探讨写作任务在促进大学生自我导向、自我纠正问题解决能力中的作用

T. Sharadgah, R. Sa'di, Maha S. Yaseen
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引用次数: 0

摘要

解决问题的能力在大学教育中是至关重要的,它们被用作衡量学习成果的一些重要参数。在这种情况下,这项准实验研究试图评估和评估大学生在课堂上完成的写作任务与他们的高阶思维技能(如批判性思维和解决问题的能力)之间的关系。这篇文章的主要目的是找出在多大程度上解决问题的能力,包括分析,评价,解释和推理,在大学生中可以加快通过写作任务,旨在解决和解决学生在校园面临的问题和障碍。来自沙特阿拉伯Al-Kharj应用研究学院(CASK)的196名学生是本研究的对象。将受试者随机分为对照组(n=98)和干预组(n=98)。研究方法采用定量和定性相结合的方法。两组学生分别进行了前测和后测。研究人员根据Facione和Facione(1994)的评分参数对PS技能进行评估。研究结果表明,以问题和障碍为主题的写作任务与PS技能之间存在很强的联系。统计结果显示,干预组在分析、评价、解释和演绎方面的PS技能比对照组有显著提高。这项研究建议对旨在解决问题/困境的写作任务与其他高阶思维技能之间的关系进行更多的研究。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Probing the Role of Writing Tasks in Furthering Self-directed, Self-Corrective Problem-Solving Skills among Undergraduate Students
Problem-solving skills are of paramount importance in university education, and they are used as some of the salient parameters to gauge learning outcomes. In this vein, this quasi-experimental study seeks to assess and evaluate the relationship between the writing tasks that college students perform in class and their higher-order thinking skills such as critical thinking and problem-solving (PS) skills. The chief concern of this article is to find out to what extent problem-solving skills, including analysis, evaluation, explanation, and deduction, among university students can be expedited through writing tasks aimed at addressing and tackling problems and obstacles facing students on campus. 196 students from the College of Applied Studies at Al-Kharj (CASK) in Saudi Arabia are the subjects of this study. The subjects were split at random into two groups: control group (n=98) and intervention group (n = 98). The research method used was both quantitative and qualitative. Students in the two groups took a pre-test and a post-test. The researchers assessed the PS skills against the Facione and Facione (1994) scoring parameters. The findings show that there is a strong connection between writing tasks on topics of problems and obstacles and PS skills. The statistics showed a significant improvement in PS skills among the intervention group as opposed to the control group in analysis, evaluation, explanation and deduction. This study recommends that more research be conducted on the correlation between writing tasks aimed at addressing problems/dilemmas and other higher-order thinking skills.
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