Hasibuan et al., 2018;Jabarullah, 2019;Kayaalp et al., 2020). The equation of the three experts above can be concluded again that quality is a good product or service that is expected to meet consumer needs and can provide satisfaction for consumers. ...
In the current era of globalization, where the pharmaceutical industry is required to be able to compete with the pharmaceutical industry both at home and abroad to fight for market share and be able to meet the drug needs for consumers, namely by increasing the fulfillment of the need for quality drugs. The quality of the products produced by a company is determined based on certain sizes and characteristics. Even though the production process has been carried out well, in reality, errors are still found and there are errors where the quality of the products produced does not comply with standards, or in other words, the resulting product is damaged or the product is defective. This study aims to determine the factors that cause defective products and know how to control quality so as to reduce the number of defective products in each stage of the production process. The analytical method used is descriptive analysis through Pareto diagrams, causal diagrams, and control charts u. The results showed that the production in October exceeded the control limit and several factors that caused defective products included humans, materials, machines, and methods.
... Adanali & Alim, 2017, 2019Hanifah et al., 2015;Seyhan, 2019. Through EBL, students are able to see the application of content that they would otherwise just read about in a textbook (Fögele, 2015;Higginbottom, 2016;Kayaalp et al., 2020). ...
In this study, an obstacle unlikely faced by teacher is the lack of innovation in the learning model employed. The teachers are still being the center of learning resources so that they are made to correct the perception by creating a learning model that students prefer. This study aims to provide a new design in environment-based-learning (EBL) to improve geographical skills and to encourage students to think critically, innovatively and to come up with solutions. This research was development study of environment-based-learning in geography teaching. Learning media used covered syllabus, lesson plans, student modules and EBL teaching materials. Samples consisted of 32 students aged 13-14 years who were purposively selected. Data collection techniques were a compilation of observation, interviews, questionnaires documentation, and test. Data were analyzed from the syllabus, study plan, and student module validation along with instructional media, teacher and student response questionnaire, teacher and student interviews, student observation sheets, and students' learning outcomes. EBL model design consisted of 5 steps, encountering the problem, problem analysis, discovery and reporting, presentation, and review and evaluation. The students' learning outcome that asses by a test base on geographical skill indicator revealed that students' geographical skills increase. The indication are the students able on thinking critically about changes taken place in their environment, so they could present environmentally friendly measures. Besides, students preferred the new design of EBL as they were welcomed to think in a critical, innovative, and solvable way of solving problems in their environment to improve their geographical skills. Those provided students a belief in loving geography education from an early age. To cite this article: Hamid, N., Roehrig, G., Setyowati, D. L., Rachmah, H., Royyani, M. A., & Mahat, H. (2021). Development model for environment-based learning to improve junior high school students' geographical skills.
... Araştırma sorgulama temelli öğrenmenin temellerinden birisi olan öğrenmenin doğasına yönelik ise öğrenme amaçlı yazmaların kullanılmasının öğrencilerin epistemolojik inanç düzeylerini arttırdığı ifade edilmiştir (Atasoy & Küçük, 2020). Bir başka çalışmada ise öğrenme amaçlı yazma etkinliklerinin öğrencilerin eleştirel düşünme becerilerini arttırdığı ifade edilmiştir (Kayaalp et al., 2020). Bu bilgiler göz önüne alındığında akademik erişiyi, tutumu, eleştirel düşünmeyi, öğrenmenin doğasını geliştirmesi açısından öğrenme amaçlı yazmaların araştırma sorgulama temelli öğrenim ortamlarda kullanılabileceği söylenebilir. ...
A variety of techniques and methods can be used
in inquiry-based learning environments. These techniques and
methods can be shaped according to the subject, the level of inquirybased learning and the level of the class. Therefore, there is no
common definition when the literature is examined. In other words,
the definitions vary. National Research Council (1997) defined
inquiry-based learning as activities in which students develop
knowledge and understanding about scientific ideas and how
scientists study the world. Johnson (2004) and Vosniadou (2003)
expressed inquiry-based learning environment as an environment in
which students learn through social interaction and meaningful
activities within the group. Considering the statements, inquiry-based
learning environments can be considered as environments where
scientific explanations and discussions are made with social interaction. From this point of view, in the inquiry-based learning
environment, the students should express themselves freely. To do
this; talking, asking questions, discussing and reaching a common
decision can be expressed as the ways. In addition, it is possible for
students to write to express themselves in inquiry-based learning
environments. These writings are referred to as writing-to-learn in the
literature (Hand & Prain, 2002). One dimension of this study, which is
conducted in an inquiry-based learning environment, is to include
writing-to-learn. Therefore, it is necessary to examine the concept of
writing-to-learn. It is known that the basics of writing-to-learn are
based on Emig's ideas (Günel et al., 2009). There are some differences
between writing-to-learn and just writing. As a matter of fact, to
express the difference between writing-to-learn and writing, the
results of the study conducted by Hand and Prain (2002) can be
examined. As a result of this study, it has been stated that writing-tolearn has five components: method of text production, audience,
purpose, type and topic. However, writing-to-learn can be written in
many methods, interlocutors, objectives, genres and subjects and it
can be used in various ways in inquiry-based learning. Writing-tolearn can be made at the beginning, during and after the subject.
