Using learning methodologies and resources in the development of critical thinking competency: An exploratory study in a virtual learning environment

This study aims to design and implement new learning methodologies and resources that seek to advance the development and assessment of one of the fundamental students’ competencies from any Business Administration Degree, such as critical thinking, that is, this is an exploratory study on computing for human learning, specifically, learning of key competencies for business. We are going to use audiovisual case methodology through the use of short film clips, usually real stories, to help students understand the practical implications of theoretical concepts explained in the classroom. A theoretical model test uses data from 32 business students from the Open University of Catalonia. The first results show positive attitudes toward a new technological resource ‘audio-visual cases’. They indicate that the use of this tool can improve the comprehension of a problem and its origins and, at the same time, stimulate learning. In addition, this tool helps to develop critical thinking competency. This study offers important contributions to an e-learning environment and their applicability to the workplace, since it is the first type of research about the impact of audiovisual cases in the acquisition of critical thinking competency. Furthermore, this methodology promotes collaborative learning.     

建筑的代码(上)

本文通过建筑编码形成时间句法、空间句法、绘画、建筑混合系统,以及戏剧舞蹈、建筑、能所指关系构成同系结构的大文化系统,甚至占卜、堪舆和阴阳等原始的仪式,来解释出现在中国古建筑里的符号意义,正是这种不同层面的叠加构成了建筑、音乐、仪式、神话、天体的、数字的、星相占卜、风水建筑术、政治、血缘伦理、修辞等等多义重叠,从而构成了复杂的建筑编码系统。     

以网络百科为平台发展学生在物理化学课程学习中的批判性思维

文章探索了一种大学生批判性思维的培养模式。讨论了批判性思维的重要意义、介绍了利用网络百科实施课堂教学的方法和步骤、对反馈结果进行分析。实践结果表明教学效果良好。     

珠海市建筑工程质量通病防治措施研究与实施

简要介绍珠海市建筑工程质量通病防治系列措施的研究背景、编制思路、出台后的实施效果、推行过程的配套措施，以及实施过程的一些体会，供同行参考。     

The effects of geography lessons with geospatial technologies on the development of high school students' relational thinking

Geospatial technologies offer access to geospatial information via digital representations, such as digital maps, and tools for interaction with those representations. The question is whether geography lessons with geospatial technologies really contribute to the development of students' geospatial thinking, in particular geospatial relational thinking, as is suggested in the literature about geospatial technologies in secondary education. This paper reports about the outcomes of a quasi-experimental research project, in which a geography lesson series with geospatial technologies was compared with a conventional geography lesson series that had the same content. Although the lesson series covered only three lessons, the data showed that the lesson series with geospatial technologies contributed significantly more to the development of students' geospatial relational thinking than the conventional lesson series. The effect size was ‘medium large’.     

Finding Order in a Chaotic World

Abstract

The World Wide Web (WWW) has a decentralized information environment and a non-linear (hypertext) information structure. This non-linear structure allows users to retrieve information at many different levels but also increases the difficulty of information retrieval. Unlike a well-developed CD-ROM database, the WWW does not have a controlled searching environment and information can be indexed in many different ways. It takes a well planned search strategy to perform an effective search in the labyrinth of the WWW. The SIRO (Systematic Information Retrieval/Organization) model offers a research planning process designed specifically for information seekers in the agricultural disciplines. The intention is to enhance search results and organize retrieved information. This process starts with the identification of the information structure on the WWW, then proceeds by organizing and analyzing information in a visual diagram or a “thinking map.” This process leads searchers to logical sources on the WWW and a systematic analysis of the result.     

Dynamics of safety performance and culture: A group model building approach

The management of occupational health and safety (OHS) including safety culture interventions is comprised of complex problems that are often hard to scope and define. Due to the dynamic nature and complexity of OHS management, the concept of system dynamics (SD) is used to analyze accident prevention. In this paper, a system dynamics group model building (GMB) approach is used to create a causal loop diagram of the underlying factors influencing the OHS performance of a major drilling and mining contractor in Australia. While the organization has invested considerable resources into OHS their disabling injury frequency rate (DIFR) has not been decreasing. With this in mind, rich individualistic knowledge about the dynamics influencing the DIFR was acquired from experienced employees with operations, health and safety and training background using a GMB workshop. Findings derived from the workshop were used to develop a series of causal loop diagrams that includes a wide range of dynamics that can assist in better understanding the causal influences OHS performance. The causal loop diagram provides a tool for organizations to hypothesize the dynamics influencing effectiveness of OHS management, particularly the impact on DIFR. In addition the paper demonstrates that the SD GMB approach has significant potential in understanding and improving OHS management.     

Level of environmental intelligence among university students from selected countries of Central and Eastern Europe

The aim of this article was to characterise and compare the level of environmental intelligence among university students from selected countries of Central and Eastern Europe. This was done using empirical data collected by the author in 2015. In the introduction and theoretical part of this text, the term ‘environmental intelligence’ is defined, and issues raised by modern sociologists such as M. Maffesoli and M. Archer are presented. Two hypotheses stating that respondents from Poland, Slovakia and Czech Republic have higher levels of environmental intelligence than university students from the Ukraine, and those studying natural sciences have higher levels of environmental intelligence than students of the humanities or social sciences were verified. The statistical analysis conducted in the second part of the text revealed a higher level of environmental intelligence among students from the European Union countries compared to respondents from the Ukraine. However, there were no significant differences between the level of environmental intelligence and respondents’ faculty of studies. This indicates that studying natural sciences did not contribute to a more dynamic development of environmental intelligence in students. This revelation may be disturbing, as the state of the environment cannot improve if young people cannot use and care for it responsibly.