In a challenging and constantly changing world, students are required to develop advanced thinking skills such as critical systematic thinking, decision making and problem solving. This challenge requires developing critical thinking abilities which are essential in unfamiliar situations. A central component in current reforms in mathematics and science studies worldwide is the transition from the traditional dominant instruction which focuses on algorithmic cognitive skills towards higher order cognitive skills. The transition includes, a component of scientific inquiry, learning science from the student''s personal, environmental and social contexts and the integration of critical thinking. The planning and implementation of learning strategies that encourage first order thinking among students is not a simple task. In an attempt to put the importance of this transition in mathematical education to a test, we propose a new method for mathematical instruction based on the infusion approach put forward by Swartz in 1992. In fact, the model is derived from two additional theories., that of Ennis (1989) and of Libermann and Tversky (2001). Union of the two latter is suggested by the infusion theory. The model consists of a learning unit (30h hours) that focuses primarily on statistics every day life situations, and implemented in an interactive and supportive environment. It was applied to mathematically gifted youth of the Kidumatica project at Ben Gurion University. Among the instructed subjects were bidimensional charts, Bayes law and conditional probability; Critical thinking skills such as raising questions, seeking for alternatives and doubting were evaluated. We used Cornell tests (Ennis 1985) to confirm that our students developed critical thinking skills.

This student thesis seeks answers on history teachers´ view on the purpose of their subject, how their view on the purpose affects their teaching and how all of this affects the possibilities given to the students who study the past. The Swedish teaching plan and the curriculum of the subject history are loaded with tension. Based on this tension Swedish students attending secondary school are, on one hand supposed to affirm a certain way of understanding the past while on the other hand be educated in critical and independent thinking. In other words, the subject of history could either confirm a certain view of the past or critically view it. It is also worth pointing out that one does not cancel the other out. History teaching can contain both perspectives. While it would be interesting to apply our main questions on the whole course of the subject of history the main focus of this thesis lies within the theme of genocide. Based on interviews with Swedish history teachers this thesis explores what they see as the purpose of their subject and in particular the purpose in the theme of genocide teaching. What approach does teachers have in their teaching and how does this affect the possibilities given to the students? The result shows that history teachers´ main focus lies in more concrete knowledge, thereby excluding the previous statement about critical thinking. History teachers are also dissatisfied with the time given to the subject of history in upper secondary school. Although the teachers mainly focus on confirming certain views of the past there are teachers who, in some cases, lean towards a teaching method with critical thinking as the focal point. The respondents also vary in the way they give students possibilities to meet the past. These possibilities are often predetermined by the teachers and students’ possibilities to express critical thinking is therefore reduced and limited. While this student thesis is based around the theme of genocide teaching, the result does not necessarily suggest that the students never get the opportunity to express free critical thinking. Therefore, the result shows that the purpose of the subject of history, as presented by the interviewees, is multilayered and seldom based around only one given perspective.

Lecturers at three Nursing Colleges in the Gauteng Province in South Africa where this study was conducted raised their concern that a large proportion of learners reaching the senior phase have difficulty solving patient care problems and even making specific decisions regarding patient care. These learners are also unable to formulate nursing diagnoses and develop nursing care plans. This lack of essential critical thinking skills is evident during the assessment of their assignments, tests as well as clinical formative assessments. These skills can be developed within learners throughout their four-year training, if exposed to outcomes- based education (OBE) and problem-based teaching strategies especially starting on the first level of their training course. The current nursing education programme, at these Nursing Colleges where this study was conducted is an outcomes- and problem-based curriculum. It is important that teaching strategies utilized by nurse educators are appropriate for the specific curriculum implemented because they greatly differ from the traditional teaching strategies. The purpose of this study was to investigate the teaching and assessment strategies utilized in the facilitation of learning for the first year level students in the subject General Nursing Science (GNS I). The focus of the study was on the first year of training because it is expected that development of critical thinking be started at this level. A quantitative, contextual descriptive research method was utilised. The sample consisted of lecturers (N=23) and students (N=680). The lecturers from each of the three colleges were addressed during a personnel meeting regarding the study and a suitable date and time was set for the distribution of the questionnaires to the lecturers and to first year learners during the last block of the academic year. The questionnaires were distributed to the lecturers and the learners on the agreed date and time and the researcher was present to clarify any misunderstanding regarding the tool. The questionnaire consisted of appendix E, which was distributed to lecturers and appendix F, which was distributed to the learners. Respondents were requested not to give any identifiable information on the questionnaires and to place completed questionnaires in the box provided in each of the venues to ensure confidentiality and anonymity. Data from the study indicated that not all of the teaching strategies and assessment methods utilized by the educators are appropriate and conducive for the stimulation of critical thinking skills. The majority of the lecturers facilitate through a lecture method and assessments are mostly done through written tests and examinations. On the other hand teaching facilities at the colleges are inadequate, for instance small group facilities are not available. Recommendations are as follows: <ul> <li> More lecturers should be encouraged to obtain a Masters Degree qualification in Nursing.</li> <li> All lecturers should utilize the OBE educational strategies.</li> <li> In their facilitation of GNS I lecturers should accommodate older students, because they were never exposed to an OBE approach in their basic education.</li> <li> Lecturers should utilise a variety of teaching strategies that will ensure development of critical analytical thinking.</li> <li> Lecturers should utilize a variety of assessment methods.</li> <li> Students should be encouraged to seek information on their own, specifically regarding case studies because this actively involves them as they are solving problems, making decisions and draw conclusions in relation to GNS I.</li> </ul> Copyright / Dissertation (MCur)--University of Pretoria, 2011. / Nursing Science / unrestricted

The purpose of this study was to examine efficacious instructional strategies that the New England Community College (NECC) nursing program could implement in the curricula to improve National Council Licensure Examination Registered Nurse (NCLEX-RN) first-time pass rates. Effective strategies from students and nursing program faculty had used were investigated. Such strategies support student nurses in their efforts to succeed on the first administration of the exit examination. The rationale for this study and resulting project was that they could improve NCLEX-RN first-time pass rates and positively impact the local hiring of qualified nurses. Guided by Knowles's adult learning theory, key results of the study and resulting project were developed from effective instructional strategies discovered from former NECC students. The central research question focused on identifying which teaching-learning strategies in the NECC nursing curricula improved students' critical thinking skills and problem solving skills. A qualitative case study design was employed with a purposeful sample of 15 former NECC nursing program graduates. Participant focus groups and annual program/accreditation documents were used to collect data to address how student nurses learn best in order to be successful on the exit examination. The project was the creation of a 3-day seminar in the first semester curriculum that focuses on effective licensure preparation instructional strategies to establish and maintain high NCLEX-RN pass rates. Implications for positive social change include, but are not limited to, improving students' problem solving skills and application of critical thinking strategies in order to positively impact the lives of the patients whom they will serve.

The aim of this study is to examine upper secondary teachers' selection processes, strategies and reasons for why literature is used to address ethical and existential issues in the EFL classroom. Additionally, it is also of interest to examine what advantages, challenges and learning outcomes are evident when addressing this specific issue. A qualitative approach was used for this study and the data was gathered through interviews with eight upper secondary English teachers. The results in the study showed the reasons for selecting literary works to address ethical or existential issues was adding new perspectives and the assets which literature offer. The results also accounted for various advantages and challenges, where pupils' development and the possibility of a free space were mentioned as advantages and language proficiency as a challenge. The learning outcomes were development of both critical thinking as well as the empathic ability.

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In the current study, we explore and present different advantages creative writing can have on ESL and EFL-students’ writing and their attitude towards writing. We have also discovered some problems ESL or EFL-learners can come across in terms of writing in another language. In the syllabus for English in upper secondary school, it is stipulated that the students should be able to use their English in different situations. However, this is not always as easy as it might seem. Many ESL and EFL students claim that they feel anxious when it comes to writing in English, especially in an academic way, and do not feel confident enough with their own language production. This self-doubt is not unique for a specific country or region, it occurs all over the globe, and our Swedish students are certainly not an exception. Research shows that by practicing writing in a more creative and free way, the students can develop their language in a more relaxed setting, and at the same time increase their confidence and self-esteem regarding their language production.

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