Women’s adaptation to STEM domains promotes resilience and a lesser reliance on heuristic thinking

Experiences that compel people to challenge social stereotypes can promote enhanced cognitive flexibility on a range of judgmental domains. Women in STEM (science, technology, engineering, and math) fields are chronically exposed to such experiences and may therefore also demonstrate these benefits. Two studies examined the differential effects of counterstereotypical experiences on women from STEM and non-STEM fields. Results showed that imagining or recollecting these experiences led women from STEM fields to exhibit a lesser reliance on heuristic thinking compared to women from non-STEM fields, and this difference was mediated by self-perceived resilience to the negative impact of gender stereotyping. Implications for psychologists’ and educators’ understanding of the relationship between counterstereotypical experiences and heuristic thinking are discussed.

Creative thinking experimentations for entrepreneurship with a disruptive, personalised and mobile game-based learning ecosystem

Based on an unprecedented need of stimulating creative capacities towards entrepreneurship to university students and young researchers, this paper introduces and analyses a smart learning ecosystem for encouraging teaching and learning on creative thinking as a distinct feature to be taught and learnt in universities. The paper introduces a mashed-up authoring architecture for designing lesson-plans and games with visual learning mechanics for creativity learning. The design process is facilitated by creativity pathways discerned across components. Participatory learning, networking and capacity building is a key aspect of the architecture, extending the learning experience and context from the classroom to outdoor (co-authoring of creative pathways by students, teachers and real-world entrepreneurs) and personal spaces. We anticipate that the smart learning ecosystem will be empirically evaluated and validated in future iterations for exploring the benefits of using games for enhancing creative mindsets, unlocking the imagination that lies within, practiced and transferred to multiple academic tribes and territories.

Some extended psychological benefits of challenging social stereotypes:decreased dehumanization and a reduced reliance on heuristic thinking

One way to promote equality is to encourage people to generate counterstereotypic role models. In two experiments, we demonstrate that such interventions have much broader benefits than previously thoughtreducing a reliance on heuristic thinking and decreasing tendencies to dehumanize outgroups. In Experiment 1, participants who thought about a gender counterstereotype (e.g., a female mechanic) demonstrated a generalized decrease in dehumanization towards a range of unrelated target groups (including asylum seekers and the homeless). In Experiment 2 we replicated these findings using alternative targets and measures of dehumanization. Furthermore, we found the effect was mediated by a reduced reliance on heuristic thinking. The findings suggest educational initiatives that aim to challenge social stereotypes may not only have societal benefits (generalized tolerance), but also tangible benefits for individuals (enhanced cognitive flexibility).

Úton a megoldásalapú gondolkodás felé – szolgálatosodási jellemzők magyarországi termelővállalatoknál (Towards solution-based thinking: characteristics of servitization at Hungarian manufacturing companies)

A cikk fő célja a magyarországi termelővállalatok szolgálatosodási folyamatának jellemzése a versenyképesség- kutatás adatainak felhasználásával. Relevanciáját az adja, hogy a nemzetközi szakirodalom a jelenséget inkább a fejlett országokban vizsgálja. A szerzők kutatásukban körüljárták, hogy a szolgálatosodás nemzetközi szakirodalom által elfogadott jellemzői mennyiben tekinthetők érvényesnek a magyarországi viszonyok közepette. A szolgálatosodást három szinten vizsgálták: stratégia, működés és pénzügyi eredményesség. Vizsgálatuk eredményei azt mutatják, hogy a nemzetközi szakirodalommal összhangban a szolgáltatások stratégiai szerepe még alacsony a magyarországi termelővállalatoknál a termelési stratégia többi versenycéljához képest. Ugyanakkor mintájukban már megtalálhatók azok a vállalatok, amelyek mind stratégiai, mind működési szinten jelentősebb hangsúlyt fektetnek a szolgáltatások nyújtására. Fontos eredmény ugyanakkor, hogy a szolgálatosodástól elvárt pénzügyi előnyök még ezeknél a vállalatoknál sem realizálódnak. _______ The main purpose of the authors is to describe the servitization process of Hungarian manufacturing companies based on data of the Competitiveness research. The relevance of this article is given by the fact that international literature analyzes this phenomenon mainly in developed countries. In the present paper they analyze to what extent characteristics of the servitization process, generally accepted in the literature, are also applicable in a developing macroenvironment, i.e. Hungary. They approach servitization from three different perspectives: strategy, operations and financial payoffs. Results of their analysis show that, in concordance with the literature, the strategic role of services at the Hungarian manufacturing companies is still lower than other manufacturing competitive priorities. However, their sample contains a number manufacturing companies that place a greater emphasis on offering services both on strategic and operational level. An important conclusion of their study is that in case of these companies financial benefits attributable to higher levels of servitization do not yet seem to materialize.

The knowledge and use of critical thinking teaching strategies of faculty in associate degree nursing education programs

The purpose of this study was to determine the knowledge and use of critical thinking teaching strategies by full-time and part-time faculty in Associate Degree Nursing (ADN) programs. ^ Sanders CTI (1992) instrument was adapted for this study and pilot-tested prior to the general administration to ADN faculty in Southeast Florida. This modified instrument, now termed the Burroughs Teaching Strategy Inventory (BTSI), returned reliability estimates (Cronbach alphas of .71, .74, and .82 for the three constructs) comparable to the original instrument. The BTSI was administered to 113 full-time and part-time nursing faculty in three community college nursing programs. The response rate was 92% for full-time faculty (n = 58) and 61% for part-time faculty (n = 55). ^ The majority of participants supported a combined definition of critical thinking in nursing which represented a composite of thinking skills that included reflective thinking, assessing alternative viewpoints, and the use of problem-solving. Full-time and part-time faculty used different teaching strategies. Full-time faculty most often used multiple-choice exams and lecture while part-time faculty most frequently used discussion within their classes. One possible explanation for specific strategy choices and differences might be that full-time faculty taught predominately in theory classes where certain strategies would be more appropriate and part-time faculty taught predominately clinical classes. Both faculty types selected written nursing care plans as the second most effective critical thinking strategy. ^ Faculty identified several strategies as being effective in teaching critical thinking. These strategies included discussion, case studies, higher order questioning, and concept analysis. These however, were not always the strategies that were used in either the classroom or clinical setting. ^ Based on this study, the author recommends that if the profession continues to stress critical thinking as a vital component of practice, nursing faculty should receive education in appropriate critical teaching strategies. Both in-service seminars and workshops could be used to further the knowledge and use of critical thinking strategies by faculty. Qualitative research should be done to determine why nursing faculty use self-selected teaching strategies. ^

Thinking in three dimensions: Exploring students' geometric thinking and spatial ability with the Geometer's Sketchpad

Current reform initiatives recommend that geometry instruction include the study of three-dimensional geometric objects and provide students with opportunities to use spatial skills in problem-solving tasks. Geometer's Sketchpad (GSP) is a dynamic and interactive computer program that enables the user to investigate and explore geometric concepts and manipulate geometric structures. Research using GSP as an instructional tool has focused primarily on teaching and learning two-dimensional geometry. This study explored the effect of a GSP based instructional environment on students' geometric thinking and three-dimensional spatial ability as they used GSP to learn three-dimensional geometry. For 10 weeks, 18 tenth-grade students from an urban school district used GSP to construct and analyze dynamic, two-dimensional representations of three-dimensional objects in a classroom environment that encouraged exploration, discussion, conjecture, and verification. The data were collected primarily from participant observations and clinical interviews and analyzed using qualitative methods of analysis. In addition, pretest and posttest measures of three-dimensional spatial ability and van Hiele level of geometric thinking were obtained. Spatial ability measures were analyzed using standard t-test analysis. ^ The data from this study indicate that GSP is a viable tool to teach students about three-dimensional geometric objects. A comparison of students' pretest and posttest van Hiele levels showed an improvement in geometric thinking, especially for students on lower levels of the van Hiele theory. Evidence at the p < .05 level indicated that students' spatial ability improved significantly. Specifically, the GSP dynamic, visual environment supported students' visualization and reasoning processes as students attempted to solve challenging tasks about three-dimensional geometric objects. The GSP instructional activities also provided students with an experiential base and an intuitive understanding about three-dimensional objects from which more formal work in geometry could be pursued. This study demonstrates that by designing appropriate GSP based instructional environments, it is possible to help students improve their spatial skills, develop more coherent and accurate intuitions about three-dimensional geometric objects, and progress through the levels of geometric thinking proposed by van Hiele. ^

Creating a Culture of Thinking that Cultivates the Perspective-Taking Disposition

Through action research, the researchers engaged a group of third grade children in a project that offered a variety of learning activities to develop the children’s perspective-taking ability. As a result the teachers found a significant increase in the emotional connection of the students to the characters in the literature.

An Investigation of Participants’ Perspectives About a Learning Assistant Program and Their Thinking about Becoming a Mathematics Teacher

A Learning Assistant program that recruits strong STEM undergraduates to become mathematics teachers was explored through a qualitative study. Three program participants were purposely selected and interviewed. The program reaffirmed one participant’s choice to become a teacher and clarified for one that it might be a career for him.

Digital Literacy: A Demand for Nonlinear Thinking Styles

This paper makes a case for a direct relationship between digital literacy and nonlinear thinking styles, articulates a demand for nonlinear thinking styles in education and the workplace, and states implications for a connection between nonlinear thinking styles visual literacy, and intuitive artistic practice.

Contemporary Cuban Culture: Notes on Alternative Thinking, Lecture by Madeline Cámara Betancourt

This flyer promotes the event "Contemporary Cuban Culture: Notes on Alternative Thinking Lecture by Madeline Cámara Betancourt ". Credit for image on flyer: Baruj Salinas, Punta Cana VI, 1999.