Explore the vast range of titles available.

The aim of the research is to find out the effect of applying classroom assessment techniques (CATs) on both mathematical and logical thinking among fourth-grade scientific students. In pursuit of the research objectives, the experimental method was used, and the quasi-experimental design was used for two equivalent groups, one control group taught in the traditional way and the other experimental taught according to the techniques of classroom structural evaluation. The research sample consisted of (44) students from the fourth scientific grade who were intentionally chosen after ensuring their equivalence in several factors, most notably chronologi-cal age and the level of mathematics, and they were distributed equally among the two groups. To implement the research, three tools were built, represented in the teacher's handbook for applying the class formative assessment, the mathematical reasoning test, and the logical thinking test. The two researchers applied the exper-iment in the first semester of the academic year (2019/2020) AD. The two re-searchers applied the techniques of class formative assessment to the experimental group, while the control group studied according to the usual method, and then the mathematical thinking test and the dimensional logical thinking test were applied. On the experimental and control groups. The results showed that there were statis-tically significant differences between the mean scores of the two groups on the mathematical thinking test, and there were also statistically significant differences between the mean scores of the two groups on the logical reasoning test. The size of the effect of applying the class formative assessment on both thinking was calcu-lated, and it appeared that it had a clear effect on both mathematical thinking and logical thinking. In light of the results, the two researchers recommended a number of recommendations.

Objective: The research aimed to develop a scale for students' logical reasoning in football, prepare educational exercises for the idea filtering strategy and its application in physical education football lessons on outdoor fields, and identify its impact on logical reasoning and performance in the skills of forward shooting from dribbling and from side passes in football. Research methodology: The experimental method was adopted with a two-group design (experimental and control) with (58) students randomly selected and divided into the two groups, representing (65.909%). The researchers used (120) students to develop the scale under study, employing systematic steps and various sequential statistical analyses. They also prepared the forward shooting test from dribbling and the shooting test from side passes. Educational exercises for the idea filtering strategy were developed and applied in the research experiment, the results of which were systematically analyzed. Results: The results showed that the students in the experimental group outperformed their peers in the control group in all three dependent variables. The differences between the experimental and control groups in the reasoning tests were significant. The logical reasoning in football, scoring from a dribble, and scoring from a side pass (0.000) are statistically significant and positive, confirming the effectiveness of the idea filtering strategy on students. Conclusions: The most important conclusion is that implementing educational exercises using the idea filtering strategy helps improve the level of logical reasoning and improves the performance of students who study using this strategy in terms of scoring from a dribble and scoring from a side pass in football, making them outperform their peers who study without it. Objetivo: La investigación tuvo como objetivo desarrollar una escala para el razonamiento lógico de estudiantes de fútbol, ​​preparar ejercicios educativos para la estrategia de filtrado de ideas y su aplicación en clases de educación física de fútbol en campos al aire libre, e identificar su impacto en el razonamiento lógico y el rendimiento en las habilidades de tiro al frente desde el regate y desde los pases laterales. Metodología de la investigación: Se adoptó un método experimental con un diseño de dos grupos (experimental y de control) con 58 estudiantes seleccionados aleatoriamente y divididos en dos grupos, lo que representa el 65,909%. Los investigadores utilizaron a 120 estudiantes para desarrollar la escala en estudio, empleando pasos sistemáticos y diversos análisis estadísticos secuenciales. También prepararon la prueba de tiro al frente desde el regate y la prueba de tiro desde los pases laterales. Se desarrollaron y aplicaron ejercicios educativos para la estrategia de filtrado de ideas en el experimento de investigación, cuyos resultados se analizaron sistemáticamente. Resultados: Los resultados mostraron que los estudiantes del grupo experimental superaron a sus compañeros del grupo de control en las tres variables dependientes. Las diferencias entre los grupos experimental y de control en las pruebas de razonamiento fueron significativas. El razonamiento lógico en fútbol, ​​tanto al driblar como al pase lateral (0,000) es estadísticamente significativo y positivo, lo que confirma la eficacia de la estrategia de filtrado de ideas en los estudiantes. Conclusiones: La conclusión más importante es que la implementación de ejercicios educativos con la estrategia de filtrado de ideas ayuda a mejorar el nivel de razonamiento lógico y el rendimiento de los estudiantes que estudian con esta estrategia en cuanto a driblar y pase lateral en fútbol, ​​lo que les permite superar a sus compañeros que estudian sin ella. Objectivo: Esta investigação teve como objectivo desenvolver uma escala para avaliar o raciocínio lógico de alunos de futebol, elaborar exercícios educativos para a estratégia de filtragem de ideias e sua aplicação em aulas de educação física de futebol ao ar livre, e identificar o seu impacto no raciocínio lógico e no desempenho em finalizações a partir de dribles e passes laterais. Metodologia da Investigação: Adotou-se um método experimental com um desenho em dois grupos (experimental e controlo), com 58 alunos selecionados aleatoriamente, divididos em dois grupos, representando 65,909% da amostra. Os investigadores utilizaram 120 estudantes para desenvolver a escala em estudo, empregando etapas sistemáticas e diversas análises estatísticas sequenciais. Também foram elaborados testes de finalização a partir de dribles e de passes laterais. Exercícios educativos para a estratégia de filtragem de ideias foram desenvolvidos e aplicados na experiência, e os resultados foram analisados ​​sistematicamente. Resultados: Os resultados mostraram que os estudantes do grupo experimental apresentaram um desempenho superior ao dos estudantes do grupo de controlo em todas as três variáveis ​​dependentes. As diferenças entre os grupos experimental e de controlo nos testes de raciocínio foram significativas. O raciocínio lógico no futebol, tanto no drible como no passe lateral (p < 0,000), é estatisticamente significativo e positivo, confirmando a eficácia da estratégia de filtragem de ideias para os alunos. Conclusões: A conclusão mais importante é que a implementação de exercícios educativos com a estratégia de filtragem de ideias contribui para a melhoria do nível de raciocínio lógico e do desempenho dos alunos que estudam com esta estratégia em termos de drible e passe lateral no futebol, permitindo-lhes superar os seus colegas que estudam sem ela.

Thematic analysis is an increasingly popular method for analysing qualitative data within the social sciences. Current guides for conducting thematic analysis promote the method’s broad flexibility across research designs, which has resulted in criticism that the method lacks the rigour and structure necessary for credible academic research. Recognizing the challenges faced by qualitative scholars, I developed and present an 8-step prescriptive approach specific to abductive methodologies incorporating many concepts from seminal works in thematic analysis, and importantly maintaining the balance of theorising with empirical data, which is the core of abductive research.

This study was conducted with 98 prospective science teachers, who were composed of 50 prospective teachers that had participated in problem-solving applications and 48 prospective teachers who were taught within a more researcher-oriented teaching method in science laboratories. The first aim of this study was to determine the levels of perception of problem-solving ability, science process skills and logical thinking skills of prospective teachers. The second aim was to compare the effects of problem-solving applications (PSASL) and a more researcher-oriented teaching method in the science laboratory on the perceptions of problem-solving ability, science process skills and logical thinking skills of prospective teachers. A pre-test--post-test control group design was used. In this study, data were obtained using the \"Problem Solving Inventory (PSI),\" \"Science Process Skills Test (SPST)\" and \"Test of Logical Thinking (TOLT).\" After the PSASL, five prospective teachers were selected among the experimental group and were interviewed using the fully structured interview form about the \"PSASL\" and the process it involves. Interviews were used to augment the quantitative data. According to the results obtained within the scope of the study, it can be said that the effect of PSASL on the perception levels of problem solving skills, scientific process skills and logical thinking skills of prospective teachers is more effective than the more researcher-oriented teaching method application. In addition, the results obtained from interviews with prospective teachers' ideas in the experimental group about PSASL were parallel with the past test results.

Bu çalışmanın amacı, yedinci sınıf öğrencilerinin bilimsel okuryazarlık düzeyleri ile mantıksal düşünme yetenekleri, bilişsel stilleri (alan bağımlı/alan bağımsız), fonksiyonel mental kapasiteleri ve zihinsel döndürme yetenekleri arasındaki olası ilişkileri modellemektir. Bu amaçla belirtilen değişkenler arasındaki ilişkiyi açıklayacağı düşünülen bir teorik model ortaya konmuş daha sonra bu model Yapısal Eşitlik Modellemesi (YEM) teknikleri kullanılarak test edilmiştir. Araştırmanın örneklemini, Ankara merkez ilçelerinden seçkisiz tabakalı örnekleme yöntemi ile belirlenen 823 yedinci sınıf öğrencisi oluşturmaktadır. Çalışmada toplanan verilerin analizi araştırmada önerilen teorik modeli desteklemektedir. Modele göre, yedinci sınıf öğrencilerinin mantıksal düşünme yetenekleri öğrencilerin bilimsel okuryazarlık düzeylerini sadece doğrudan etkileyen tek değişkendir. Alan bağımlı/alan bağımsız bilişsel stiller hem doğrudan hem diğer bütün bilişsel değişkenler üzerinden dolaylı olarak bilimsel okuryazarlık düzeyini etkilemektedir. Fonksiyonel mental kapasite hem doğrudan hem de zihinsel döndürme yeteneği ve mantıksal düşünme yeteneği üzerinden dolaylı olarak bağımlı değişkeni etkilemektedir. Zihinsel döndürme yetenekleri hem doğrudan hem de sadece mantıksal düşünme yeteneği üzerinden dolaylı olarak bilimsel okuryazarlık düzeylerini etkilemektedir. Son olarak araştırmadan elde edilen bulgular, ilgili alan yazındaki araştırmalarla karşılaştırılarak, araştırmacılara ve fen eğitimi uygulayıcılarına öneriler sunulmuştur. The aim of this study was to model the possible relationships between the seventh-grade students’ scientific literacy and their logical thinking abilities, cognitive styles (field-dependent/field-independent), functional mental capacities and mental rotation abilities. To that end, a theoretical model, which is believed to explain the relationship between the specified variables, was proposed and then tested by using the Structural Equation Modeling (SEM) techniques. The sample of the study consisted of 823 seventh-grade students who were sampled by using the stratified random sampling method from the central districts of Ankara. The analysis of the data collected in the study supported the proposed theoretical model in the study. Based on the model, the logical thinking ability of the seventh-grade students was the only variable that directly affected the scientific literacy of the students. Field-dependent/field-independent cognitive styles affected the scientific literacy both directly and through all other cognitive variables indirectly. The functional mental capacity affected the scientific literacy both directly and through the mental rotation ability and the logical thinking ability indirectly. Mental rotation abilities affected scientific literacy both directly and through the logical thinking ability indirectly. Finally, the findings obtained from the study were compared with the research studies in the relevant field, and recommendations were presented for the researchers and practitioners of science education.

The study of thinking, as well as any subject of psychological science, is determined by theoretical ideas about it, as well as various specific tasks. Currently, several theoretical approaches to the study of thinking are used. The system approach is based on the position that the specificity of a complex system object is not limited to the features of its constituent elements, but is primarily related to the nature of interactions between elements. In the process of system analysis, not only the causes of phenomena are clarified, but also the reverse effect of the result. The application of a systematic approach to the study of logical thinking of students allows us to consider it as an integral multi-level education.

Computational thinking (CT) uses concepts that are essential to computing and information science to solve problems, design and evaluate complex systems, and understand human reasoning and behavior. This way of thinking has important implications in computer sciences as well as in almost every other field. Therefore, we contend that CT should be taught in elementary schools and included in every university's educational curriculum. Several studies that measure the impact of teaching programming, analytical thinking, and CT have been conducted. In this review, we analyze and discuss findings from these studies and highlight the importance of learning programming with a focus on the development of CT skills at a young age. We also describe the tools that are available to improve the teaching of CT and provide a state-of-the-art overview of how programming is being taught at schools and universities in Colombia and around the world.

ObjectivesThe junior rota on Paediatrics contains many doctors who may have minimal experience in Paediatrics. There is anxiety amongst juniors to perform skills, leading to them not undertaking skills. It was raised in local faculty groups that juniors want more clinical experienceMethodsTime set aside during induction for an introduction to Paediatric clinical skills. It was also raised with seniors to encourage and help juniors to perform skills. Prior to the session, doctors filled out a survey covering their experience performing a skill, their confidence in performing a skill and the level of supervision they felt was needed when performing a skill. A session was undertaken introducing clinical skills including a practical demonstration with mannequins, covering cannulation, venepuncture and heel pricks. At the end of their rotation, juniors were sent the same survey for comparative purposes.Results11 doctors surveyed on Paediatric rotation, including FY1, FY2 and GP trainees. We initially had 11 doctors at the beginning however due to COVID, 4 were redeployed.Data collected for followingCannula (<1 month)Before session nobody had performed a cannula and only 10% of trainees felt confident to performAt end of rotation 17% had performed the skill, however everyone had seen one and confidence to perform (with assistance) had increased to 66%Cannula (>1 month)Before session only 9% had performed this skill and only 18% felt confident to performAt end of rotation, 83% had performed a cannula and everyone felt confident to performVenepuncture (<1 month)Before session only 10% had performed this skill and only 18% felt confident to performAt end of rotation, 50% had performed and confidence to perform (with assistance) increased to 100%Venepuncture (>1 month)Before the session 72% had never attempted and only 27.3% felt confident to perform the procedure at allAt end of rotation 66.7% had performed venepuncture and 100% of trainees felt confident to attempt, with varying levels of supervisionHeel prickBefore session only 9% had ever performed the skill and only 18% felt confidence to performAt end of rotation 66% had performed and 100% were confident to perform with varying levels of supervisionConclusionIntroducing a clinical session increased the amount of clinical skills juniors undertook and improved their confidence. The session became a permanent fixture in the induction and continued to receive positive feedback.

As synthetic biology techniques become more powerful, researchers are anticipating a future in which the design of biological circuits will be similar to the design of integrated circuits in electronics. Nielsen et al. describe what is essentially a programming language to design computational circuits in living cells. The circuits generated on plasmids expressed in Escherichia coli required careful insulation from their genetic context, but primarily functioned as specified. The circuits could, for example, regulate cellular functions in response to multiple environmental signals. Such a strategy can facilitate the development of more complex circuits by genetic engineering. Science , this issue p. 10.1126/science.aac7341 A programming language is devised for biological regulatory circuits. Computation can be performed in living cells by DNA-encoded circuits that process sensory information and control biological functions. Their construction is time-intensive, requiring manual part assembly and balancing of regulator expression. We describe a design environment, Cello, in which a user writes Verilog code that is automatically transformed into a DNA sequence. Algorithms build a circuit diagram, assign and connect gates, and simulate performance. Reliable circuit design requires the insulation of gates from genetic context, so that they function identically when used in different circuits. We used Cello to design 60 circuits for Escherichia coli (880,000 base pairs of DNA), for which each DNA sequence was built as predicted by the software with no additional tuning. Of these, 45 circuits performed correctly in every output state (up to 10 regulators and 55 parts), and across all circuits 92% of the output states functioned as predicted. Design automation simplifies the incorporation of genetic circuits into biotechnology projects that require decision-making, control, sensing, or spatial organization.

Democracy often confronts citizens with a dilemma: stand firm on democracy while losing out on policy or accept undemocratic behavior and gain politically. Existing literature demonstrates that citizens generally choose the latter—and that they do so deliberately. Yet there is an alternative possibility. Citizens can avoid this uncomfortable dilemma altogether by rationalizing their understandings of democracy. When a politician advances undesired policies without violating democratic rules and norms, people find ways to perceive the behavior as undemocratic. When a politician acts undemocratically to promote desired policies, citizens muster up arguments for considering it democratic. Original survey experiments in the United States, and 22 democracies worldwide, provide strong support for this argument. It is thus not deliberate acceptance, but a fundamentally different perceptual logic that drives the widespread approval of undemocratic behavior in today’s democracies.