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dc.rights.licenseCC-BY-NC-ND
dc.contributor.advisorJoolingen, Wouter van
dc.contributor.authorKroon, Marga van der
dc.date.accessioned2022-02-01T00:00:52Z
dc.date.available2022-02-01T00:00:52Z
dc.date.issued2022
dc.identifier.urihttps://studenttheses.uu.nl/handle/20.500.12932/453
dc.description.abstractThis study investigates how simulation in the classroom can be used to stimulate and improve critical thinking, also known as higher-order thinking. It uses simulation and is based on a mixed strategy of problem-based learning and problem-posing education. To ensure that the simulation could be used as efficiently and effectively as possible, additional use was made of self-developed instructions and questions via video and worksheets. The research was conducted at a pre-university school among students, both singles and duos from the first year. Because both the approach of singles and duos was examined, the difference between them could also be studied. The results are categorized using Blooms' taxonomy. This study demonstrates that with the chosen approach the students are challenged to the use of higher-order thinking. In addition, the students without exception found this a stimulating way of working and learning.
dc.description.sponsorshipUtrecht University
dc.language.isoEN
dc.subjectThis study investigates how simulation in the classroom can be used to stimulate and improve critical thinking, also known as higher-order thinking. It uses simulation and is based on a mixed strategy of problem-based learning and problem-posing education. The research was conducted at a pre-university school. The results are categorized using Blooms' taxonomy. This study demonstrates that with the chosen approach the students are challenged to the use of higher-order thinking.
dc.titleUsing simulations to stimulate higher-order thinking in the solving complex problems
dc.type.contentMaster Thesis
dc.rights.accessrightsOpen Access
dc.subject.keywordsCritical thinking; Problem Based Learning; problem-posing education; simulation.
dc.subject.courseuuScience Education and Communication
dc.thesis.id2071


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