how to use a yacht master 2

How to Set and Use the Rolex Yacht-Master II

Regatta races are an exciting way to test your sailing ability. The Rolex Yacht-Master II has a countdown timer so you can time your regatta race.

Not only does it look fantastic, but its highly specialized functions are powered by one of the most impressive movements Rolex has released to date. Using these functions though can be a frustrating and complicated path.

While there are number of steps to the process, Rolex designed it to be quick and simple once you get to know it.

With this guide, you’ll learn how to set the Rolex Yacht-Master II for a regatta, as well as how to use it during the race.

What is a regatta watch?

First of all, what is a regatta watch? The Rolex Yacht-Master II’s countdown timer is used to time events that involve boats or other competitive pursuits, such as sailing races, chariot races, and even football matches.

The goal of these events is to get from point A to point B in the fastest amount of time possible. To do this, teams will use the count-down timer on their watches to measure their progress and determine whether they should increase their speed or slow down if they are falling behind.

You’re probably wondering why you would need a watch with such an advanced feature if you aren’t partaking in regatta activities yourself. Well, there are plenty of instances where having the ability to time something accurately can be useful. Even everyday tasks like boiling your eggs perfectly or recording the length of timeouts count! The possibilities are endless.

How to Set your Countdown Timer on a Rolex Yacht-Master II

The countdown timer on the Rolex Yacht-Master II is an elegant and useful feature. You’ll need to set it up though before the beginning of the regatta to start the countdown at the appropriate time.

To set the countdown timer:

1. The timer needs to have stopped. If it is still going, push the upper pusher on the right hand side of the dial/case to stop the timer.

2. Once the timer is stopped, you need to turn the bezel to the left, or counterclockwise, a quarter turn. It will stop at a quarter as that’s as far as it can go, and it will click into place for you.

3. Push the bottom pusher on the right hand side of your case. When you push this button, it will stay pushed down. This bounces the second hand to zero or the 12 o’clock mark. The minute hand will also return itself back to wherever you previously had it set. Having the lower pusher depressed blocks you from pressing the upper pusher.

4. Unlock the crown by turning it counterclockwise. The crown is the center knob at the 3 o’clock position on the right hand side of your case. Turn the crown clockwise setting it to the minute that you need.

5. Once you’ve set the duration of your preferred countdown, you’re going to return to the bezel. Turn the bezel this time in a clockwise direction until the click, or a quarter turn. This action unlocks the upper pusher and lets go of the lower one.

6. Push your crown back in and rotate it clockwise until it locks. This ensures that your watch keeps its water resistance.

How to Use the Countdown Timer on your Rolex Yacht-Master II

The countdown timer on the Yacht-Master II is used to display how much time has passed in a race (or other endeavors). Many people use this feature when they’re tracking their own races, but it’s also useful for non-sporting activities.

Here’s how to use it:

1. Your top or upper pusher starts and stops your countdown. This is similar to other traditional Rolex complications like what you’d find on the Daytona . The lower pusher resets the timer.

2. The difference with the Yacht-Master from other chronograph watches is that you can jump forward or backward to the closest minute with a one touch to the lower button. There’s no need to reset the counter, wasting valuable time in a race.

3. To use the fly-back or fly-forward functions mentioned above, while the timer is running, give one quick press to the lower pusher. The timer resets itself to the closest minute while still running. This allows you to instantly start measuring the next duration, with no time lost.

Timing a Regatta Race using the Rolex Yacht-Master II

Ok, so your timer is set, and you know how to run it, but what are you supposed to do with it during a regatta race?

Regatta Racing (photo: Rolex)

1. If you’re unfamiliar with why you need a timer in a regatta, this isn’t unusual. A gun and a wave of a flag signal the countdown to the start of the race. When you see or hear this, then press the top pusher that starts the timer. If you did your job, your timer was set at the needed number of minutes ahead of time. At this point, the second hand is tracking the elapsed time since you started. The minutes hand will move every 60 seconds tracking the time until it hits the finish or zero. End of a countdown.

The Rolex Yacht-Master II in Steel and Everose Gold (photo: Rolex)

2. There may be a point where you’ll have to pause and resync your timer. You’ll want it to maintain sync with the official clock. Being on-time is important in a regatta. This is easy to accomplish. When you hear the second or third prep signals, the official ones, press the lower pusher. This resets the second hand back to the beginning, or zero, synchronizing the minute hand back to the closest minute, thus syncing with the official clock.

3. At this point, the race has begun. Your personal countdown has finished and you’re off. Now you can restart your timer by pressing the top pusher to stop it and then the bottom pusher to reset it to the last programmed setting.

How to Use Your Rolex Yacht-Master II: Final Thoughts

Now you know how to use your Rolex Yacht-Master II in a regatta race. It’s a great watch that will make timing your races much easier and more accurate. Better yet, use your timer for anything you need a countdown for.

On the market for a Rolex Yacht-Master? Check out our wide selection of Rolex Yacht-Master watches at SwissWatchExpo.com.

How to Read a Yacht-Master II

How to read a rolex yacht-master ii, regatta chronograph.

When looking at the face of a Yacht-Master II the first thing everyone notices is the regatta chronograph and the red-contoured countdown arrow in the center. A regatta is a boat race that often begins with a 10 Minute countdown.

The wearer can either set this movement or reset depending on the race’s official starting procedure. Putting this countdown on the face of the watch is one of the major changes from the original Yacht-Master and the Yacht-Master II. On the original Yacht-Master, the countdown is on the top right of the bezel between 12 o’clock and 3 o’clock.

The numbers on the bezel mirror those numbers on the regatta chronograph. The bezel also works in conjunction with the regatta chronograph, allowing the wearer to set and synchronize the sequence of race start times.

Minute Countdown

The final number wheel on the Yacht-Master is a minute countdown. This smaller wheel will track the seconds in a minute, which is a very common need when sailing.

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The Yacht-Master II is one our most popular Rolex models. If you are in the market to sell your Yacht-Master I or II, schedule an appointment , and allow us to make you an offer. If you are considering purchasing one of your own, schedule an appointment with us and come by to view our inventory.

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Rolex Bezels: How to Use the Yacht-Master Bezel

When Rolex developed the Yacht-Master in 1992, the company sought to create a top-shelf version of the Submariner diver’s watch. Rumor has it that Rolex wasn’t quite brave enough to make any drastic changes to the design of the iconic Submariner itself, resulting in the Rolex Yacht-Master being added to the catalog as a separate model.

Both watches may look similar with the use of a dial topped with lume, a robust Oyster case, and a timing bezel, but they serve two very different functions. With a build similar to the Submariner, you can expect some of the Yacht-Master’s key functions to operate in the same way. However, while the Submariner is meant for use far below the surface of the ocean, the Yacht-Master is better suited for the decks of a yacht. Since its release over 20 years ago, the Rolex Yacht-Master has become a highly sought-after timepiece, thanks to a blend of bold aesthetics, quality craftsmanship, premium materials, and plenty of variety.

Getting back to the Yacht-Master’s status as a sports watch as well as a boating watch, the bezel’s primary function is to measure amounts of time while at sea, as well as sync with race start times during a regatta. Read on to find out how to use the Rolex Yacht-Master bezel – whether you’re sailing or not.

About the Rolex Yacht-Master

Rolex Yacht-Master 42 Cerachrom Bezel White Gold

Current Rolex Yacht-Master Collection Key Features:

Reference Numbers: 226659, 226658, 126655, 126622, 126621, 268621, 268622, 268655
Year of Introduction: 1992
Case Sizes: 37mm, 40mm 42mm
Materials: White Gold, Yellow Gold, Everose Gold, Everose Rolesor (Steel/Everose Gold), Rolesium (Steel/Platinum)
Functions: Time w/ Running Seconds, Date Display, 60-Minute Timing Bezel
Dial: Multiple Options Available
Bezel: Bidirectional rotating; Cerachrom, Platinum, Everose Gold w/ 60-Minute Scale
Crystal: Sapphire (Flat w/ Cyclops Lens)
Movement: Rolex Caliber 2236 or Caliber 3235 (Self-Winding)
Water Resistance: 100 Meters / 330 Feet
Strap/Bracelet: Oyster Bracelet, Oysterflex Bracelet

Click here for our Ultimate Buying Guide in the Rolex Yacht-Master.

Rolex Yacht-Master 40 Platinum Bezel Rolesium

Rolex Yacht-Master as a Tool Watch

As its name would suggest, the Rolex Yacht-Master was developed as a tool-watch for sailing, offering water-resistance up to 100 meters (330 feet) via a Triplock screw-down crown, a highly legible dial, and a bidirectional rotating timing bezel. It’s worth noting that the Yacht-Master was initially only offered in an all-gold finish, with more affordable two-tone options hitting the market in the subsequent years.

Today, the Yacht-Master is the most varied Rolex sports watch collection, available in several sizes, materials, and colorways. Tapered lugs complement the luxurious style of the bezel, which features a matte finish with glossy raised numerals. This gives the Rolex Yacht-Master a refined appearance that stands apart from the more tool-oriented Submariner.

Depending on the reference, the Rolex Yacht-Master bezel is either crafted from sandblasted precious metals or matte black Cerachrom ceramic. The 60-minute timing bezels of the Yacht-Master are distinguished by raised markings, which include numerals and batons. Unlike the unidirectional bezel of the Submariner, the timing bezel on the Yacht-Master is capable of rotating both ways.

Rolex Yacht-Master 37 Gold Bezel Blue Dial

How to Use the Yacht-Master Bezel to Sync with Regatta Start Times

A regatta is a sporting event involving a series of yacht races, and the races have timed starting sequences. Boats have to sail back and forth behind the starting line during the countdown sequence without crossing the line too early (an early start leads to a penalty). Therefore, the Yacht-Master bezel can be used to sync with the official countdown to the race start time. Consequently, it’s especially beneficial that the Rolex Yacht-Master bezel has graduations for the first 10 minutes.

To operate the bezel on the Rolex Yacht-Master, all the user needs to do is simply align the zero position on the bezel (the inverted triangle) with the minute hand, then use the 10-minute hashes to count down to the race start time. For instance, if the countdown is three minutes, then the user has to start when the minute hand reaches the third graduation on the bezel.

Rolex Yacht-Master 40 Platinum Bezel Blue Dial Rolesium

How to Use the Yacht-Master Bezel to Measure Elapsed Time

Measuring elapsed time with the Yacht-Master bezel is pretty straightforward up to 60 minutes. This would come in handy to calculate the sailing time between two buoys. To start, rotate the bezel in either direction to sync the zero market with the minute hand. Once finished, the minute hand will point to the amount of time that has passed against the 60-minute scale on the bezel.

For example, if it is 10:21 at the start of an event, rotate the bezel until the zero position lines up with the minute hand at the 21st minute. Once the event is over, look at where the minute hand points to on the bezel and it will tell you how many minutes have passed. For instance, if the minute hand points to 35 on the bezel, 35 minutes have elapsed since the timer started.

Although these options are useful while sailing, many of us won’t have this need in our everyday lives, as sailing is a niche sport. Thankfully, the Rolex Yacht-Master’s timing capabilities can be used for any event, be it another type of race, or even to time something as quotidian as keeping track of the time left on a parking meter or boiling an egg on the stove!

Rolex Yacht-Master 37 Everose Gold Cerachrom Bezel

About Paul Altieri

Paul Altieri is a vintage and pre-owned Rolex specialist, entrepreneur, and the founder and CEO of BobsWatches.com. - the largest and most trusted name in luxury watches. He is widely considered a pioneer in the industry for bringing transparency and innovation to a once-considered stagnant industry. His experience spans over 35 years and he has been published in numerous publications including Forbes, The NY Times, WatchPro, and Fortune Magazine. Paul is committed to staying up-to-date with the latest research and developments in the watch industry and e-commerce, and regularly engages with other professionals in the industry. He is a member of the IWJG, the AWCI and a graduate of the GIA. Alongside running the premier retailer of pre-owned Rolex watches, Paul is a prominent Rolex watch collector himself amassing one of the largest private collections of rare timepieces. In an interview with the WSJ lifestyle/fashion editor Christina Binkley, Paul opened his vault to display his extensive collection of vintage Rolex Submariners and Daytonas. Paul Altieri is a trusted and recognized authority in the watch industry with a proven track record of expertise, professionalism, and commitment to excellence.

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Rolex Yacht-Master VS Yacht-Master II.

A detailed comparison on these two luxurious Rolex sport watches.

The Yachtmaster II and Yachtmaster 40mm are both great sports watches especially with professional sailors and yacht racers. They both are classy and sporty at the same time. But what are the key differences and what makes these two watches special in their own way? Have a look below at a detailed description of the differences.

Rolex Yacht-Master VS Yacht-Master II

Let's take a look at one of the latest and most spoken about Rolex Yachtmaster watches, the 116655. This watch is a special watch for many reasons. Namely, this is a historical landmark for Rolex since it is the first Rolex watch to ever use a rubber strap. Most people wouldn't bat an eye at the idea of a Rolex with a rubber strap so why the fuss? This is not any typical rubber strap. Rolex has been raving about this new rubber Oysterflex bracelet which is not only very comfortable to wear, it is also hypoallergenic.

The research and development team at Rolex has engineered a bracelet that is as easy to wear as a rubber bracelet but also holds its shape like a metal bracelet. They do this by using nickel-and-titanium inserts inside the band. They also instituted a patented shape on the inside of the bracelet which has a cushioning system built-in to it which allows the bracelet to take the natural shape of a wrist making the Oysterflex possible the most comfortable rubber watch band. An Oysterlock safety clasp keeps the watch from opening and looks stunning in 18ct Everose gold. Everose gold is a patented 18kt pink gold alloy that is unique to Rolex watches and has been used with all their pink gold oyster cases since 2005.

You'll also find a black matte Cerachrom dial which is a hardened ceramic material that is a tough and highly scratch resistant material that has anticorrosive properties and is impervious to discoloration from exposure to Ultra Violet rays. Perfect for spending your days relaxing on the deck of a luxury yacht.

The dial on the Rolex Yacht-Master 116655 with its cyclops date magnifier could be passed as that of a Submariner if it weren't for all the Everose gold used. You can find this material used on the rims of the index hour markers, the Rolex logo, and luminous filled hands. You won't find rose gold on the dial of any watch in the Submariner series (yet?). The combination of black and Everose gold is a real eye-grabber giving this the look of a really luxurious watch.

What's running inside this stunning watch? The Yacht-Master 40mm runs off an automatic Rolex perpetual movement, the Rolex caliber 3135. This 31 jewel movement beats at 28,800 vph and has a power reserve of about 50 hours.

Rolex Yachtmaster II

At a glance, this watch is an impressive piece of eye-candy with a polished case and two-tone rose gold and stainless steel bracelet. The design used vibrant colors from the blue Cerachrom bezel to the rose gold pushers and patented Triplock crown. The white dial is equally full of harmonic colors with blue steel hour, minute and subdial seconds hands and rose gold and red chronograph hands. A rose gold rimmed sub-dial and applied rose gold rimmed index hour markers tie it all together.

A unique feature of the Yachtmaster II is the regatta chronograph and features the world's first mechanical programmable countdown with a memory. You can accurately sync the watch with the starting sequence of a yacht race.

Unlike most bezels which don't operate as a component of the movement, the easy-to-use and bi-directional Ring Command bezel on the Yachtmaster II operates in conjunction with the regatta chronograph as an integral component of the movement. This bezel is the method in which you can synchronize the countdown timer to the start times of a race. Each time you press the button you can adjust the timer by one-minute increments for up to a 10-minute countdown timer. When you adjust the rotating bezel back to its default middle position, it resets the chronograph back to its main function.

This COSC certified Swiss chronometer is the self-winding caliber 4161 automatic movement beats at 28,800 vph and is completely manufactured by Rolex. This movement features the Rolex antimagnetic blue Parachrom hairspring. After receiving a COSC certified chronometer certification, the movement the goes through a thorough in-house chronometric testing once installed into a watch case. Once the watch achieves a precision of -2/+2 seconds per day in the case, it gets a Rolex Superlative Chronometer designation. Even with all these mechanical features, the 31 jewel caliber 4161 movement holds its power for 72 hours.

Rolex Yacht-Master VS Yacht-Master II - Side By Side Comparison

Have a question about a watch call us at 1-800-470-2343 or 1-845-357-8300.


	Rolex	Rolex
	Yacht-Master II 44mm	Yacht-Master 40mm
	116681 White	116655
	Mens	Mens
	Stainless Steel & Rose Gold	18kt Everose Gold
	White	Black
	Stainless Steel & Rose Gold	Rubber
	Folding Clasp With Safety Latch	18 kt Everose® gold Oysterlock safety clasp
	Automatic	Automatic
	Bi-Directional Rotating	Bi-Directional Rotating
	Scratch Resistant Sapphire	Scratch Resistant Sapphire
	Solid	Solid
	100m/330ft	100m/330ft
	44mm	40mm
	Regatta Chronograph
	Prestige Time 5 Year Warranty	Prestige Time 5 Year Warranty
	Browse	Browse

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Rolex Predictions 2024: Yacht-Master II Redesign or Discontinuation?

The Rolex Yacht-Master II is one of the most bewildering watches in The Crown’s catalog. From its niche functionality to its massive self-titled bezel inscription, the 44mm beast stands alone in both its mechanics and aesthetics. Its eccentricity is, at least in part, a product of its age; much like the Milgauss in 2023 , the Yacht-Master II is long overdue for an update or discontinuation. Since its 2007 release, the watch hasn’t seen any significant changes. Today I’d like to revisit the Yacht-Master II, discussing its quirks, potential for improvement, and likelihood for discontinuation.

What is the Yacht-Master II and Why Does it Exist?

Image Source: hodinkee.com

The Yacht-Master II features a “regatta chronograph” complication: a countdown timer set in one-minute increments up to ten. The timer’s intended use is to count down the minutes before the starting gun of a yacht race (also known as a regatta). However, the regatta chronograph can also count down the minutes before your next set at the gym, taking dinner out of the oven, or announcing to the room that you are, in fact, wearing a Yacht-Master II. The complication is set using a Ring Command Bezel: Rolex’s mechanically-integrated rotating bezel also seen on the Sky-Dweller . Without question, the Yacht-Master II is one of Rolex’s most complex watches, even today. Aside from its unique movement and functionality, the watch sets itself apart via its aesthetics.

Image Source: petitegeneve.com

There are no two ways around it – the Yacht-Master II is huge. At 44mm across, 14mm thick, and 50mm from lug tip to lug tip, this is the largest Rolex watch outside of the Deepsea collection. Within those dimensions, the Yacht-Master II exhibits a quirky layout like none other. The regatta chronograph’s readout is entirely redundant: numbers 1-10 are included on both the dial and bezel, taking up much of the watch’s visual real estate. Taking up even more of this real estate is the bezel’s large “YACHT-MASTER II” text: something I’m confident Rolex would never put on a watch today. With the exception of the platinum-bezeled white gold configuration (worn by Aaron B. of Bachelor Nation fame) , the Yacht-Master II is equipped with a bright blue ceramic bezel insert: a color that plays nicely with red accents atop a bright white dial.

How Can Rolex Improve The Yacht-Master II?

Image Source: md-watches.com

The Yacht-Master II was released during an interesting time in horology. The late 2000s and early 2010s mark the era of the oversized watch thanks to brands like Panerai and Hublot. The Yacht-Master II is certainly emblematic of this time. It’s safe to say that, in the eyes of modern consumers (beyond just enthusiasts, in my opinion), the Yacht-Master II could most easily be improved by a size reduction. The watch’s current caliber 4161 is no larger in diameter than its base caliber 4130 (the outgoing Daytona movement): just 30mm. In other words, the Yacht-Master II’s large size is not a result of its complex mechanics, it’s a design choice. If we see an updated Yacht-Master II, I’m confident that we’ll see it in a smaller case (even if just slightly), with a movement based on the new caliber 4131.

Another potential improvement for the Yacht-Master II would be an Oysterflex bracelet. Given the Oysterflex’s popularity and adoption in similar product lines (Yacht-Master, Sky-Dweller) , I suspect that Rolex would implement it in a potential future Yacht-Master II.

Will Rolex Discontinue Or Update The Yacht-Master II?

In last year’s round of predictions, I wrote “As far as the Yacht-Master II goes, discontinuation feels just as likely as an update” . The year before that, Everest predicted that the Yacht-Master II would be discontinued. I highlight past years not to double down or solidify any one position; nobody knows what Rolex will or won’t do and I’ll be the first to admit that. I highlight these past predictions to show that, for years now, the longevity of the Yacht-Master II line has been in question. While the watch holds plenty of potential for a redesign (I mean, just imagine a 40-42mm Yacht-Master II on Oysterflex), it could very well be discontinued like last year’s Milgauss. As with all “predictions”, only time will tell what Rolex actually chooses to do.

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Thursday, April 25, 2024

Rolex Discontinues The Yacht-Master II

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10 Rolex Yacht-Master Alternatives (Homage & Affordable Watch Options)

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The Rolex Yacht-Master is the ultimate nautical watch . Purpose-built for sailing, the Rolex Yacht-Master is an indispensable marine tool and a benchmark in watchmaking. With Rolex pedigree, a rich history, and a glorious reputation, the watch remains immensely sought after. However, like with any Rolex model, the pricing keeps many away. For instance, a brand new Yacht-Master within the most economical configuration can set you back by over nine thousand USD. Don’t let this worry you though. That is to say, there are many homages and affordable alternatives you can consider instead of the expensive Rolex Yacht-Master. In this article, we will recommend a list of alternative watches from various brands. Above all, the list will feature models across different price ranges making sure there is something for everybody. Before we look at our alternatives, let us learn more about the Yacht-Master itself.

Table of Contents

Rolex Yacht-Master

Best Affordable Rolex Yacht-Master Alternatives

NOTE: This article features alternatives to the Rolex Yacht-Master and not the Yacht-Master II.

Invicta Pro Diver 9210

See on Invicta | Read Amazon Reviews

Swiss brand Invicta bears a rich history. Founded in 1837 by Raphael Picard in La Chaux-de-Fonds, Switzerland, the brand focused on affordable luxury. Since the brand’s re-establishment in 1991, it remains based in Hollywood, Florida. For this list, we’re looking at Invicta’s Pro Diver 9210 model. This model is almost identical to the Rolex Yacht-Master. For instance, the overall design of the case and its constituents are just like that of the Rolex. Furthermore, the 40mm stainless steel case hosts a Japanese Caliber NH35A automatic movement and is visible through the clear rear. In addition, the watch is water-resistant up to 200M and is available in different finishes/colors. More importantly, all Invicta models come with a three-year warranty. You may read about the brand Invicta here.

Davosa Ternos Collection

See on Davosa | See on Amazon

The Davosa name originated from a collection under the Fabrique d’horlogerie Hasler & Co SA brand in Switzerland. Launched in 1987, the collection gained immense popularity globally and grew to the brand we know of today. The family-owned brand offers its Ternos Collection to consider for the Rolex Yacht-Master alternatives. The Ternos Ceramic, Medium, and Professional offer great alternatives for you to choose from. The three collections offer Yacht-Master like models measuring in different diameters, colors, and price points. We will specifically look at the Ternos Ceramic Automatic to highlight some features. The 40mm all stainless steel watch runs on the DAV 3021 automatic movement. A ceramic, unidirectional rotating bezel sits around the anti-glare, sapphire crystal. The dial markers and hands are luminous and the watch itself is water-resistant up to 20ATM. Read our review on Davosa here.

Steinhart Ocean One

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German brand Steinhart is another brand to consider for homage models. Founded in 2001 by Gunther Steinhart in Augsburg, the watch brand markets itself as ‘Swiss Made’. The brand’s Ocean One model under the diver’s series offers a good alternative to the Rolex Yacht-Master. Available at a fraction of the Rolex price, the Ocean One features Swiss made ETA 2824-2 movement. The 42mm case hosts Rolex like hour markers, hands, a date display at 3 under a cyclops lens. A graduated ceramic bezel sits on the case. In addition, the markers and hands remain Superluminova treated and the watch is water-resistant up to 30ATM. The brand offers this model in a host of color and strap options to choose from. Also, you can opt for models without a date display. Let us now look at a few premia, technically proficient, and luxury alternatives to the Rolex Yacht-Master.

Parnis Yachtmaster

See on Parnis

If you like the Rolex Yacht-Master exclusively for its styling, consider this homage brands. These ‘Rolex lookalikes’ by Parnis are available at incredibly affordable prices. Launched in 2005, the Chinese brand Parnis majorly markets in the United States and Europe. The brand remains sought after as they offer homage models to many Swiss luxury watches. For instance, the Parnis Yachtmaster draws its design entirely from the Rolex. From the bezel ring, the dial design, cyclops lens, hands, and markers, every detail reflects here. Made of 316L steel, the model measures at 41mm. In addition, the hands and hour markers are luminous and the watch itself is water-resistant up to 5ATM.

Alpha Yachtsman

See on Alpha

Another homage brand well regarded for its decent build quality and close design detail is the watch brand Alpha. Established in 1993 and based in Hong Kong, the brand claims all its models undergo tests with ‘sophisticated Swiss instruments’. The watchmaker’s Alpha Yachtsman is a great homage alternative and is available at a fraction of the Rolex price. The model bears striking resemblance to the Rolex Yacht-Master. This Chinese model hosts a self-winding automatic movement within the 44mm stainless steel case. In addition, it features a date display under a cyclops lens and a bezel just like that of the Rolex. The watch is water-resistant up to 3ATM and comes with a one year warranty. More importantly, Alpha watches are a great value for their economical pricing.

Oris Divers Sixty Five

See on Oris | See on Jomashop

Founded in 1904 in Hölstein, Switzerland by Paul Cattin and Georges Christian, Oris offers a premium and well-built alternative. We recommend the Oris Divers Sixty Five for this list for its Rolex like design and features. The watch’s retro design reflects the iconic Oris diver’s collection from the 60s. The 40mm anti-corrosive stainless steel watch runs on an automatic movement under the blue dial. The indices and hands on the dial are luminous. However, unlike the Rolex, the date display is at 6 o’clock instead of 3 o’clock. The bezel bears a close resemblance in design to that of the Yacht-Master. In addition, the Oris Divers Sixty Five is water-resistant up to 10bar. Furthermore, Oris offers a host of configuration options to add to the Rolex feel, making this a good alternative. Read about the brand Oris here.

Longines Hydroconquest

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Swiss luxury brand Longines traces its history to 1832 in Saint-Imier. The watchmaker remains renowned for their exquisite designs across their collections. The Hydroconquest collection offers great models for divers and watch enthusiasts. In addition, the collection offers an alternative to our list. Specifically, the Hydroconquest L3. 781. 4. 76. 6. This stainless steel and ceramic model looks slightly similar to the Yacht-Master while ensuring it stands out as a Longines. The 41mm case hosts Caliber L888 Automatic movement under the ‘Sunray Grey’ dial. Underneath the anti-reflective and scratch-resistant sapphire crystal, the dial features Arabic numerals at 6, 9, and 12. In addition, the hands and hour markers remain Swiss Super-LumiNova treated and the date window sits at 3 o’clock. On top, a unidirectional rotating bezel just like that of the Rolex is present for time calculations. Above all, this model is water-resistant up to 30 bar. Click here to know more about Longines .

Tag Heuer Autavia Collection

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If retro or vintage styling is your preference, consider the Tag Heuer Autavia Collection. This luxury Swiss brand took off in 1860 when Edouard Heuer founded the company. Subsequently, in 1985 after a majority purchase by the TAG Group, the name Tag Heuer formed. After that, LVMH, a French luxury goods brand bough the brand. Over the years the Tag Heuer name has gained great acclaim and reputation. The Heuer Autavia hence makes a good candidate as a luxury alternative. In addition, it boasts of great features. For instance, the 42mm steel and the ceramic watch runs on Calibre 5 COSC automatic movement. The dial hosts retro-themed Arabic numerals and a date window at 6 o’clock. On the case sits a sleek rotating bezel. Furthermore, the watch is water-resistant up to 100m and the collection offers 6 models to choose from. We’re now approaching the Rolex price tag territory.

Breitling Superocean Automatic 44

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If you’re strictly looking at a luxury brand alternative offering a similar watch, it’s worth considering Breitling. Founded by Léon Breitling in Saint-Imier, Switzerland, the company currently sits in Grenchen. The 132-year-old Swiss luxury brand remains globally sought after for its aviation-inspired professional and luxury watches. However, the brand designs equally stunning and capable marine/nautical watches. Case in point, the Breitling Superocean Automatic 44 . Powered by Breitling 17 self-winding mechanical movement, this model measures at 44mm. Breitling also offers the same design in 36, 42, 46, and 48mm. The watch features a unidirectional and ratcheted bezel around the glare-proofed and cambered sapphire crystal. Underneath, the dial hosts a date display at 3 o’clock along with luminous and hour markers. In addition, the watch is also available in diver friendly rubber straps. Above all, the watch is water-resistant up to 1000m , making it an ideal marine tool. See our full comparison of Breitling vs Rolex here.

Omega Seamaster 300

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Almost as expensive as the Rolex and an equal in every way. Swiss brand Omega remains in the upper echelons of luxury Swiss watch brands. Founded in 1848 by Louis Brandt in La Chaux-de-Fonds, the brand is now a subsidiary of the Swiss Swatch Group. Headquartered in Biel, Omega boasts of a diverse and sophisticated collection. The Seamaster 300 also takes on a retro design approach. Inspired by the original Seamaster 300 from 1957, the updated version is incredibly desirable. The polished and brushed 41mm stainless steel case hosts the anti-magnetic Omega Master Co-Axial calibre 8400. The workings are visible through the clear rear. Under the domed, anti‑reflective, and scratch‑resistant sapphire crystal we see rhodium-plated hands filled with ‘vintage’ Super-LumiNova. A unidirectional rotating polished ceramic bezel ring sits on top with a Liquidmetal diving scale. Above all, this model comes with Omega’s five-year warranty and is water-resistant up to 300m. If you have no limitations financially, treat yourself to the 60th-anniversary special edition version of the Omega Seamaster 300. Part of the 1957 Trilogy set, this specialty watch is a collector’s must-have. Limited to just 557 pieces and measuring at 39mm with a bidirectional bezel, it commands a staggering price.

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problem solving attitude and critical thinking ability of students

International Journal of Research -GRANTHAALAYAH

PROBLEM SOLVING ATTITUDE AND CRITICAL THINKING ABILITY OF STUDENTS

Dr. Jerald C. Moneva Mandaue City Division- Department of Education, Mandaue City, Cebu Philippines
Dr. Rey G. Miralles Senior High School, Mandaue City, Cebu, Philippines
James Z. Rosell Mandaue City Division- Department of Education, Mandaue City, Cebu Philippines

Abstract [English]

Problem solving attitude is one of the most important aspect of the students in handling problems that they encountered. Meanwhile, critical thinking ability is also an important skill of the students in dealing and analyzing the problems and to it appropriately. The study used descriptive correlation design to determine the relationship between problem solving attitude and critical thinking ability of the students. The study has 240 respondents from the different strands (ABM, HUMSS, GAS, TVL and STEM) in certain senior high school: Mandaue City, Cebu, Philippines. The tool used in this study in getting the information and data collection is rating scale questionnaire. All the data are analyzed using weighted mean and chi-square to show the result. The result shows that the problem solving attitude is significantly associated to the critical thinking ability of the students. Students who have high level of problem solving attitude will become successful ones someday, because they don’t get affected in their problems instead, they solved it right away with their critical thinking. Students' critical thinking ability is very useful in solving and analyzing their problems.

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Alcantara, E. &Bacsa, J.M. (2017). Critical thinking and problem solving skills in mathematics of grade-7 public secondary students. Asia Pacific Journal of Multidisciplinary Research, 5(4), 21-27. https://www.google.com/url?sa=t&source=web&rct=j&url=

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Ancel, G. (2016). Problem-Solving Training: Effects on the Problem-Solving Skills and Self-Efficacy of Nursing Students. Eurasian Journal of Educational Research, 64, 231-246, http://dx.doi.org/10.14689/ejer.2016.64.13 DOI: https://doi.org/10.14689/ejer.2016.64.13

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Llyod, M. & Bahr, N. (2010). Thinking critically about critical thinking in higher education. International Journal for the Scholarship of Teaching and Learning, 4(2), 2-16.

https://www.researchgate.net/publication/228513767

Zulmaulida, A., Wahyudin, M., &Dahlan, J.A. (2018). Watson-glaser's critical thinking skills. Journal of Physics, 1-6. Doi: 10.1088/1742-6596/1028/1/012094 DOI: https://doi.org/10.1088/1742-6596/1028/1/012094

Birgili, B. (2015). Creative and critical thinking skills in problem-based learning environments. Journal of Gifted Education and Creativity, 2(2), 71-80. Doi: 10.18200/JGEDC.2015214253 DOI: https://doi.org/10.18200/JGEDC.2015214253

Snyder, L.G., &Synder, M. (2008). Teaching critical thinking and problem solving. The Delta Pi Espilson Journal, 50(2), 90-99.

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Changwong, K., Sukkamart, A., &Sisan, B. (2018). Critical thinking skill development: Analysis of a New Learning Management Model for Thai High School. Journal of International Studies, 11(2), 37-48. Doi: 10.14254/20718330. /11-2/3

Saputra, M.D., Joyoatmojo, S., Wardani, D.K. (2019). Developing critical-thinking skills through the collaboration of Jigsaw model with problem-based learning model. International Journal of Instuction, 12(1), 1077-1094. DOI: https://doi.org/10.29333/iji.2019.12169a

https://doi.org/10.29333/iji.2019.121699

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Rodzalan, S., &Saat, M. (2018). A mixed-method analysis on students' critical thinking and problem solving skill development in malaysian public universities. International PostGraduate Conference on Applied Science & Physics, 1-9. Doi: 10.1088/1742-6596/1/012015

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problem solving attitude and critical thinking ability of students

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Published: 11 January 2023

The effectiveness of collaborative problem solving in promoting students’ critical thinking: A meta-analysis based on empirical literature

Enwei Xu ORCID: orcid.org/0000-0001-6424-8169 1 ,
Wei Wang 1 &
Qingxia Wang 1

Humanities and Social Sciences Communications volume 10 , Article number: 16 ( 2023 ) Cite this article

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Science, technology and society

Collaborative problem-solving has been widely embraced in the classroom instruction of critical thinking, which is regarded as the core of curriculum reform based on key competencies in the field of education as well as a key competence for learners in the 21st century. However, the effectiveness of collaborative problem-solving in promoting students’ critical thinking remains uncertain. This current research presents the major findings of a meta-analysis of 36 pieces of the literature revealed in worldwide educational periodicals during the 21st century to identify the effectiveness of collaborative problem-solving in promoting students’ critical thinking and to determine, based on evidence, whether and to what extent collaborative problem solving can result in a rise or decrease in critical thinking. The findings show that (1) collaborative problem solving is an effective teaching approach to foster students’ critical thinking, with a significant overall effect size (ES = 0.82, z = 12.78, P < 0.01, 95% CI [0.69, 0.95]); (2) in respect to the dimensions of critical thinking, collaborative problem solving can significantly and successfully enhance students’ attitudinal tendencies (ES = 1.17, z = 7.62, P < 0.01, 95% CI[0.87, 1.47]); nevertheless, it falls short in terms of improving students’ cognitive skills, having only an upper-middle impact (ES = 0.70, z = 11.55, P < 0.01, 95% CI[0.58, 0.82]); and (3) the teaching type (chi 2 = 7.20, P < 0.05), intervention duration (chi 2 = 12.18, P < 0.01), subject area (chi 2 = 13.36, P < 0.05), group size (chi 2 = 8.77, P < 0.05), and learning scaffold (chi 2 = 9.03, P < 0.01) all have an impact on critical thinking, and they can be viewed as important moderating factors that affect how critical thinking develops. On the basis of these results, recommendations are made for further study and instruction to better support students’ critical thinking in the context of collaborative problem-solving.

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Introduction.

Although critical thinking has a long history in research, the concept of critical thinking, which is regarded as an essential competence for learners in the 21st century, has recently attracted more attention from researchers and teaching practitioners (National Research Council, 2012 ). Critical thinking should be the core of curriculum reform based on key competencies in the field of education (Peng and Deng, 2017 ) because students with critical thinking can not only understand the meaning of knowledge but also effectively solve practical problems in real life even after knowledge is forgotten (Kek and Huijser, 2011 ). The definition of critical thinking is not universal (Ennis, 1989 ; Castle, 2009 ; Niu et al., 2013 ). In general, the definition of critical thinking is a self-aware and self-regulated thought process (Facione, 1990 ; Niu et al., 2013 ). It refers to the cognitive skills needed to interpret, analyze, synthesize, reason, and evaluate information as well as the attitudinal tendency to apply these abilities (Halpern, 2001 ). The view that critical thinking can be taught and learned through curriculum teaching has been widely supported by many researchers (e.g., Kuncel, 2011 ; Leng and Lu, 2020 ), leading to educators’ efforts to foster it among students. In the field of teaching practice, there are three types of courses for teaching critical thinking (Ennis, 1989 ). The first is an independent curriculum in which critical thinking is taught and cultivated without involving the knowledge of specific disciplines; the second is an integrated curriculum in which critical thinking is integrated into the teaching of other disciplines as a clear teaching goal; and the third is a mixed curriculum in which critical thinking is taught in parallel to the teaching of other disciplines for mixed teaching training. Furthermore, numerous measuring tools have been developed by researchers and educators to measure critical thinking in the context of teaching practice. These include standardized measurement tools, such as WGCTA, CCTST, CCTT, and CCTDI, which have been verified by repeated experiments and are considered effective and reliable by international scholars (Facione and Facione, 1992 ). In short, descriptions of critical thinking, including its two dimensions of attitudinal tendency and cognitive skills, different types of teaching courses, and standardized measurement tools provide a complex normative framework for understanding, teaching, and evaluating critical thinking.

Cultivating critical thinking in curriculum teaching can start with a problem, and one of the most popular critical thinking instructional approaches is problem-based learning (Liu et al., 2020 ). Duch et al. ( 2001 ) noted that problem-based learning in group collaboration is progressive active learning, which can improve students’ critical thinking and problem-solving skills. Collaborative problem-solving is the organic integration of collaborative learning and problem-based learning, which takes learners as the center of the learning process and uses problems with poor structure in real-world situations as the starting point for the learning process (Liang et al., 2017 ). Students learn the knowledge needed to solve problems in a collaborative group, reach a consensus on problems in the field, and form solutions through social cooperation methods, such as dialogue, interpretation, questioning, debate, negotiation, and reflection, thus promoting the development of learners’ domain knowledge and critical thinking (Cindy, 2004 ; Liang et al., 2017 ).

Collaborative problem-solving has been widely used in the teaching practice of critical thinking, and several studies have attempted to conduct a systematic review and meta-analysis of the empirical literature on critical thinking from various perspectives. However, little attention has been paid to the impact of collaborative problem-solving on critical thinking. Therefore, the best approach for developing and enhancing critical thinking throughout collaborative problem-solving is to examine how to implement critical thinking instruction; however, this issue is still unexplored, which means that many teachers are incapable of better instructing critical thinking (Leng and Lu, 2020 ; Niu et al., 2013 ). For example, Huber ( 2016 ) provided the meta-analysis findings of 71 publications on gaining critical thinking over various time frames in college with the aim of determining whether critical thinking was truly teachable. These authors found that learners significantly improve their critical thinking while in college and that critical thinking differs with factors such as teaching strategies, intervention duration, subject area, and teaching type. The usefulness of collaborative problem-solving in fostering students’ critical thinking, however, was not determined by this study, nor did it reveal whether there existed significant variations among the different elements. A meta-analysis of 31 pieces of educational literature was conducted by Liu et al. ( 2020 ) to assess the impact of problem-solving on college students’ critical thinking. These authors found that problem-solving could promote the development of critical thinking among college students and proposed establishing a reasonable group structure for problem-solving in a follow-up study to improve students’ critical thinking. Additionally, previous empirical studies have reached inconclusive and even contradictory conclusions about whether and to what extent collaborative problem-solving increases or decreases critical thinking levels. As an illustration, Yang et al. ( 2008 ) carried out an experiment on the integrated curriculum teaching of college students based on a web bulletin board with the goal of fostering participants’ critical thinking in the context of collaborative problem-solving. These authors’ research revealed that through sharing, debating, examining, and reflecting on various experiences and ideas, collaborative problem-solving can considerably enhance students’ critical thinking in real-life problem situations. In contrast, collaborative problem-solving had a positive impact on learners’ interaction and could improve learning interest and motivation but could not significantly improve students’ critical thinking when compared to traditional classroom teaching, according to research by Naber and Wyatt ( 2014 ) and Sendag and Odabasi ( 2009 ) on undergraduate and high school students, respectively.

The above studies show that there is inconsistency regarding the effectiveness of collaborative problem-solving in promoting students’ critical thinking. Therefore, it is essential to conduct a thorough and trustworthy review to detect and decide whether and to what degree collaborative problem-solving can result in a rise or decrease in critical thinking. Meta-analysis is a quantitative analysis approach that is utilized to examine quantitative data from various separate studies that are all focused on the same research topic. This approach characterizes the effectiveness of its impact by averaging the effect sizes of numerous qualitative studies in an effort to reduce the uncertainty brought on by independent research and produce more conclusive findings (Lipsey and Wilson, 2001 ).

This paper used a meta-analytic approach and carried out a meta-analysis to examine the effectiveness of collaborative problem-solving in promoting students’ critical thinking in order to make a contribution to both research and practice. The following research questions were addressed by this meta-analysis:

What is the overall effect size of collaborative problem-solving in promoting students’ critical thinking and its impact on the two dimensions of critical thinking (i.e., attitudinal tendency and cognitive skills)?

How are the disparities between the study conclusions impacted by various moderating variables if the impacts of various experimental designs in the included studies are heterogeneous?

This research followed the strict procedures (e.g., database searching, identification, screening, eligibility, merging, duplicate removal, and analysis of included studies) of Cooper’s ( 2010 ) proposed meta-analysis approach for examining quantitative data from various separate studies that are all focused on the same research topic. The relevant empirical research that appeared in worldwide educational periodicals within the 21st century was subjected to this meta-analysis using Rev-Man 5.4. The consistency of the data extracted separately by two researchers was tested using Cohen’s kappa coefficient, and a publication bias test and a heterogeneity test were run on the sample data to ascertain the quality of this meta-analysis.

Data sources and search strategies

There were three stages to the data collection process for this meta-analysis, as shown in Fig. 1 , which shows the number of articles included and eliminated during the selection process based on the statement and study eligibility criteria.

This flowchart shows the number of records identified, included and excluded in the article.

First, the databases used to systematically search for relevant articles were the journal papers of the Web of Science Core Collection and the Chinese Core source journal, as well as the Chinese Social Science Citation Index (CSSCI) source journal papers included in CNKI. These databases were selected because they are credible platforms that are sources of scholarly and peer-reviewed information with advanced search tools and contain literature relevant to the subject of our topic from reliable researchers and experts. The search string with the Boolean operator used in the Web of Science was “TS = (((“critical thinking” or “ct” and “pretest” or “posttest”) or (“critical thinking” or “ct” and “control group” or “quasi experiment” or “experiment”)) and (“collaboration” or “collaborative learning” or “CSCL”) and (“problem solving” or “problem-based learning” or “PBL”))”. The research area was “Education Educational Research”, and the search period was “January 1, 2000, to December 30, 2021”. A total of 412 papers were obtained. The search string with the Boolean operator used in the CNKI was “SU = (‘critical thinking’*‘collaboration’ + ‘critical thinking’*‘collaborative learning’ + ‘critical thinking’*‘CSCL’ + ‘critical thinking’*‘problem solving’ + ‘critical thinking’*‘problem-based learning’ + ‘critical thinking’*‘PBL’ + ‘critical thinking’*‘problem oriented’) AND FT = (‘experiment’ + ‘quasi experiment’ + ‘pretest’ + ‘posttest’ + ‘empirical study’)” (translated into Chinese when searching). A total of 56 studies were found throughout the search period of “January 2000 to December 2021”. From the databases, all duplicates and retractions were eliminated before exporting the references into Endnote, a program for managing bibliographic references. In all, 466 studies were found.

Second, the studies that matched the inclusion and exclusion criteria for the meta-analysis were chosen by two researchers after they had reviewed the abstracts and titles of the gathered articles, yielding a total of 126 studies.

Third, two researchers thoroughly reviewed each included article’s whole text in accordance with the inclusion and exclusion criteria. Meanwhile, a snowball search was performed using the references and citations of the included articles to ensure complete coverage of the articles. Ultimately, 36 articles were kept.

Two researchers worked together to carry out this entire process, and a consensus rate of almost 94.7% was reached after discussion and negotiation to clarify any emerging differences.

Eligibility criteria

Since not all the retrieved studies matched the criteria for this meta-analysis, eligibility criteria for both inclusion and exclusion were developed as follows:

The publication language of the included studies was limited to English and Chinese, and the full text could be obtained. Articles that did not meet the publication language and articles not published between 2000 and 2021 were excluded.

The research design of the included studies must be empirical and quantitative studies that can assess the effect of collaborative problem-solving on the development of critical thinking. Articles that could not identify the causal mechanisms by which collaborative problem-solving affects critical thinking, such as review articles and theoretical articles, were excluded.

The research method of the included studies must feature a randomized control experiment or a quasi-experiment, or a natural experiment, which have a higher degree of internal validity with strong experimental designs and can all plausibly provide evidence that critical thinking and collaborative problem-solving are causally related. Articles with non-experimental research methods, such as purely correlational or observational studies, were excluded.

The participants of the included studies were only students in school, including K-12 students and college students. Articles in which the participants were non-school students, such as social workers or adult learners, were excluded.

The research results of the included studies must mention definite signs that may be utilized to gauge critical thinking’s impact (e.g., sample size, mean value, or standard deviation). Articles that lacked specific measurement indicators for critical thinking and could not calculate the effect size were excluded.

Data coding design

In order to perform a meta-analysis, it is necessary to collect the most important information from the articles, codify that information’s properties, and convert descriptive data into quantitative data. Therefore, this study designed a data coding template (see Table 1 ). Ultimately, 16 coding fields were retained.

The designed data-coding template consisted of three pieces of information. Basic information about the papers was included in the descriptive information: the publishing year, author, serial number, and title of the paper.

The variable information for the experimental design had three variables: the independent variable (instruction method), the dependent variable (critical thinking), and the moderating variable (learning stage, teaching type, intervention duration, learning scaffold, group size, measuring tool, and subject area). Depending on the topic of this study, the intervention strategy, as the independent variable, was coded into collaborative and non-collaborative problem-solving. The dependent variable, critical thinking, was coded as a cognitive skill and an attitudinal tendency. And seven moderating variables were created by grouping and combining the experimental design variables discovered within the 36 studies (see Table 1 ), where learning stages were encoded as higher education, high school, middle school, and primary school or lower; teaching types were encoded as mixed courses, integrated courses, and independent courses; intervention durations were encoded as 0–1 weeks, 1–4 weeks, 4–12 weeks, and more than 12 weeks; group sizes were encoded as 2–3 persons, 4–6 persons, 7–10 persons, and more than 10 persons; learning scaffolds were encoded as teacher-supported learning scaffold, technique-supported learning scaffold, and resource-supported learning scaffold; measuring tools were encoded as standardized measurement tools (e.g., WGCTA, CCTT, CCTST, and CCTDI) and self-adapting measurement tools (e.g., modified or made by researchers); and subject areas were encoded according to the specific subjects used in the 36 included studies.

The data information contained three metrics for measuring critical thinking: sample size, average value, and standard deviation. It is vital to remember that studies with various experimental designs frequently adopt various formulas to determine the effect size. And this paper used Morris’ proposed standardized mean difference (SMD) calculation formula ( 2008 , p. 369; see Supplementary Table S3 ).

Procedure for extracting and coding data

According to the data coding template (see Table 1 ), the 36 papers’ information was retrieved by two researchers, who then entered them into Excel (see Supplementary Table S1 ). The results of each study were extracted separately in the data extraction procedure if an article contained numerous studies on critical thinking, or if a study assessed different critical thinking dimensions. For instance, Tiwari et al. ( 2010 ) used four time points, which were viewed as numerous different studies, to examine the outcomes of critical thinking, and Chen ( 2013 ) included the two outcome variables of attitudinal tendency and cognitive skills, which were regarded as two studies. After discussion and negotiation during data extraction, the two researchers’ consistency test coefficients were roughly 93.27%. Supplementary Table S2 details the key characteristics of the 36 included articles with 79 effect quantities, including descriptive information (e.g., the publishing year, author, serial number, and title of the paper), variable information (e.g., independent variables, dependent variables, and moderating variables), and data information (e.g., mean values, standard deviations, and sample size). Following that, testing for publication bias and heterogeneity was done on the sample data using the Rev-Man 5.4 software, and then the test results were used to conduct a meta-analysis.

Publication bias test

When the sample of studies included in a meta-analysis does not accurately reflect the general status of research on the relevant subject, publication bias is said to be exhibited in this research. The reliability and accuracy of the meta-analysis may be impacted by publication bias. Due to this, the meta-analysis needs to check the sample data for publication bias (Stewart et al., 2006 ). A popular method to check for publication bias is the funnel plot; and it is unlikely that there will be publishing bias when the data are equally dispersed on either side of the average effect size and targeted within the higher region. The data are equally dispersed within the higher portion of the efficient zone, consistent with the funnel plot connected with this analysis (see Fig. 2 ), indicating that publication bias is unlikely in this situation.

This funnel plot shows the result of publication bias of 79 effect quantities across 36 studies.

Heterogeneity test

To select the appropriate effect models for the meta-analysis, one might use the results of a heterogeneity test on the data effect sizes. In a meta-analysis, it is common practice to gauge the degree of data heterogeneity using the I 2 value, and I 2 ≥ 50% is typically understood to denote medium-high heterogeneity, which calls for the adoption of a random effect model; if not, a fixed effect model ought to be applied (Lipsey and Wilson, 2001 ). The findings of the heterogeneity test in this paper (see Table 2 ) revealed that I 2 was 86% and displayed significant heterogeneity ( P < 0.01). To ensure accuracy and reliability, the overall effect size ought to be calculated utilizing the random effect model.

The analysis of the overall effect size

This meta-analysis utilized a random effect model to examine 79 effect quantities from 36 studies after eliminating heterogeneity. In accordance with Cohen’s criterion (Cohen, 1992 ), it is abundantly clear from the analysis results, which are shown in the forest plot of the overall effect (see Fig. 3 ), that the cumulative impact size of cooperative problem-solving is 0.82, which is statistically significant ( z = 12.78, P < 0.01, 95% CI [0.69, 0.95]), and can encourage learners to practice critical thinking.

This forest plot shows the analysis result of the overall effect size across 36 studies.

In addition, this study examined two distinct dimensions of critical thinking to better understand the precise contributions that collaborative problem-solving makes to the growth of critical thinking. The findings (see Table 3 ) indicate that collaborative problem-solving improves cognitive skills (ES = 0.70) and attitudinal tendency (ES = 1.17), with significant intergroup differences (chi 2 = 7.95, P < 0.01). Although collaborative problem-solving improves both dimensions of critical thinking, it is essential to point out that the improvements in students’ attitudinal tendency are much more pronounced and have a significant comprehensive effect (ES = 1.17, z = 7.62, P < 0.01, 95% CI [0.87, 1.47]), whereas gains in learners’ cognitive skill are slightly improved and are just above average. (ES = 0.70, z = 11.55, P < 0.01, 95% CI [0.58, 0.82]).

The analysis of moderator effect size

The whole forest plot’s 79 effect quantities underwent a two-tailed test, which revealed significant heterogeneity ( I 2 = 86%, z = 12.78, P < 0.01), indicating differences between various effect sizes that may have been influenced by moderating factors other than sampling error. Therefore, exploring possible moderating factors that might produce considerable heterogeneity was done using subgroup analysis, such as the learning stage, learning scaffold, teaching type, group size, duration of the intervention, measuring tool, and the subject area included in the 36 experimental designs, in order to further explore the key factors that influence critical thinking. The findings (see Table 4 ) indicate that various moderating factors have advantageous effects on critical thinking. In this situation, the subject area (chi 2 = 13.36, P < 0.05), group size (chi 2 = 8.77, P < 0.05), intervention duration (chi 2 = 12.18, P < 0.01), learning scaffold (chi 2 = 9.03, P < 0.01), and teaching type (chi 2 = 7.20, P < 0.05) are all significant moderators that can be applied to support the cultivation of critical thinking. However, since the learning stage and the measuring tools did not significantly differ among intergroup (chi 2 = 3.15, P = 0.21 > 0.05, and chi 2 = 0.08, P = 0.78 > 0.05), we are unable to explain why these two factors are crucial in supporting the cultivation of critical thinking in the context of collaborative problem-solving. These are the precise outcomes, as follows:

Various learning stages influenced critical thinking positively, without significant intergroup differences (chi 2 = 3.15, P = 0.21 > 0.05). High school was first on the list of effect sizes (ES = 1.36, P < 0.01), then higher education (ES = 0.78, P < 0.01), and middle school (ES = 0.73, P < 0.01). These results show that, despite the learning stage’s beneficial influence on cultivating learners’ critical thinking, we are unable to explain why it is essential for cultivating critical thinking in the context of collaborative problem-solving.

Different teaching types had varying degrees of positive impact on critical thinking, with significant intergroup differences (chi 2 = 7.20, P < 0.05). The effect size was ranked as follows: mixed courses (ES = 1.34, P < 0.01), integrated courses (ES = 0.81, P < 0.01), and independent courses (ES = 0.27, P < 0.01). These results indicate that the most effective approach to cultivate critical thinking utilizing collaborative problem solving is through the teaching type of mixed courses.

Various intervention durations significantly improved critical thinking, and there were significant intergroup differences (chi 2 = 12.18, P < 0.01). The effect sizes related to this variable showed a tendency to increase with longer intervention durations. The improvement in critical thinking reached a significant level (ES = 0.85, P < 0.01) after more than 12 weeks of training. These findings indicate that the intervention duration and critical thinking’s impact are positively correlated, with a longer intervention duration having a greater effect.

Different learning scaffolds influenced critical thinking positively, with significant intergroup differences (chi 2 = 9.03, P < 0.01). The resource-supported learning scaffold (ES = 0.69, P < 0.01) acquired a medium-to-higher level of impact, the technique-supported learning scaffold (ES = 0.63, P < 0.01) also attained a medium-to-higher level of impact, and the teacher-supported learning scaffold (ES = 0.92, P < 0.01) displayed a high level of significant impact. These results show that the learning scaffold with teacher support has the greatest impact on cultivating critical thinking.

Various group sizes influenced critical thinking positively, and the intergroup differences were statistically significant (chi 2 = 8.77, P < 0.05). Critical thinking showed a general declining trend with increasing group size. The overall effect size of 2–3 people in this situation was the biggest (ES = 0.99, P < 0.01), and when the group size was greater than 7 people, the improvement in critical thinking was at the lower-middle level (ES < 0.5, P < 0.01). These results show that the impact on critical thinking is positively connected with group size, and as group size grows, so does the overall impact.

Various measuring tools influenced critical thinking positively, with significant intergroup differences (chi 2 = 0.08, P = 0.78 > 0.05). In this situation, the self-adapting measurement tools obtained an upper-medium level of effect (ES = 0.78), whereas the complete effect size of the standardized measurement tools was the largest, achieving a significant level of effect (ES = 0.84, P < 0.01). These results show that, despite the beneficial influence of the measuring tool on cultivating critical thinking, we are unable to explain why it is crucial in fostering the growth of critical thinking by utilizing the approach of collaborative problem-solving.

Different subject areas had a greater impact on critical thinking, and the intergroup differences were statistically significant (chi 2 = 13.36, P < 0.05). Mathematics had the greatest overall impact, achieving a significant level of effect (ES = 1.68, P < 0.01), followed by science (ES = 1.25, P < 0.01) and medical science (ES = 0.87, P < 0.01), both of which also achieved a significant level of effect. Programming technology was the least effective (ES = 0.39, P < 0.01), only having a medium-low degree of effect compared to education (ES = 0.72, P < 0.01) and other fields (such as language, art, and social sciences) (ES = 0.58, P < 0.01). These results suggest that scientific fields (e.g., mathematics, science) may be the most effective subject areas for cultivating critical thinking utilizing the approach of collaborative problem-solving.

The effectiveness of collaborative problem solving with regard to teaching critical thinking

According to this meta-analysis, using collaborative problem-solving as an intervention strategy in critical thinking teaching has a considerable amount of impact on cultivating learners’ critical thinking as a whole and has a favorable promotional effect on the two dimensions of critical thinking. According to certain studies, collaborative problem solving, the most frequently used critical thinking teaching strategy in curriculum instruction can considerably enhance students’ critical thinking (e.g., Liang et al., 2017 ; Liu et al., 2020 ; Cindy, 2004 ). This meta-analysis provides convergent data support for the above research views. Thus, the findings of this meta-analysis not only effectively address the first research query regarding the overall effect of cultivating critical thinking and its impact on the two dimensions of critical thinking (i.e., attitudinal tendency and cognitive skills) utilizing the approach of collaborative problem-solving, but also enhance our confidence in cultivating critical thinking by using collaborative problem-solving intervention approach in the context of classroom teaching.

Furthermore, the associated improvements in attitudinal tendency are much stronger, but the corresponding improvements in cognitive skill are only marginally better. According to certain studies, cognitive skill differs from the attitudinal tendency in classroom instruction; the cultivation and development of the former as a key ability is a process of gradual accumulation, while the latter as an attitude is affected by the context of the teaching situation (e.g., a novel and exciting teaching approach, challenging and rewarding tasks) (Halpern, 2001 ; Wei and Hong, 2022 ). Collaborative problem-solving as a teaching approach is exciting and interesting, as well as rewarding and challenging; because it takes the learners as the focus and examines problems with poor structure in real situations, and it can inspire students to fully realize their potential for problem-solving, which will significantly improve their attitudinal tendency toward solving problems (Liu et al., 2020 ). Similar to how collaborative problem-solving influences attitudinal tendency, attitudinal tendency impacts cognitive skill when attempting to solve a problem (Liu et al., 2020 ; Zhang et al., 2022 ), and stronger attitudinal tendencies are associated with improved learning achievement and cognitive ability in students (Sison, 2008 ; Zhang et al., 2022 ). It can be seen that the two specific dimensions of critical thinking as well as critical thinking as a whole are affected by collaborative problem-solving, and this study illuminates the nuanced links between cognitive skills and attitudinal tendencies with regard to these two dimensions of critical thinking. To fully develop students’ capacity for critical thinking, future empirical research should pay closer attention to cognitive skills.

The moderating effects of collaborative problem solving with regard to teaching critical thinking

In order to further explore the key factors that influence critical thinking, exploring possible moderating effects that might produce considerable heterogeneity was done using subgroup analysis. The findings show that the moderating factors, such as the teaching type, learning stage, group size, learning scaffold, duration of the intervention, measuring tool, and the subject area included in the 36 experimental designs, could all support the cultivation of collaborative problem-solving in critical thinking. Among them, the effect size differences between the learning stage and measuring tool are not significant, which does not explain why these two factors are crucial in supporting the cultivation of critical thinking utilizing the approach of collaborative problem-solving.

In terms of the learning stage, various learning stages influenced critical thinking positively without significant intergroup differences, indicating that we are unable to explain why it is crucial in fostering the growth of critical thinking.

Although high education accounts for 70.89% of all empirical studies performed by researchers, high school may be the appropriate learning stage to foster students’ critical thinking by utilizing the approach of collaborative problem-solving since it has the largest overall effect size. This phenomenon may be related to student’s cognitive development, which needs to be further studied in follow-up research.

With regard to teaching type, mixed course teaching may be the best teaching method to cultivate students’ critical thinking. Relevant studies have shown that in the actual teaching process if students are trained in thinking methods alone, the methods they learn are isolated and divorced from subject knowledge, which is not conducive to their transfer of thinking methods; therefore, if students’ thinking is trained only in subject teaching without systematic method training, it is challenging to apply to real-world circumstances (Ruggiero, 2012 ; Hu and Liu, 2015 ). Teaching critical thinking as mixed course teaching in parallel to other subject teachings can achieve the best effect on learners’ critical thinking, and explicit critical thinking instruction is more effective than less explicit critical thinking instruction (Bensley and Spero, 2014 ).

In terms of the intervention duration, with longer intervention times, the overall effect size shows an upward tendency. Thus, the intervention duration and critical thinking’s impact are positively correlated. Critical thinking, as a key competency for students in the 21st century, is difficult to get a meaningful improvement in a brief intervention duration. Instead, it could be developed over a lengthy period of time through consistent teaching and the progressive accumulation of knowledge (Halpern, 2001 ; Hu and Liu, 2015 ). Therefore, future empirical studies ought to take these restrictions into account throughout a longer period of critical thinking instruction.

With regard to group size, a group size of 2–3 persons has the highest effect size, and the comprehensive effect size decreases with increasing group size in general. This outcome is in line with some research findings; as an example, a group composed of two to four members is most appropriate for collaborative learning (Schellens and Valcke, 2006 ). However, the meta-analysis results also indicate that once the group size exceeds 7 people, small groups cannot produce better interaction and performance than large groups. This may be because the learning scaffolds of technique support, resource support, and teacher support improve the frequency and effectiveness of interaction among group members, and a collaborative group with more members may increase the diversity of views, which is helpful to cultivate critical thinking utilizing the approach of collaborative problem-solving.

With regard to the learning scaffold, the three different kinds of learning scaffolds can all enhance critical thinking. Among them, the teacher-supported learning scaffold has the largest overall effect size, demonstrating the interdependence of effective learning scaffolds and collaborative problem-solving. This outcome is in line with some research findings; as an example, a successful strategy is to encourage learners to collaborate, come up with solutions, and develop critical thinking skills by using learning scaffolds (Reiser, 2004 ; Xu et al., 2022 ); learning scaffolds can lower task complexity and unpleasant feelings while also enticing students to engage in learning activities (Wood et al., 2006 ); learning scaffolds are designed to assist students in using learning approaches more successfully to adapt the collaborative problem-solving process, and the teacher-supported learning scaffolds have the greatest influence on critical thinking in this process because they are more targeted, informative, and timely (Xu et al., 2022 ).

With respect to the measuring tool, despite the fact that standardized measurement tools (such as the WGCTA, CCTT, and CCTST) have been acknowledged as trustworthy and effective by worldwide experts, only 54.43% of the research included in this meta-analysis adopted them for assessment, and the results indicated no intergroup differences. These results suggest that not all teaching circumstances are appropriate for measuring critical thinking using standardized measurement tools. “The measuring tools for measuring thinking ability have limits in assessing learners in educational situations and should be adapted appropriately to accurately assess the changes in learners’ critical thinking.”, according to Simpson and Courtney ( 2002 , p. 91). As a result, in order to more fully and precisely gauge how learners’ critical thinking has evolved, we must properly modify standardized measuring tools based on collaborative problem-solving learning contexts.

With regard to the subject area, the comprehensive effect size of science departments (e.g., mathematics, science, medical science) is larger than that of language arts and social sciences. Some recent international education reforms have noted that critical thinking is a basic part of scientific literacy. Students with scientific literacy can prove the rationality of their judgment according to accurate evidence and reasonable standards when they face challenges or poorly structured problems (Kyndt et al., 2013 ), which makes critical thinking crucial for developing scientific understanding and applying this understanding to practical problem solving for problems related to science, technology, and society (Yore et al., 2007 ).

Suggestions for critical thinking teaching

Other than those stated in the discussion above, the following suggestions are offered for critical thinking instruction utilizing the approach of collaborative problem-solving.

First, teachers should put a special emphasis on the two core elements, which are collaboration and problem-solving, to design real problems based on collaborative situations. This meta-analysis provides evidence to support the view that collaborative problem-solving has a strong synergistic effect on promoting students’ critical thinking. Asking questions about real situations and allowing learners to take part in critical discussions on real problems during class instruction are key ways to teach critical thinking rather than simply reading speculative articles without practice (Mulnix, 2012 ). Furthermore, the improvement of students’ critical thinking is realized through cognitive conflict with other learners in the problem situation (Yang et al., 2008 ). Consequently, it is essential for teachers to put a special emphasis on the two core elements, which are collaboration and problem-solving, and design real problems and encourage students to discuss, negotiate, and argue based on collaborative problem-solving situations.

Second, teachers should design and implement mixed courses to cultivate learners’ critical thinking, utilizing the approach of collaborative problem-solving. Critical thinking can be taught through curriculum instruction (Kuncel, 2011 ; Leng and Lu, 2020 ), with the goal of cultivating learners’ critical thinking for flexible transfer and application in real problem-solving situations. This meta-analysis shows that mixed course teaching has a highly substantial impact on the cultivation and promotion of learners’ critical thinking. Therefore, teachers should design and implement mixed course teaching with real collaborative problem-solving situations in combination with the knowledge content of specific disciplines in conventional teaching, teach methods and strategies of critical thinking based on poorly structured problems to help students master critical thinking, and provide practical activities in which students can interact with each other to develop knowledge construction and critical thinking utilizing the approach of collaborative problem-solving.

Third, teachers should be more trained in critical thinking, particularly preservice teachers, and they also should be conscious of the ways in which teachers’ support for learning scaffolds can promote critical thinking. The learning scaffold supported by teachers had the greatest impact on learners’ critical thinking, in addition to being more directive, targeted, and timely (Wood et al., 2006 ). Critical thinking can only be effectively taught when teachers recognize the significance of critical thinking for students’ growth and use the proper approaches while designing instructional activities (Forawi, 2016 ). Therefore, with the intention of enabling teachers to create learning scaffolds to cultivate learners’ critical thinking utilizing the approach of collaborative problem solving, it is essential to concentrate on the teacher-supported learning scaffolds and enhance the instruction for teaching critical thinking to teachers, especially preservice teachers.

Implications and limitations

There are certain limitations in this meta-analysis, but future research can correct them. First, the search languages were restricted to English and Chinese, so it is possible that pertinent studies that were written in other languages were overlooked, resulting in an inadequate number of articles for review. Second, these data provided by the included studies are partially missing, such as whether teachers were trained in the theory and practice of critical thinking, the average age and gender of learners, and the differences in critical thinking among learners of various ages and genders. Third, as is typical for review articles, more studies were released while this meta-analysis was being done; therefore, it had a time limit. With the development of relevant research, future studies focusing on these issues are highly relevant and needed.

Conclusions

The subject of the magnitude of collaborative problem-solving’s impact on fostering students’ critical thinking, which received scant attention from other studies, was successfully addressed by this study. The question of the effectiveness of collaborative problem-solving in promoting students’ critical thinking was addressed in this study, which addressed a topic that had gotten little attention in earlier research. The following conclusions can be made:

Regarding the results obtained, collaborative problem solving is an effective teaching approach to foster learners’ critical thinking, with a significant overall effect size (ES = 0.82, z = 12.78, P < 0.01, 95% CI [0.69, 0.95]). With respect to the dimensions of critical thinking, collaborative problem-solving can significantly and effectively improve students’ attitudinal tendency, and the comprehensive effect is significant (ES = 1.17, z = 7.62, P < 0.01, 95% CI [0.87, 1.47]); nevertheless, it falls short in terms of improving students’ cognitive skills, having only an upper-middle impact (ES = 0.70, z = 11.55, P < 0.01, 95% CI [0.58, 0.82]).

As demonstrated by both the results and the discussion, there are varying degrees of beneficial effects on students’ critical thinking from all seven moderating factors, which were found across 36 studies. In this context, the teaching type (chi 2 = 7.20, P < 0.05), intervention duration (chi 2 = 12.18, P < 0.01), subject area (chi 2 = 13.36, P < 0.05), group size (chi 2 = 8.77, P < 0.05), and learning scaffold (chi 2 = 9.03, P < 0.01) all have a positive impact on critical thinking, and they can be viewed as important moderating factors that affect how critical thinking develops. Since the learning stage (chi 2 = 3.15, P = 0.21 > 0.05) and measuring tools (chi 2 = 0.08, P = 0.78 > 0.05) did not demonstrate any significant intergroup differences, we are unable to explain why these two factors are crucial in supporting the cultivation of critical thinking in the context of collaborative problem-solving.

Data availability

All data generated or analyzed during this study are included within the article and its supplementary information files, and the supplementary information files are available in the Dataverse repository: https://doi.org/10.7910/DVN/IPFJO6 .

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Acknowledgements

This research was supported by the graduate scientific research and innovation project of Xinjiang Uygur Autonomous Region named “Research on in-depth learning of high school information technology courses for the cultivation of computing thinking” (No. XJ2022G190) and the independent innovation fund project for doctoral students of the College of Educational Science of Xinjiang Normal University named “Research on project-based teaching of high school information technology courses from the perspective of discipline core literacy” (No. XJNUJKYA2003).

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Xu, E., Wang, W. & Wang, Q. The effectiveness of collaborative problem solving in promoting students’ critical thinking: A meta-analysis based on empirical literature. Humanit Soc Sci Commun 10 , 16 (2023). https://doi.org/10.1057/s41599-023-01508-1

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doi: 10.29121/granthaalayah.v8.i1.2020.261 , 10.5281/zenodo.3633164 , 10.5281/zenodo.3633165

Academic Performance; Critical Thinking; Knowledge; Problems; Problem Solving; Skills.

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An Investigation of University Students' Critical Thinking Disposition and Perceived Problem Solving Skills *

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Helping Students Hone Their Critical Thinking Skills

Used consistently, these strategies can help middle and high school teachers guide students to improve much-needed skills.

Middle school students involved in a classroom discussion

Critical thinking skills are important in every discipline, at and beyond school. From managing money to choosing which candidates to vote for in elections to making difficult career choices, students need to be prepared to take in, synthesize, and act on new information in a world that is constantly changing.

While critical thinking might seem like an abstract idea that is tough to directly instruct, there are many engaging ways to help students strengthen these skills through active learning.

Make Time for Metacognitive Reflection

Create space for students to both reflect on their ideas and discuss the power of doing so. Show students how they can push back on their own thinking to analyze and question their assumptions. Students might ask themselves, “Why is this the best answer? What information supports my answer? What might someone with a counterargument say?”

Through this reflection, students and teachers (who can model reflecting on their own thinking) gain deeper understandings of their ideas and do a better job articulating their beliefs. In a world that is go-go-go, it is important to help students understand that it is OK to take a breath and think about their ideas before putting them out into the world. And taking time for reflection helps us more thoughtfully consider others’ ideas, too.

Teach Reasoning Skills

Reasoning skills are another key component of critical thinking, involving the abilities to think logically, evaluate evidence, identify assumptions, and analyze arguments. Students who learn how to use reasoning skills will be better equipped to make informed decisions, form and defend opinions, and solve problems.

One way to teach reasoning is to use problem-solving activities that require students to apply their skills to practical contexts. For example, give students a real problem to solve, and ask them to use reasoning skills to develop a solution. They can then present their solution and defend their reasoning to the class and engage in discussion about whether and how their thinking changed when listening to peers’ perspectives.

A great example I have seen involved students identifying an underutilized part of their school and creating a presentation about one way to redesign it. This project allowed students to feel a sense of connection to the problem and come up with creative solutions that could help others at school. For more examples, you might visit PBS’s Design Squad , a resource that brings to life real-world problem-solving.

Ask Open-Ended Questions

Moving beyond the repetition of facts, critical thinking requires students to take positions and explain their beliefs through research, evidence, and explanations of credibility.

When we pose open-ended questions, we create space for classroom discourse inclusive of diverse, perhaps opposing, ideas—grounds for rich exchanges that support deep thinking and analysis.

For example, “How would you approach the problem?” and “Where might you look to find resources to address this issue?” are two open-ended questions that position students to think less about the “right” answer and more about the variety of solutions that might already exist.

Journaling, whether digitally or physically in a notebook, is another great way to have students answer these open-ended prompts—giving them time to think and organize their thoughts before contributing to a conversation, which can ensure that more voices are heard.

Once students process in their journal, small group or whole class conversations help bring their ideas to life. Discovering similarities between answers helps reveal to students that they are not alone, which can encourage future participation in constructive civil discourse.

Teach Information Literacy

Education has moved far past the idea of “Be careful of what is on Wikipedia, because it might not be true.” With AI innovations making their way into classrooms, teachers know that informed readers must question everything.

Understanding what is and is not a reliable source and knowing how to vet information are important skills for students to build and utilize when making informed decisions. You might start by introducing the idea of bias: Articles, ads, memes, videos, and every other form of media can push an agenda that students may not see on the surface. Discuss credibility, subjectivity, and objectivity, and look at examples and nonexamples of trusted information to prepare students to be well-informed members of a democracy.

One of my favorite lessons is about the Pacific Northwest tree octopus . This project asks students to explore what appears to be a very real website that provides information on this supposedly endangered animal. It is a wonderful, albeit over-the-top, example of how something might look official even when untrue, revealing that we need critical thinking to break down “facts” and determine the validity of the information we consume.

A fun extension is to have students come up with their own website or newsletter about something going on in school that is untrue. Perhaps a change in dress code that requires everyone to wear their clothes inside out or a change to the lunch menu that will require students to eat brussels sprouts every day.

Giving students the ability to create their own falsified information can help them better identify it in other contexts. Understanding that information can be “too good to be true” can help them identify future falsehoods.

Provide Diverse Perspectives

Consider how to keep the classroom from becoming an echo chamber. If students come from the same community, they may have similar perspectives. And those who have differing perspectives may not feel comfortable sharing them in the face of an opposing majority.

To support varying viewpoints, bring diverse voices into the classroom as much as possible, especially when discussing current events. Use primary sources: videos from YouTube, essays and articles written by people who experienced current events firsthand, documentaries that dive deeply into topics that require some nuance, and any other resources that provide a varied look at topics.

I like to use the Smithsonian “OurStory” page , which shares a wide variety of stories from people in the United States. The page on Japanese American internment camps is very powerful because of its first-person perspectives.

Practice Makes Perfect

To make the above strategies and thinking routines a consistent part of your classroom, spread them out—and build upon them—over the course of the school year. You might challenge students with information and/or examples that require them to use their critical thinking skills; work these skills explicitly into lessons, projects, rubrics, and self-assessments; or have students practice identifying misinformation or unsupported arguments.

Critical thinking is not learned in isolation. It needs to be explored in English language arts, social studies, science, physical education, math. Every discipline requires students to take a careful look at something and find the best solution. Often, these skills are taken for granted, viewed as a by-product of a good education, but true critical thinking doesn’t just happen. It requires consistency and commitment.

In a moment when information and misinformation abound, and students must parse reams of information, it is imperative that we support and model critical thinking in the classroom to support the development of well-informed citizens.

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Effecting Change on Students’ Critical Thinking in Problem Solving

ABSTRACT : C ritical thinking is the intellectually disciplined process of actively and skill s fu l ly conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. Most formal definitions of critical thinking characterize critical thinking as the intentional application of rational, higher order thinking skills, such as analysis, synthesis, problem recognition and problem solving, inference, and evaluation . Critical thinking and problem solving have long been important terminologies in the context of education, but within the framework of the 21 st century classroom, they take on very specific definitions. Critical thinking employs higher level analytical skills to understand a problem and to work toward a means by which it can be solved, that word implies an answer . This study investigated the effect of using problem situations on the critical thinking of graduate students in solving problems. The study utilized the experimental design participated by a group of graduate students enrolled in Educational Statistics. Four problem situations were utilized that aimed to develop critical thinking of students in problem solving. Students’ critical thinking was measured before and after giving them the problem situations. Results revealed that students’ critical thinking in problem solving significantly improved after using problem situations. The students also expressed positive attitude and sentiments towards the used of these problem situations. It is recommended that these problems situations be used in other topics and areas in mathematics.

KEY WORDS : P roblem S ituation ; C ritical T hinking ; P roblem S olving ; G raduate S tudents ; P ositive A ttitude and S entiments .

About the Authors: Rene R. Belecina, Ph.D. is a Full Professor at the CGSTER PNU (College of Graduate Studies and Teacher Education Research, Philippine Normal University) in Manila, Philippines. Jose M. Ocampo, Jr., Ph.D. is a Full Professor at the Faculty of Education Sciences PNU in Manila, the Philippines. The authors are able to be contacted via their e-mails at: [email protected] and [email protected]

Suggested Citation : Belecina, Rene R. & Jose M. Ocampo, Jr. (2018). “Effecting Change on Students’ Critical Thinking in Problem Solving” in EDUCARE: International Journal for Educational Studies , Volume 10(2), February, pp.109-118. Bandung, Indonesia and BS Begawan, Brunei Darussalam: Minda Masagi Press owned by ASPENSI and BRIMAN Institute, ISSN 1979-7877.

A rticle Timeline : Accepted (December 19, 2017); Revised (January 20, 2018); and Published (February 28, 2018).

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5 Smart Ways to Incorporate Problem-Solving and Critical Thinking Skills in Students

February 3, 2023

Critical thinking is the ability to think clearly and logically by understanding the connection between ideas, events, processes, cause and result, and actions and consequences. It is an important life skill to master. Combined with a creative aptitude and a problem-solving attitude, it can transform the student into an informed learner, a socially aware person, and an innovator with leadership potential. Within the academic domains, students who think critically and can solve problems are hungry to learn and grow their intellectual quotient. They are strong decision-makers, think outside the box to come up with innovative ideas, are organized, focused and ready to thrive. So here are five smart ways to incorporate problem-solving and critical thinking skills in students:

1. Encourage Active Learning

Students must be active learners to develop critical thinking skills. If they study a concept in haste, they will not think deeply about it or link it with what they already know. Critical thinking is crucial to analyze information and delve deeper into the subject. Therefore critical thinking skills for students are best developed when theoretical learning is combined with real-life experiences. If this is done frequently in the classroom and at home, students will become active learners with strong critical thinking skills. MIT Gurukul, one of the best schools in Pune, believes in providing experiential learning opportunities to its students.

2. Use Real-World Problems and Scenarios

When students are encouraged to look at real-world problems that impact their immediate surroundings, they enhance their ability to understand the related cultural, geographical, regional, legal and socio-psychological aspects. They also deliberate and come up with solutions and thus become adept at leading and managing situations in their higher education and professional years. At MIT Gurukul, one of the best schools in Pune, we bring opportunities for our students to find connections in their learning. Students are encouraged to find associations between different subject elements and real-life situations that match the topic. It takes their minds out of the four walls of a classroom and teaches them to look at the outside world. They become better global citizens and impactful leaders in the process.

3. Foster Independent Thinking and Exploration

Grow the seed of hunger in the minds of your children and you will see wonders! Asking open ended questions that require the students to think up the answer rather than just say yes or no helps them to exercise their thought process, logical analysis and critical thinking. MIT Gurukul, one of the best schools in Pune, encourages students to ask meaningful questions on their own too within our classes, especially as they reach our middle years program and progress to the senior years. To foster their independent thinking and exploration, we often ask them some of these questions:

Could you give me an example to support your answer?
Could you elaborate further on that point?
Do we need to consider another point of view here?
Will you provide some more details?
Is there another way we can approach solving this issue?

4. Teach Problem-Solving Strategies

If a student develops problem-solving skills at a young age, they will bring out the best in every opportunity. It will equip them with confidence, intelligence and perseverance. You can give your students a hypothetical problem and ask them to find solutions through critical and creative thinking. Here are a few examples that may come in handy, and many of which we utilize at MIT Gurukul for interaction with our students within the classroom settings:

You have two important assignments and both are due next week. How will you make sure to complete both?
Your friend has failed an exam. How do you support them?
Your city is getting polluted day by day. Suggest some measures you can take starting from your home to help solve this environmental problem.

5. Encourage Group Work and Collaboration

Group work and collaboration can build skills of leadership, cooperation, empathy and inclusion in the young minds; and nurture such qualities as the students grow older. Some of the ways to foster group work are debates, team based quizzes, group projects and presentations, buddy programs, volunteering and organizing events in teams. In the classroom, a teacher may give a debate topic to the students and divide them into two groups, one for the notion and the other against it. The topic may be based on a new scientific discovery, current affairs, use of art for expressing emotions or ideas, moral dilemma, political situation, or a groundbreaking technological development. MIT Gurukul, being one of the top ICSE schools in India, allows students to bring their ideas to the table, discuss with each other and get introduced to fresh perspectives. Assigning an impromptu creative project is another interesting way to develop team spirit and problem-solving skills. As we reach the end of this article, we cannot reiterate enough the importance of critical thinking and problem-solving skills for students in the classroom and beyond. We urge the parents to also encourage these qualities amongst their wards and encourage and support them through positive reinforcement as they traverse their journey to hone their ability for thinking critically, asking questions, and to never stop learning. We urge and request parents to incorporate activities in their child’s daily routine that help them develop critical thinking, leadership qualities and the skill to solve problems.

Benefits of Morning Exercise for Kids at School: 8 Ways to Help Them Get Started!

Six tips for establishing good homework habits in your child.

Information Literacy Skills of Students in Secondary Schools with African Perspective. A Literature Review

First Online: 28 August 2024

Cite this chapter

John Mwaura Ireri 5

Part of the book series: Synthesis Lectures on Information Concepts, Retrieval, and Services ((SLICRS))

Information literacy is a set of abilities requiring individuals to recognize when information is needed and to locate, evaluate and use the needed information effectively. It is significant to scholars for making decisions with critical thinking skills, seeking answers to critical questions, finding information from sources, forming intelligent opinions, and evaluating sources of information. Therefore, it is pertinent that governments incorporate information literacy knowledge into academic programs to ensure that citizens are productive and equipped to function globally in the 21st century. Information literacy skills are essential to secondary school students in developing countries. However, many secondary schools’ students have very little or no basic knowledge about library use, computer literacy and information searching skills. This problem can be attributed to students being educated in environments with poor learning facilities, such as lack of well-equipped school libraries, lack of computers in schools and failure to recognize the school library (where in existence) as a learning resource. In this information technology age, secondary school students need to be equipped to develop the skills to help them search, evaluate, and utilize the information effectively. This chapter delved on the extant literature discussing information literacy in secondary schools to establish existing gaps found in this study of information literacy skills of students in secondary schools with African perspective.

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Zervas, M., Stavron, C., & Kounoudes, A. D. (2015). The important role of school libraries in the development of students information literacy skills. In Conference: QQML 2015 7th international conference on qualitative and quantitative methods in libraries .

Chuka University, Kenya and University of Zululand, Richards Bay, South Africa

John Mwaura Ireri

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Correspondence to John Mwaura Ireri .

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Department of Information Studies, University of Zululand, Richards Bay, South Africa

Dennis Ocholla

Department of Information Science, University of South Africa, Pretoria, South Africa

Omwoyo Bosire Onyancha

Nottingham Trent University, Nottingham, England, UK

Aderonke Olaitan Adesina

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Ireri, J.M. (2025). Information Literacy Skills of Students in Secondary Schools with African Perspective. A Literature Review. In: Ocholla, D., Onyancha, O.B., Adesina, A.O. (eds) Information, Knowledge, and Technology for Teaching and Research in Africa. Synthesis Lectures on Information Concepts, Retrieval, and Services. Springer, Cham. https://doi.org/10.1007/978-3-031-65745-0_6

DOI : https://doi.org/10.1007/978-3-031-65745-0_6

Published : 28 August 2024

Publisher Name : Springer, Cham

Print ISBN : 978-3-031-65744-3

Online ISBN : 978-3-031-65745-0

eBook Packages : Synthesis Collection of Technology (R0)

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Top-Cited Study: Students’ Attitudes Toward Creativity in School

Drs. zorana ivcevic pringle & jessica hoffmann recognized for their top cited paper in 2022-2023 for the journal of creative behavior, dr. zorana ivcevic pringle and dr. jessica hoffmann.

A paper authored by Dr. Zorana Ivcevic Pringle, Senior Research Scientist, and Dr. Jessica Hoffmann, Assistant Professor at the Child Study Center, has been recognized as one of the top 10 most-cited articles in the Journal of Creative Behavior for 2022 and 2023.

The article, "The Creativity Dare: Attitudes Toward Creativity and Prediction of Creative Behavior in School," examines how high school students' attitudes toward creativity impact what students are able to do in their classrooms. Drs. Ivcevic and Hoffmann conducted two studies in which they measured thoughts and feelings students have as they decide whether to share their creative ideas and whether to pursue creative challenges. They identified three key attitudes: valuing creativity, anxious risk aversion, and anticipating negative social consequences. The research showed that students who valued creativity – considered it important to their identity – were more likely to view creative challenges as beneficial to their goals and more likely to be creative in their schoolwork. By contrast, those who were anxious about taking risks were less likely to share their creative ideas in class and those who anticipated negative social consequences ended up less interested in creative challenges and put less effort in working on these challenges.

This study is significant both practically and theoretically. Dr. Ivcevic states,

“The World Economic Forum lists several creativity-related skills in their top 10 list of skills for the changing economy. This research provides insight into concerns on students’ minds as they approach creative work. Will sharing ideas be met with disapproval? Could it be safer not to share ideas? How valuable and personally important is creativity for students? When educators acknowledge these concerns and take them into account in their classrooms, their students will be better able and more willing to engage creatively at school. We are deeply honored that this line of research has received so much recognition.”

Drs. Ivcevic and Hoffmann plan to extend this work to examine how a supportive school climate can help students develop positive attitudes toward creativity. They are also working to validate a way to measure these attitudes in Spanish-speaking students.

Featured in this article

Jessica D Hoffmann, PhD Assistant Professor in the Child Study Center
Zorana Ivcevic Pringle Senior Research Scientist

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How does coding enhance problem-solving skills in education?

Learning to code enhances students' problem-solving, logical thinking, and creativity across subjects, preparing them for future academic and career success. integrating coding into education fosters essential skills like collaboration, communication, and critical thinking..

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How does coding enhance problem-solving skills in education?

In this digital age, Coding has become as essential as reading and writing. Interestingly, beyond its core application in computer science, Coding can significantly boost students' understanding of, and performance in, other subjects as well. Students would benefit greatly if schools incorporated coding into their curricula, equipping them with the skills needed for academic success and future careers.

LOGICAL THINKING AND PROBLEM-SOLVING SKILLS

Logical thinking and problem-solving lie at the heart of Coding, which requires students to dissect complex problems into smaller, manageable components and solve them systematically. This process, known as computational thinking, improves their ability to solve problems across various academic disciplines.

1. Logical sequencing: Coding involves creating a sequence of logical instructions to achieve specific outcomes. This helps students in challenging subjects like mathematics, where solving equations or understanding geometric proofs requires a clear logical sequence. For example, grasping the steps to deduce a mathematical formula is similar to writing a function in code to produce a desired result.

2. Debugging: Identifying and fixing errors in code imparts a sense of purposeand teaches perseverance and attention to detail, all of which are essential skills for scientific experiments and mathematical problem-solving. Debugging also enhances critical thinking by requiring students to identify, analyse and resolve issues efficiently.

3. Enhancing Mathematics skills: Mathematics and Coding are intrinsically connected. Coding principles like algorithms and loops directly apply to mathematical concepts.

4. Algorithms: An algorithm is a step-by-step process to solve a problem. Writing algorithms in Coding teaches students a step-by-step approach to solve mathematical tasks, such as long division or finding the greatest common divisor. This logical approach can also be used to solve word problems or develop proofs in geometry.

5.Loops and patterns: In Coding, loops are used to perform repeated operations, which helps students grasp mathematical patterns and series. This concept deepens their understanding of arithmetic and geometric progressions. Coding exercises involving loops can demonstrate how repetitive mathematical problems can be automated and simplified.

6. Scientific simulations: Coding simulations allow students to visualise and interact with scientific phenomena. For example, Coding a simulation of planetary motion can help students understand the laws of physics that govern celestial bodies. Similarly, creating models of ecosystems enablesstudents to grasp the complex interactions between organisms in biology.

7. Data analysis : Coding skills enable students to manage and analyse large datasets, a critical ability in fields like biology and chemistry where interpreting experimental data is essential. Coding can also automate data collection and analysis, thus increasing the efficiency and accuracy of scientific research.

8.Critical thinking: Optimising code for efficiency needs critical thinking and the ability to analyse various solutions to a problem. Students can apply this skill to any subject where they need to analyse and improve their work. For instance, in history class, students can use critical thinking to analyse primary sources and construct evidence-based arguments.

9. Creativity: Designing Coding projects, such as a game or a website, requires creativity, which is also useful in subjects like art and literature, where original and innovative thinking is encouraged. Coding projects also prompt students to think outside the box and develop unique solutions.

10. Collaboration: Since Coding projects often require teamwork, students learn to collaborate, share ideas and work towards a common goal. This is a very useful skill for group projects across subjects. Coding platforms facilitate collaboration, allowing students to collaborate on Coding projects, share their code and learn from one another.

11. Communication: Code and debugging requires clear communication, which teachesstudents how to articulate their ideas and thought processes, especially in subjects like history and language arts. Students also learn technical writing skills by writing comments in code and documenting their work.

DOI: 10.54919/physics/56.2024.0fer1
Corpus ID: 271144563

The development of research skills in physics laboratory works of secondary school students in an information and education environment

Nazym Zhanatbekova , Yerlan S. Andasbayev , +2 authors Farzana Boribekova
Published in Scientific Herald of Uzhhorod… 21 April 2024
Physics, Education

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- High problem-solving skills lead to academic success in Philippines. - Critical thinking ability is crucial for academic success in Philippines.

Critical thinking enhances problem-solving skills in HUMSS students by enabling them to analyze and solve problems effectively, leading to successful outcomes as indicated in the study.

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Teachers' Day 2024: 5 Ways Teachers Play A Crucial Role In Students' Lives

Teachers shape students' academic and personal growth, instilling curiosity and values. their impact extends beyond the classroom, influencing students' lives and self-esteem profoundly..

By Dr Maithili Tambe

Teachers' Day 2024: Teachers play a pivotal role in shaping the development of their students, serving not just as educators but as mentors, role models, and sometimes even confidants. The impact of a teacher goes far beyond the confines of the classroom. They are the architects of a student's formative years, helping to mold their academic abilities, social skills, and emotional intelligence. From the very first day of school, a teacher sets the tone for the learning environment. Through their words and actions, they instill a sense of curiosity and a love for learning that can last a lifetime. The role of teachers in student development is profound. They are instrumental in shaping not only the knowledge and skills of their students but also their values, character, and self-esteem. The influence of a dedicated teacher can resonate throughout a student’s life, proving that their role extends far beyond academics.

Encouraging Critical Thinking And Problem-Solving Skills

In today's fast-paced world, where information is abundant, the ability to analyse and evaluate information has never been more crucial. Teachers play a pivotal role in fostering these skills, creating an environment where students feel empowered to question, explore, and innovate. In the classroom, this often begins with open-ended questions and discussions that challenge students to think deeply about the subject matter. Rather than simply providing answers, teachers guide students to consider multiple perspectives, weigh evidence, and craft their own conclusions. This not only enhances their understanding of the material but also nurtures a mindset that appreciates inquiry and scepticism, a vital characteristic for lifelong learning. Students learn resilience as they encounter challenges, creativity as they devise innovative solutions, and teamwork as they collaborate with peers. These skills are invaluable, transcending the classroom and shaping how students approach obstacles in their personal and professional lives.

Cultivating A Love For Learning

In a world filled with distractions and competing interests, a passionate teacher can ignite a spark of curiosity that lasts a lifetime. This goes far beyond simply delivering content; it involves creating an engaging environment that encourages exploration, questioning, and a thirst for knowledge. Teachers who infuse their lessons with enthusiasm and creativity often leave a lasting impression on students. By incorporating diverse teaching methods such as hands-on projects, interactive discussions, and real-world applications, educators can make learning feel relevant and exciting.

When students see the connection between what they’re learning and their own lives, they begin to appreciate the value of education not just as a means to an end, but as a journey filled with discovery. Moreover, teachers play a pivotal role in recognising and nurturing individual interests. By providing opportunities for students to delve into subjects they are passionate about, educators can help them uncover their strengths and talents. Whether through encouraging a student’s interest in science with a captivating experiment or fostering creativity in art class, teachers can guide students toward their own personal learning paths.

Building A Safe And Supportive Learning Environment

When students enter a classroom that fosters trust, respect, and open communication, they feel empowered to express themselves and explore new ideas without fear of judgment. This nurturing atmosphere is critical for their academic and personal growth. Teachers play a pivotal role in this and set the tone from the very first day, establishing clear expectations and encouraging positive interactions among students. A supportive classroom is one where mistakes are seen as opportunities for growth rather than failures.

Teachers who cultivate this mindset encourage students to take risks in their learning, sparking creativity and fostering resilience. They provide constructive feedback and celebrate individual progress, making each student feel valued and recognised for their unique contributions. In addition to emotional support, a safe learning environment also prioritises physical safety. Teachers are vigilant in recognising and addressing any instances of bullying or harassment, ensuring that every student can focus on learning without distractions.

Preparing Students For Future Challenges

In a landscape marked by rapid technological advancements and shifting societal norms, educators serve as guides, helping students understand the complexities of life beyond the classroom walls. By fostering critical thinking, problem-solving abilities, and adaptability, teachers ensure that their students are not just passive recipients of information but active learners ready to tackle real-world issues. Through project-based learning, collaborative group work, and discussions that encourage diverse perspectives, educators challenge students to think creatively and embrace uncertainty. Teachers impart life skills that extend far beyond academic success. They encourage emotional intelligence, helping students recognise and manage their own emotions. This self-awareness and interpersonal competence prepare students to handle the challenges of teamwork, conflict resolution, and leadership roles in their future careers.

The Impact Of Teacher Expectations On Student Performance

When educators convey belief in their students' potential, it fosters a powerful environment where learners feel valued and empowered. This demonstrates that high expectations can lead to heightened motivation, increased effort, and better academic outcomes. Consider a classroom where a teacher explicitly communicates confidence in each student's abilities. This encouragement not only boosts self-esteem but also creates a culture of aspiration.

Students are more likely to rise to the occasion, pushing themselves beyond perceived limitations. Conversely, when teachers hold low expectations, students may internalise that belief, leading to disengagement and diminished performance. A single teacher’s faith can ignite a passion for learning, while doubt can stifle creativity and ambition.

When faced with difficulties, students who perceive their teachers as supportive and optimistic are more inclined to tackle issues head-on rather than surrendering to frustration. A teacher who emphasises effort over innate ability encourages a growth mindset. This shift in perspective not only enhances academic achievement but also nurtures life skills that extend beyond the classroom.

Also Read: University Of Southampton To Establish Campus In Gurugram, First Foreign University Under UGC Regulations

The profound impact that teachers have on shaping student lives and personalities cannot be overstated. From fostering critical thinking skills and instilling a love for learning to providing emotional support and serving as role models, educators play a pivotal role in the development of their students. Teachers are not just conveyors of knowledge; they are mentors, guides, and influencers who help mold the future generation.

Let us celebrate and appreciate the tireless dedication of educators everywhere, for their work extends far beyond the classroom and leaves a lasting imprint on the hearts and minds of their students. Whether you are an aspiring teacher or a parent, let's continue to advocate for the invaluable contributions of teachers and support their mission to inspire and empower young minds.

(The Author is the CEO of The Academy School (TAS), Pune)

[Disclaimer: The opinions, beliefs, and views expressed by the various authors and forum participants on this website are personal and do not reflect the opinions, beliefs, and views of ABP News Network Pvt Ltd.]

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Abstract. Problem solving attitude is one of the most important aspect of the students in handling pr oblems. that they e ncountered. Meanwhile, critical thinking ability is also an important ...

In addition, students have critical thinking ability and problem-solving attitude, but the development are not the same. some students have fully developed their critical thinking ability and problem-solving attitude. while other students are need to develop it for them to easily cope up to their problems and to avoid being frustrated, stressed ...

In addition, students have critical thinking ability and problem-solving attitude, but the development are not the same. some students have fully developed their critical thinking ability

students' problem-solving skills, anxieties, and attitudes towards mathematics lesson. ... examined the relationship between the creative thinking tendencies, perceptions of problem-solving and academic achievement of the 8th class students of ... It is seen that both scientific attitude and problem-solving skills are examined separately in ...

Exploring the Impacts of Problem-Based Learning to Students' Problem-solving and Critical Thinking Skills: A Systematic Review July 2023 DOI: 10.13140/RG.2.2.23300.50562

The findings show that (1) collaborative problem solving is an effective teaching approach to foster students' critical thinking, with a significant overall effect size (ES = 0.82, z = 12.78, P ...

2.2 Critical thinking and attitudes. Critical thinking has also been studied as a disposition or attitude. ... Lucas and Spencer include critical thinking (as well as problem solving) under the concept of creative ... These comprise conceptual rubrics that help teachers and students identify the critical thinking sub-skills students should ...

The study used descriptive correlation design to determine the relationship between problem solving attitude and critical thinking ability of the students. The study has 240 respondents from the different strands (ABM, HUMSS, GAS, TVL and STEM) in certain senior high school: Mandaue City, Cebu, Philippines.

Attitude First-degree equations in one unknown Mathematics education ... Through problem-solving, students use the skills of analyzing, summarizing options, identifying ... Additional problem-solving strategies support students' acquisition of more deeply understood critical thinking, reasoning, and comprehension (Schoenfeld, 1992). Furthermore ...

1. Introduction. Critical thinking (CT), as certain higher-order thinking, has been regarded as a planned achievement of education in 2050 (International Commission on the Futures of Education Commission, 2021), which, when taught effectively, will promote logical problem-solving (Dwyer et al., 2011) and contribute to the educational improvement, especially in higher education, and the job market.

In recent decades, approaches to critical thinking have generally taken a practical turn, pivoting away from more abstract accounts - such as emphasizing the logical relations that hold between statements (Ennis, 1964) - and moving toward an emphasis on belief and action.According to the definition that Robert Ennis (2018) has been advocating for the last few decades, critical thinking is ...

The cognitive dimension of critical thinking and students' attitudes towards online science inquiry learning are evaluated. ... highlighted that critical attitude is related to the willingness to engage in problem posing and solving. This standpoint sees the development of CT as an inquiry process in problem solving that relies on students ...

Meanwhile, critical thinking ability is also an important skill of the students in dealing and analyzing the problems and to it appropriately. The study used descriptive correlation design to determine the relationship between problem solving attitude and critical thinking ability of the students.

Teach Reasoning Skills. Reasoning skills are another key component of critical thinking, involving the abilities to think logically, evaluate evidence, identify assumptions, and analyze arguments. Students who learn how to use reasoning skills will be better equipped to make informed decisions, form and defend opinions, and solve problems.

Critical thinking employs higher level analytical skills to understand a problem and to work toward a means by which it can be solved, that word implies an answer. This study investigated the effect of using problem situations on the critical thinking of graduate students in solving problems. The study utilized the experimental design ...

The research problem was the low students' critical thinking skills and students' environmental attitudes. The PBL model in this study was implemented in a Geography lesson, particularly for a sustainable development topic that discusses the environmental syndrome around the students. This research was conducted to discuss problems;

4. Teach Problem-Solving Strategies. If a student develops problem-solving skills at a young age, they will bring out the best in every opportunity. It will equip them with confidence, intelligence and perseverance. You can give your students a hypothetical problem and ask them to find solutions through critical and creative thinking.

One of the National Competencies of the Nursing Undergraduate Program is a nursing student's "use of lifelong learning, problem-solving and critical thinking skills". In this context, the student is expected that they will be able to think critically in nursing care, base nursing care on the problem-solving process, and operate the decision ...

Purpose: This study is a descriptive research study conducted to identify the relationship and influencing factors between communication competence, critical thinking competence, problem-solving ability, clinical performance competence and person-centered care competence of nursing students who have experienced clinical practice.

This study intends to analyze the effects of problem-based learning on students' attitude towards learning, critical thinking skills and achievement of 10 th grade students in chemistry.

Computer usage has several benefits, as it principally helps students in their learning. Further, research has shown that internet usage has a positive effect on critical thinking, problem solving, prompt feedback and collaborative instruction (Oyewusi & Oyeboade, 2009; 24).

"The World Economic Forum lists several creativity-related skills in their top 10 list of skills for the changing economy. This research provides insight into concerns on students' minds as they approach creative work. ... Drs. Ivcevic and Hoffmann plan to extend this work to examine how a supportive school climate can help students develop ...

As comprehensive schools evolve, there is a growing need to employ laboratory work to enhance students' independence, adaptability, and creative problem-solving abilities in physics. Laboratory work is a critical method for developing research skills and occupies a leading position in organizing activities that develop complex skills. Purpose.

(DOI: 10.29121/GRANTHAALAYAH.V8.I1.2020.261) Problem solving attitude is one of the most important aspect of the students in handling problems that they encountered. Meanwhile, critical thinking ability is also an important skill of the students in dealing and analyzing the problems and to it appropriately. The study used descriptive correlation design to determine the relationship between ...

Encouraging Critical Thinking And Problem-Solving Skills. In today's fast-paced world, where information is abundant, the ability to analyse and evaluate information has never been more crucial. Teachers play a pivotal role in fostering these skills, creating an environment where students feel empowered to question, explore, and innovate.

Mathematics in the Modern World is a college course that aims to develop critical thinking and problem-solving skills through fundamental mathematical concepts, emphasizing their real-world ...

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6 Best Rolex Yacht-Master Homages & Alternatives in 2023

This post contains affiliate links. If you click on a link and make a purchase, we may earn a commission at no additional cost to you. Learn more .

Steinhart Ocean 39...

Davosa Ternos

Pagani Design PD-1...

Alpha Yachtsman

Parnis Yacht Maste...

Gigandet Ocean Kin...

Table of Contents

How Did I Come Up With My List?

6 best rolex yacht-master homages, 3 quality rolex yacht-master alternatives, which rolex yacht-master homage should you get.

Though the Yacht-Master is a function-forward tool watch, it’s also the snazzy boat club counterpart to the Submariner. It’s often built with platinum or gold, and generally falls on the higher end of the price spectrum when it comes to Rolex’s professional watches.

Instead of dedicating a few paychecks to one watch, check out our six best homages.


In-house swiss automatic	Automatic	Automatic	Automatic
37mm, 40mm, 42mm	39mm	40mm	40mm
43.7mm, 48.2mm, 50mm	47mm	48mm	47mm
Rubber, stainless steel, or gold	Stainless steel bracelet	Stainless steel bracelet	Stainless steel bracelet
100m	30m	200m	100m

	Rolex Yacht-Master
	In-house swiss automatic
	37mm, 40mm, 42mm
	43.7mm, 48.2mm, 50mm
	Rubber, stainless steel, or gold
	100m

	Steinhart Ocean 39 GMT Ceramic
	Automatic
	39mm
	47mm
	Stainless steel bracelet
	30m

	Davosa Ternos
	Automatic
	40mm
	48mm
	Stainless steel bracelet
	200m

	Pagani Design PD-1651
	Automatic
	40mm
	47mm
	Stainless steel bracelet
	100m

The Yacht-Master is a sport watch that you wear to impress.

After all, it’s built with precious metals and patented Rolex materials made especially and exclusively for the line. Plus, its generous bezel is iconic and recognizable from a mile away.

Believe it or not, you can impress without having to drop a few grand.

Our six best Rolex Yacht-Master homages here are a mix of surprisingly cheap close-to-template look-alikes, and inspired but comparably affordable luxury timepieces. Even the most expensive entries are a fraction of the cost of a Yacht-Master.

Read on to see which of the six is the best fit for you, or to find out if you’d rather go with one of our three alternatives.

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As a long-time auction house professional, I’ve come across countless Yacht-Masters of all references. I developed this list using this background, along with my experience using my choice homages and many more that didn’t cut it.

I also deliberated with colleagues, watch collectors within and outside of my clientele, and watch specialists in my field. On top of that, I spent countless hours reading and watching reviews, and diving into forums and Reddit threads. As such, All perspectives and priorities are considered in this list.

Steinhart Ocean 39 GMT Ceramic

Medium Wrists Ideal for 6.6 to 7.4 inch wrists. Metrics: 35-45mm case size / 42-56mm lug to lug width, while also considering size of bezel, hour marker circle size, lug protrusion, strap, and color of dial i
Small Wrists Ideal for 5.5 to 6.5 inch wrists. Metrics: 28-40mm case size / 35-50mm lug to lug width, while also considering size of bezel, hour marker circle size, lug protrusion, strap, and color of dial i
Movement: Automatic
Case Size: 39mm
Lug to Lug: 47mm
Band: Stainless steel bracelet
Water Resistance: 30m

In addition to looking like the Yacht-Master , the Steinhart GMT Ocean 39 Ceramic boasts the combined qualities of a dive watch and a GMT. It has a 24-hour hand, a complete calendar, excellent Super LumiNova, and a ceramic bezel that’s durable and resistant to fading.

The Ocean 39 isn’t just a great homage, but a compelling value proposition of a tool watch.

Thanks to its generously-sized bezel, you might think it is the Yacht-Master at first glance. As any quality homage though, its thoughtful differences allow it to stand on its own.

The GMT hand adds a pop of color on top of its extra functionality. Plus, it may not come in as many sizes as its source material, but the 39mm is a reasonable middle-ground between large and small cases that suits most, if not all, wrists.

It even comes in a two-tone “Chocolate” version reminiscent of the gold and steel versions of the Yacht-Master.

The Ocean 39 runs on the Elaboré version of the already reliable SW200, which is leveled up in accuracy and precision.

What I Like

This watch not only looks a lot like the Yacht-Master , but wears like it as well thanks to the large bezel-to-case ratio, and equally as generous case-to-lugs ratio.
It runs on a premium and accurate 21-jewel Swiss movement that’s anti-magnetic and anti-shock.
This timepiece combines dive and GMT watch features, making it a robust and function-forward tool watch.

What I Don’t Like

The Steinhart stock buckle is friction-based, for a less-than-smooth action. You also need an extra 16mm end link if you want to add a replacement.

What Do Other Reviewers Say?

Reviewers are impressed with the flawless finishing, particularly in how perfectly the bezel lines up with the indices. Many also rave about how comfortable this watch is to wear, crediting it to the universal 39mm case size and smooth lugs.

Many mention that while the 21-click bezel is crisp and strong, it can be hard to grip due to how thin it is.

Overall, the Ocean 39 is popular in watch forum communities , many agreeing it punches way above its price point.

The Verdict

The Steinhart GMT Ocean 39 Ceramic has the robust looks of the Yacht-Master and the premium build of a Swiss luxury watch for a fraction of the typical cost.

It has an accurate automatic movement, a flat sapphire with a beautiful blue AR-coat, and a strong ceramic bezel that’s highly polished. It’s also a dive watch with Submariner -level water resistance as well as a GMT hand, making it a multi-hyphenate tool watch.

The Steinhart Ocean 39 Vintage GMT Premium Ceramic is our top pick for three reasons. You get a lot of function out of this timepiece, thanks to its combination of dive watch and travel watch features. Second, each function is premiumly-built, from the Swiss Elaboré movement to the hard-clicking bezel and effortless bracelet operation.

Case Size: 40mm
Lug to Lug: 48mm
Water Resistance: 200m

The most immediately-seen remarkable quality about the Swiss-made Davosa Ternos is the watch’s overall finishing. The brushing on the bracelet and lugs is clean, and the applications are flawless, and well-aligned for effective legibility.

Even the Mercedes hour hand is immaculately executed.

The date cyclops offers crystal clarity, which is remarkable since cyclops windows are often go-to short-cuts for homage-makers at any price point.

The Ternos runs on the DAV 3021, which is based on the Sellita series 200, a clone of ETA 2824. This movement is a reliable workhorse that matches automatic Swiss movements at higher price points.

It’s also easy to regulate. And since almost all watchmakers have experience with this movement, you’ll have no issues finding someone to service it.

Davosa’s rendition of the ETA 2824 movement beats at a precise 28,800 BPH which gives the second hand a continuous and steady movement.
Comes with a two-year warranty and is sent directly to you from Davosa via Express Courier.
A genuine Swiss-made luxury timepiece, from its high-tech ceramic bezel, soft blue sapphire, President bracelet, to its refined finishing throughout
The minute hand is a little short and doesn’t touch the outer minute track.

The Ternos is one of the most popular Yacht-Master homages , with forum-goers often considering Davos at the top of the homage pecking order.

Reviewers praise the watch’s accuracy, craftsmanship, and solid end links which provide a stable but comfortable experience.

A few Amazon reviewers mention long shipping times. As always, keep in touch with your seller and do your research to make sure they’re reputable.

Its durable and reliable Swiss movement is based on a familiar often-used caliber, which means this watch can last you for decades.

If your main priority is clean finishing and a high-end looking construction, the Davosa Ternos offers considerate quality-to-price. The brand’s reputation in the watch world also adds a level of street cred. Its durable and reliable Swiss movement is based on a familiar often-used caliber, which means this watch can last you for decades.

Pagani Design PD-1651

Water Resistance: 100m

Not only is the Pagani PD-1651 an almost-exact replica of the Yacht-Master , but it comes in 14 different colorways. Between the wide-ranging options and the sub-100 price point, the 1651 has a collectible quality about it too.

Regardless of which one you go for, the sunburst dial behind the applied indices offers legibility and beautiful lightplay that makes the watch look far more expensive than it is.

On the function front, this watch has respectably long-lasting lume, and runs on a popular Seiko movement. The NH35A is fairly accurate. More importantly, it will last a long time without needing service thanks to its low rate of six beats per second.

The design is almost a one-for-one with the Yacht-Master , including the signature bezel number placement to the half-recessed crown.
The sunburst dial behind the applied indices offers legibility and attractive lightplay.
Seiko’s NH35A automatic movement is easily hacked and serviced.
Pagani’s stainless steel bracelets come with stiff links, and the microadjustment is hard to use due to the small side holes which are difficult to locate.

Reviewers love the PD-1651 ’s high-end looking sunburst and automatic movement, given its sub-100 price point.

Some reviewers complain that Pagani’s product descriptions are misleading. One example is that most sellers, using copy straight from the brand, report that the dial protector is sapphire.

While it’s almost as scratch-resistant as actual sapphire, Pagani uses an artificial sapphire-like glass.

The Pagani PD-1651 is the perfect watch to test-drive the vibe of the Yacht-Master . It’s one of the visually closest homages on the market, is easily found well under $100, and comes in several colorways.

On top of that, it runs on a Seiko automatic, at the cost of most quartz watches.

The Pagani PD-1651 is the perfect watch to test-drive the vibe of the Yacht-Master. It’s one of the visually closest homages on the market, is easily found well under $100, and comes in several colorways. On top of that, it runs on a Seiko automatic, at the cost of most quartz watches.

Case Size: 44mm

As a brand, Alpha’s attention to detail is superb, especially for its price tag. The Yachtsman is no exception.

The index iron silver dial shimmers and catches the light effectively from every angle. It’s complemented by an icy silver-tone bezel, complete with well–polished raised numbers exactly like the Yacht-Master ’s. Out of all the affordable homages on this market, this combination best mimics the Yacht-Master’s silvery white Rolesium construction.

Even the crown is signed, which showcases an attention to detail rarely seen at this price point.

Alpha isn’t always forthcoming about who manufactures the Yachtmaster’s automatic movement, but I’m 99% sure it’s Seagull.

A clear attention to detail is seen throughout the design, from the silver dial, applied indices, brushed and polished surfaces, and signed crown.
The 21-jewel automatic is surprisingly accurate, which isn’t usually the case when homage makes use discreet Chinese movements.
Alpha offers a one year manufacturer warranty making each purchase secure, no matter how affordable.
This watch isn’t water resistant.

Reviewers enjoy how well-executed the silver tone of the dial and bezel are.

Additionally, while most Seagull and Seagull-like movements are usually noisy, many are impressed with how Alpha watches don’t often come with movement issues. Alpha is likely servicing all of the Chinese movements before equipping their watches with them.

The Alpha Yachtsman is an affordable answer to the platinum-based Rolesium-constructed Yacht-Master . At around $100, it doesn’t have the exact natural shine of Rolex’s patented materials. Still, the lustrous iron dial, slick silver bezel, and polished numbers all work together to imitate a similar kind of lightplay.

The Alpha Yachtsman is an affordable answer to the platinum-based Rolesium-constructed Yacht-Master. At around $100, it doesn’t have the exact natural shine of Rolex’s patented materials. Still, the lustrous iron dial, slick silver bezel, and polished numbers all work together to imitate a similar kind of lightplay.

Parnis Yacht Master

Movement: Automatic movement
Case Size: 41mm, 43mm
Lug to Lug: 46mm, 48mm
Water Resistance: 50m

The Parnis Yacht Master is another excellent close-to-template option that’s a fraction of the price of its inspiration piece.

What separates it from other homages is that Parnis embodies one particular component of the spirit of the Yacht-Master that not all homage-makers dip into: its use of different materials.

Sure, Parnis isn’t building their Yacht-Master with platinum or illegally using Rolex Oystersteel and Everose.

But in addition to ceramic black and silver-toned bezels, you can get this watch in rose gold plated stainless steel, a durable and commanding PVD case—and several other material variations if you just scour the internet.

Parnis uses different materials not only to create aesthetic variations, but also to offer different functions, like its PVD case colorway.
This watch offers thoughtful visual differences, like the double-shield 12 marker, orange second hand, and textured dial variations, allowing it to stand apart from the Yacht-Master while still maintaining the same look.
The end of the lugs curve, which offers a sleek design and a comfortable wear on the wrist.
It’s almost impossible to catch the threads on the screw down crown, making it difficult to use.

Reviewers praise the aesthetic of the Parnis Yacht Master , and the variations in construction.

Many recommend being diligent when dealing with online Parnis sellers from Asia—and I agree with them.

One Parnis customer mentions that he didn’t receive the extra links he requested to make his watch fit properly. Relatedly, this Reddit reviewer received an ill-fitting bracelet.

The Parnis Yacht Master offers function-forward variations that even Rolex’s Yacht-Master doesn’t have. If you love the precious metal look, but not the price, Parnis will have a version for you. If you wished Rolex would make more tool-looking Yacht-Masters, the PVD Parnis with a textured case is an effective answer.

Gigandet Ocean King

Large Wrists Ideal for 7.5+ inch wrists. Metrics: 40mm+ case size / 50mm+ lug to lug width, while also considering size of bezel, hour marker circle size, lug protrusion, strap, and color of dial i
Case Size: 43.7mm
Lug to Lug: 51mm
Water Resistance: 300m

Gigandet’s Ocean King has one of the best executed dials in the Yacht-Master homage world. They come as a jaw-droppingly dimensional sunburst variation (in blue or green), and as a flawlessly silken white and black.

A true-blue luxury option, Gigandet takes the Yacht-Master design, and executes it with the discipline of German engineering. The cyclops is clear, the brushing is exquisite, and the red second hand adds a distinct pop of color.

This watch is loaded with useful functions and runs on a strong and shock-resistant automatic movement equipped with 24 jewels.

With its 300m of water resistance, extra bright Iume, and safety folding clasp with a double-bracket and dive extension, this Gigandet is an authentic function-heavy tool watch.
The finishing on this watch is luxury-level, seen especially in its beautiful dials and perfect applications.
The 24-jewel automatic movement is sturdy, and can handle pressure and shock.
Gigandet watches can be hard to find outside of Europe, so you’ll have to pay the shipping premium if you aren’t on the continent.

Reviewers not only love the Gigandet Ocean King for its similarities to the Yacht-Master , but as a worthy entry-level luxury watch in general. Many mention how its finishing is equal to Swiss watches several times its price.

With the brand’s Swiss roots and its German-based revival, the brand is also respected among watch collectors.

From its double-coated sapphire, attractive dial, and several useful operations, the Gigandet Ocean King is the Yacht-Master built more affordably and with German precision.

Comparisons aside, the Ocean King is independently reputable and well-constructed in its own right.

From its double-coated sapphire, attractive dial, and several useful operations, the Gigandet Ocean King is the Yacht-Master built more affordably and with German precision. Comparisons aside, the Ocean King is independently reputable and well-constructed in its own right.

Unlike an homage, which is built as a visual tribute to a more expensive watch, an alternative is a comparable model that isn’t always less expensive. It can be a competitor’s counterpart or a similar option within the same brand.

If you’re in the market for a Yacht-Master or homage, check out our worthwhile alternatives first.

Oris Divers Sixty-Five

Versatile Pick
Movement: Swiss automatic
Case Size: 36mm
Band: Rubber strap

Like the Yacht-Master, the Oris Divers Sixty-Five is a robust tool watch with a graduated scratch-resistant ceramic bezel. The Oris, however, is rugged in different places on its body than the Yacht-Master is. The utilitarian rubbers strap offers a less sleek aesthetic than a stainless steel oyster or president would.

Meanwhile, thanks to the Divers Sixty-Five ’s vintage leanings, the bezel is thinner with smaller numbers and the crown is guardless, for a sleeker and simpler look. Still, all of the practical qualities are there from the double-domed AR-sapphire to the Swiss automatic movement.

Longines HydroConquest

Case Size: 41mm
Lug to Lug: 50mm

Neither the Longines HydroConquest or the Yacht-Master are afraid of big features. Both watches have similar bezels and are designed for amphibious wearers.

The HydroConquest , however, is distinguished in looks because of its gigantic six, nine, and 12 markers. If you love the wide look of the Yacht-Master , but are also attracted to aviation-inspired designs, this Swiss automatic is for you.

Breitling Superocean 44

Lug to Lug: 52.7mm
Water Resistance: 1000m

The Breitling SuperOcean 44 has bulky features, just like the Yacht-Master. Unlike the Yacht-Master though, Breitling built this watch to be extra beefed up all-around. Its lug-to-lug size is a considerable 52.7mm and, as a true diver’s watch, this guy boasts 1000m of water resistance.

Aesthetically, the SuperOcean 44 has a more animated look to it. Its dial is matte, the indices are heavily outlined like an illustration, and the font for the 6, 9, and twelve look like a cleaned-up version of the BAM!s and POW!s in the ‘60s Batman show. It has fun features that don’t take away from its overall professional look.

With its impressive materials and extra functionalities, the Steinhart is our top pick Yacht-Master homage.

If you want to go the affordable luxury route, the Davosa Ternos and Gigandet Ocean King are both well-respected level-ups.

On the other end of the spectrum, the Alpha Yachtman , Pagani PD-1651 , and the Parnis Yacht Master are cheap but well-built look-alikes each with a distinct offering.

Even if you’re looking to get a Yacht-Master one day, it’s always worth trying out some homages before making the investment.

Is the Yacht-Master a dive watch?

With 100m of water resistance, the Yacht-Master is designed for sports on the water. Though this is enough for most swimmers, a true professional dive watch needs at least 200m of resistance.

Is the Yacht-Master the same as the Submariner?

No. While the Yacht-Master is built for sports near or on water, like boating, the Submariner is the dedicated pro-dive watch.

Ever since I received an Omega Seamaster for my 16th birthday, I fell in love with watches. Professionally, this led me to work for New York and LA’s leading auction houses. Personally, it led to a life as a collector, my Seamaster and my Explorer II being my favorite timepieces.

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IMAGES

Yacht Master II Tutorial
The Rolex Yacht-Master II: How does it work, and why is it so
How to Use a Yacht-Master II
6 Beautiful Pictures of the Rolex Yacht-Master II
Rolex Yacht-Master II Ultimate Buying Guide
How to Set and Use the Rolex Yacht-Master II

COMMENTS

How To Use Your Rolex Yacht-Master II
This video will teach you how to set the Rolex Yacht-Master II. Shop our entire collection of pre-owned Yacht-Master II watches here: https://www.bobswatche...
Yacht Master II Tutorial
A tutorial on how to operate the Rolex Yacht-Master II. This video will teach you how to set the time, wind the watch, and operate the regatta countdown feat...
[Rolex] How The Yacht-Master II Works And Why It's So Complicated
But their watches aren't gonna have tourbillons or perpetual calendars or minute repeaters and so on. The only two complicated watches Rolex makes are the Yacht Master II (with this regatta timer) and the Sky Dweller (with its annual calendar + GMT). It is the word"yacht-master II"in bold that brothers me most.
How to Set and Use the Rolex Yacht-Master II
To set the countdown timer: 1. The timer needs to have stopped. If it is still going, push the upper pusher on the right hand side of the dial/case to stop the timer. 2. Once the timer is stopped, you need to turn the bezel to the left, or counterclockwise, a quarter turn.
Rolex Yacht-Master 2: The Ultimate Sailing Watch Review!
Rolex Yacht-Master 2: The Ultimate Sailing Watch Review!Get Rolex Yacht-Master IILink- https://amzn.to/4dIbGBdNB: I am an affiliate with amazon i may receive...
The Rolex Yacht-Master II: How does it work, and why is it so
To set the timer on the Rolex Yacht-Master II, begin by turning the bezel until it clicks into place. This happens when the "1" on the bezel is around the 12 o'clock position. Then, press the push-piece at 4 o'clock, which will stay engaged. Once you unscrew the crown, you can set the duration of the countdown in minutes.
How to Use a Yacht-Master II
The Yacht-Master II allows different countdown timers for 0 - 10 minutes, which can be used anytime in normal life if you need to time something for 10 minutes. To use the programmable Regatta countdown, rotate the bezel to position two until it clicks at about 1 o'clock. After, push down the bottom pusher to set the bezel.
Rolex Yacht-Master II: How to Set the Countdown Timer
To reset the countdown timer back to its original setting, simply press the upper pusher to stop the regatta timer, and then press the lower pusher to reset the countdown back to the last setting that you programmed into the Yacht-Master II's mechanical memory. With the boat race now underway, you are done! (at least until next time).
How to Read a Yacht-Master II
Putting this countdown on the face of the watch is one of the major changes from the original Yacht-Master and the Yacht-Master II. On the original Yacht-Master, the countdown is on the top right of the bezel between 12 o'clock and 3 o'clock. The Bezel. The numbers on the bezel mirror those numbers on the regatta chronograph.
Rolex Bezels: How to Use the Yacht-Master Bezel
Measuring elapsed time with the Yacht-Master bezel is pretty straightforward up to 60 minutes. This would come in handy to calculate the sailing time between two buoys. To start, rotate the bezel in either direction to sync the zero market with the minute hand. Once finished, the minute hand will point to the amount of time that has passed ...
Rolex Yacht-Master VS Yacht-Master II. Which is Best?
A unique feature of the Yachtmaster II is the regatta chronograph and features the world's first mechanical programmable countdown with a memory. You can accurately sync the watch with the starting sequence of a yacht race. Unlike most bezels which don't operate as a component of the movement, the easy-to-use and bi-directional Ring Command ...
How to Use the Rolex Yacht-Master II Regatta Countdown Complication
The regatta countdown featured on the Yacht-Master II is no exception for the yachting enthusiast or professional. The regatta countdown is a programmable function using the Ring Command bezel. Working in conjunction with the internal movement, the bezel acts as the key, where one can program the countdown to be set and synchronized to the ...
I Bought the NEW 2021 Rolex YachtMaster II (Review)
I just bought the new 2021 Rolex Yachtmaster II and this is my review!Check out Watch Stand Here! http://bit.ly/WatchStandDavidCheck out the mentorship link ...
Rolex Predictions 2024: Yacht-Master II Redesign or Discontinuation?
The Rolex Yacht-Master II is one of the most bewildering watches in The Crown's catalog. From its niche functionality to its massive self-titled bezel inscription, the 44mm beast stands alone in both its mechanics and aesthetics. Its eccentricity is, at least in part, a product of its age; much like the Milgauss in 2023, the Yacht-Master II is long overdue for an update or discontinuation.
Rolex Discontinues The Yacht-Master II
Rolex FINALLY did it!!! They got rid of the Yacht-Master II—at Watches and Wonders 2024—which historically was my least favorite modern Rolex. Although there were some cool characteristics, like being the only other Rolex Chronograph beside the Daytona, I could just never get into the Yacht-Master II. I would go so far as to say the Rolex ...
10 Rolex Yacht-Master Alternatives (Homage & Affordable ...
Rolex currently offers the Yacht-Master and the Yacht-Master II. The former is available in three sizes - 42, 40, and 37 mm. The Yacht-Master features a bi-directional rotating bezel made of precious materials. The 60-minute graduated bezel with its raised polished numerals and graduations ensures reading in tough conditions.
Is rolex yacht master 2 a good investment? (2024)
How much is a Rolex Yacht-Master 2? Retail prices for Rolex Yacht-Master II watches starts at $18,750 for the stainless steel model with a blue Cerachrom bezel, and increase from there with the use of precious metals.The most expensive Yacht-Master II model is the solid 18k white gold and platinum version, which costs $48,150 when purchased brand new.
HOW TO USE: Rolex Yacht-Master II, Instructional Video for Command
https://www.jaztime.com/ ⇐ BUY SELL TRADE-ins ↪ HOW TO Video for the 116680 44mm Rolex Yacht-Master II, Ceramic Command bezel. Learn how to use the vari...
How to use the Yacht-Master II...
How to use the Yacht-Master II https://www.youtube.com/watch?v=4l2MlPFTwRE
yacht master 2 how to use
How to Set and Use the Rolex Yacht-Master II. Regatta races are an exciting way to test your sailing ability. The Rolex Yacht-Master II has a countdown timer so you can time your
6 Best Rolex Yacht-Master Homages & Alternatives (2023)
It's often built with platinum or gold, and generally falls on the higher end of the price spectrum when it comes to Rolex's professional watches. Instead of dedicating a few paychecks to one watch, check out our six best homages. Rolex Yacht-Master. Steinhart Ocean 39 GMT Ceramic. Davosa Ternos.
ROLEX YACHT MASTER 2 WATCH REVIEW
In this video we review the Rolex Yacht-Master 2, this watch is the biggest Rolex you can buy and what a fantastic looking watch it is! The Rolex Yacht-Maste...
Two More Crewmembers of Sunken Yacht Bayesian Are Under Investigation
The design gave Bayesian the righting moment she needed to offset a massive single-masted schooner rig (the yacht featured the world's tallest aluminum mast) while providing a way to reduce the ...
Rolex Yacht-Master II Functions Explained
http://www.Ubidorbuy.comTutorial for our blog. Ubidorbuy.com is the largest online jewelry auction site on the internet. Featuring antique, estate, liquidati...

How to Set and Use the Rolex Yacht-Master II

What is a regatta watch?

How to Set your Countdown Timer on a Rolex Yacht-Master II

How to Use the Countdown Timer on your Rolex Yacht-Master II

Timing a Regatta Race using the Rolex Yacht-Master II

How to Use Your Rolex Yacht-Master II: Final Thoughts

How to Read a Yacht-Master II

Minute Countdown

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