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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 15 of 15 1 Non-routine Mathematical Problem-Solving: Creativity, Engagement, and Intuition of STEM Tertiary Students Evans, T; Klymchuk, S; Murphy, P; Novak, J; Stephens, J; Thomas, M. - 2021 Abstract: This study set out to evaluate an intervention that introduced a period of non-routine problem-solving into tertiary STEM lectures at four tertiary institutions in New Zealand for 683 students. The aim was twofold: to attempt to increase student engagement and to introduce them to the kind of domain-free abstract reasoning that involves critical, creative, and innovative thinking. This study was conducted using a mixed-methods approach, utilizing different types of instruments to gather data: comprehensive student pre- and post-test questionnaires, a content validation survey for the questionnaires, focus group interviews (student participants), open-ended questionnaire (lecturer participants), and naturalistic class observations. The main findings are as follows. Students' behavioural engagement was significantly greater during the intervention. Perceptions of the utility value of the activity improved at the end of the semester for all students. There were no significant changes in students' convergent thinking (problem-solving), intuition, or creativity (originality, fluency, and elaboration traits of the divergent thinking) during the course, probably due to the relatively short timescale of the intervention. However, overall, the results of the investigation suggest that with a relatively small effort, teachers can improve STEM student engagement by devoting a few minutes per lecture on non-routine problem-solving. This is something that can be easily implemented, even by those who primarily teach in a traditional lecturing style. Keyword: Engagement; Mixed-methods; Puzzle-based learning; STEM education; Tertiary education URL: http://hdl.handle.net/10292/14733 https://doi.org/10.3934/steme.2021017 BASE Hide details 2 Evaluating the Impact of Puzzle-based Learning on Creativity, Engagement and Intuition of STEM Tertiary Students Klymchuk, S; Evans, T; Murphy, P. - : Australasian Association for Engineering Education (AAEE), 2020 BASE Show details 3 Enhancing Generic Thinking Skills of Tertiary STEM Students through Puzzle-based Learning Klymchuk, S; Thomas, M; Gulyaev, S. - : Ako Aotearoa, 2017 BASE Show details 4 Anton Marty’s philosophy of language and his dialogue with linguists Raynaud, Savina (orcid:0000-0002-8054-1733). - : Benjamins, 2016. : country:NLD, 2016. : place:Amsterdam/Philadelphia, 2016 BASE Show details 5 Supporting teachers developing mathematical tasks with digital technology Ratnayake, I; Oates, G; Thomas, M. - : Mathematics Education Research Group of Australasia, 2016 BASE Show details 6 L'étang piscicole : milieu aquatique, système de production et peut-être outil de remédiation BANAS, Damien; Lazartigues, A.; Thomas, M... In: Mieux comprendre les étangs : expériences nationales et internationales : du Berry Limousin à l'Europe orientale : ouvrage bilingue, français-russe ; https://hal.univ-lorraine.fr/hal-01955903 ; Laurent Touchart; Pascal Bartout; Olga Motchalova. Mieux comprendre les étangs : expériences nationales et internationales : du Berry Limousin à l'Europe orientale : ouvrage bilingue, français-russe, Éditions les Monédières, pp.287-306, 2015, 978-2-36340-117-5 (2015) BASE Show details 7 Hyperfiltration in Indigenous Australians with and without diabetes Ekinci, EI; Hughes, JT; Chatfield, MD. - : OXFORD UNIV PRESS, 2015 BASE Show details 8 Evidence and circularity in multimodal discourse analysis Thomas, M. - : SAGE Publications, 2014 BASE Show details 9 Comprehension of metaphor and metonymy in children with Williams syndrome. Annaz, D; Van Herwegen, J; Thomas, M... In: Int J Lang Commun Disord , 44 (6) pp. 962-978. (2009) (2009) BASE Show details 10 How Difficult is it to Develop a Perfect Spell-checker? A Cross-linguistic Analysis through Complex Network Approach Choudhury, M; Basu, A; Ganguly, N. - 2007 BASE Show details 11 Love is. an abstract word: the influence of lexical semantics on verbal short-term memory in Williams syndrome Laing, E; Grant, J; Thomas, M... In: Cortex , 41 (2) 169 - 179. (2005) (2005) BASE Show details 12 Strozer: Language acquisition after puberty Thomas, M In: Language. - Washington, DC : Linguistic Society of America 72 (1996) 1, 170-173 OLC Linguistik Show details 13 "Full access" and the history of linguistics Thomas, M In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 19 (1996) 4, 743 OLC Linguistik Show details 14 Knowledge of reflexives in a second language Thomas, M; Christie, Katrien In: Studies in second language acquisition. - New York, NY [u.a.] : Cambridge Univ. Press 17 (1995) 1, 93 OLC Linguistik Show details 15 Saleemi: Universal grammar and language learnability Thomas, M In: Language. - Washington, DC : Linguistic Society of America 70 (1994) 2, 406 OLC Linguistik Show details

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