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1.
This article reports research that is contextualised within reforms of secondary education in Hong Kong and the reintroduction of Liberal Studies, which jointly emphasise the need for a learning environment that facilitates the practice of group work and the development of critical thinking. A study is described that explores the relevance of group work for fostering critical thinking, looking in particular at the participation of teachers in small group activity. While attention is paid to the results of critical thinking tests and excerpts extracted from the students’ dialogues, the research also seeks to highlight the role of the teacher in breaking stalemates in discussion with appropriate interventions. In sum, this article concludes by illustrating the importance of collaborative group work in the development of students’ critical thinking skills.  相似文献   

2.
The aim of this study was to evaluate an intervention model for computer‐assisted social skills learning. The integration of technology enables experimentations within a controlled, structured, and easily changeable mini‐environment, emphasising four critical aspects of social learning: active learning, controlled and fluent processing, structure and schema organization and strategy training. Twelve adolescents with mild retardation and social difficulties were trained on “I Have a Problem” social conflict scenarios, integrating the software with strategy training. The results demonstrated that the children increased their understanding of the social conflict situations as expressed on the software measures and on paper and pencil questionnaires. Three case studies were provided to demonstrate the students’ individual learning styles, assessed through students’ reports and teachers’ ratings.  相似文献   

3.
Distance education has long been associated with independent study and delivery of prepackaged learning materials. These characteristics effectively deny distance education students the opportunity to participate in communities of inquiry and, perhaps, opportunities to develop their critical thinking skills. This paper reviews the theoretical impact of socially situated learning, critical thinking and their implications for distance education. It then presents the results from a study of learners' perception while enrolled in two different models of audio teleconferenced, university courses. The study reports quantitative results from a mail survey of these students and the qualitative results from interviews and classroom observations. The impact of the instructional design used by the delivering institution resulted in two distinct models of audio teleconference delivery with significant qualitative and quantitative differences in student perception. The paper concludes that learning communities, which support the development of critical thinking skills, can be created at a distance and that they provide a mechanism for improving the quality of higher level distance education.  相似文献   

4.
This article reports on an empirical exploration of the relations and strengths among Turkish grades 9–11 students’ (n = 209) personal epistemologies (justification of knowledge, certainty of knowledge, source of knowledge, development of knowledge), self-regulated learning (extrinsic motivation, intrinsic motivation, rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation), and achievement in physics (course grades). Established instruments were used to collect data on these students’ beliefs about knowledge and components of self-regulated learning (SRL) such as goal orientations (extrinsic and intrinsic motivation) and learning strategies, critical thinking, and metacognitive regulation. Results from structural equation modeling revealed that students’ personal epistemologies directly influenced their motivation (extrinsic and intrinsic goal orientations), rehearsal and organization strategies, and metacognitive self-regulation to learn physics. Furthermore, students’ personal epistemologies indirectly (mediated through motivation beliefs) influenced rehearsal, elaboration and organization strategies, critical thinking, and metacognitive self-regulation to learn physics. Students’ ideas about knowledge and knowing about the source and development of knowledge significantly contributed to students’ self-regulatory skills and physics course grade. Implications and future directions are discussed.  相似文献   

5.
In this paper, an inquiry-based ubiquitous gaming approach was proposed. The objective of the study was to enhance students’ performances in in-field learning activities. To show the advantages of the approach, an experiment was carried out to assess the effects of it on students’ learning achievement, motivation, critical thinking, and problem solving. Furthermore, the students’ behavioral patterns were investigated via content and sequential analysis methods. The experimental outcomes show that the approach promoted students’ performances of learning achievement and intrinsic motivation; moreover, the students’ perceptions of their problem solving and critical thinking were significantly promoted as well. The learning behavior analysis further show that the designated approach stimulated the participants to actively engage in field observation, comparison, and data searching in the context ware in-field learning activity.  相似文献   

6.
This study examines the relationships between students’ academic levels, the use of motivational regulation strategies, and cognitive learning strategies. A total of 141 undergraduate and graduate students enrolled in online distance courses participated in the study. The findings show that students use different motivational regulation strategies and cognitive learning strategies depending on their academic levels. Additionally, hierarchical regression analyses using two dependent variables (i.e., surface level learning strategy and deep processing level learning strategy) indicate that a surface level learning strategy (i.e., rehearsal) and deep processing level strategies (i.e., elaboration, organization, and critical thinking) are predicted by different sets of motivational regulation strategies after controlling for academic level and age. The results provide distance educators and instructional designers with practical suggestions on how to support undergraduate and graduate students’ motivational needs and further promote their use of cognitive learning strategies in online distance education programs in higher education.  相似文献   

7.
In this study, we investigated-secondary school students’ perceptions of their constructivist learning environment in Liberal Studies, and whether their perceptions were related to their critical thinking ability. A convenience sample of Secondary Three students (N = 967) studying Liberal Studies in Hong Kong participated in this research by completing a self-administered questionnaire which included the Constructivist Learning Environment Survey (CLES), Cornell Critical Thinking Test Level X, and demographic information on age and gender. Students perceived their learning environment to be moderately constructivist in nature. Both age and school banding differences were identified in that younger students and students in band 1 schools tended to perceive a higher degree of constructivist characteristics in their learning environment. Multiple regression analyses indicated that three of the five scales of CLES were predictors of critical thinking ability. Shared Control was the strongest predictor and negatively associated with critical thinking ability, while Personal Relevance and Critical Voice were positively related to critical thinking ability. Findings of the study are discussed with reference to developing students’ critical thinking ability in Liberal Studies classrooms.  相似文献   

8.
Fostering critical thinking abilities amongst students is one component of preparing them to navigate uncertain and complex social lives and employment circumstances. One conceptualisation of critical thinking, valuable in higher education, draws from critical theory to promote social justice and redress power inequities. This study explored how students’ critical thinking developed in a discrete core unit of criminology. Second and third year students were invited to participate in the research. Participants wrote critical reflections on how their thinking about crime and criminal justice had developed throughout the unit. Analysis of responses indicated that certain topics were salient to students, offering a way to engage them in deeper thinking. Students’ critical reflections showed evidence of personally relevant meaning-making, including the development of more nuanced thinking about crime and justice, and more compassionate rationales for aspiring to careers within the field. Implications for learning and teaching critical thinking in criminology are discussed.  相似文献   

9.
The incorporation of self- and peer-assessment and feedback has significant potential as a pedagogical strategy to promote deep learning in project based coursework. This study examined the impact of a deeper approach to learning on pre-service teachers’ critical thinking and metacognitive skills. It also examined the impact on student learning outcomes within a project based module with a significant design element. Forty-seven students participated in the pilot of an online peer feedback system. Results suggest that the quality of students’ reflections through peer feedback and overall satisfaction with the module remained high despite students’ citing a preference for instructor feedback. The data also indicate that the incorporation of self- and peer-assessment and feedback resulted in higher quality learning outcomes and enhanced critical thinking skills.  相似文献   

10.
This article reports the findings of a one-year longitudinal study that investigated the impact of group work on the development of students’ critical thinking in Hong Kong secondary schools. It explores whether the participation of teachers in a group-based teaching intervention adapted from an earlier study conducted in the United Kingdom (UK) facilitated students’ use of critical arguments in Liberal Studies lessons. In addition to examining students’ critical thinking skills through test performance and the use of reasoned justifications in written class-work, the article also discusses the applicability to the Hong Kong context of the programme on which the intervention was based. In general, the results of the study indicate that group work is more effective than whole-class instruction in developing students’ critical-thinking skills and that students make better progress in ‘teacher-supported’ than ‘student self-directed’ group work.  相似文献   

11.
Writing is an important teaching and learning tool that fosters active and critical thinking. There are multiple pressures for disciplines outside the humanities and social sciences to integrate writing in their courses. The shift from teaching solely discipline-specific skills to including writing in a meaningful way can be a daunting process. An instructor and education reference librarian at a public, four-year research university infused an urban planning course with reflective writing exercises. The collaboration proved effective in increasing students’ perceived writing abilities and active thinking via increased immediacy, frequency of writing and active learning.  相似文献   

12.
Abstract

Singapore’s strong performance in international benchmarking studies – Trends in International Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA) – poses a conundrum to researchers who view Singapore’s pedagogy as characterized by the teaching of facts and procedures, and lacking in constructivist learning principles. In this paper, we examine the impact of different curriculum innovations on critical thinking as measured by the Watson-Glaser Critical Thinking Assessment – UK (WGCTA-UK). This includes two innovations that are subject-specific and short-term, one that strongly infuses the arts into the curriculum throughout the whole course of study, and the innovation of the Integrated Programme (IP) which allows academically stronger students to skip the GCE “O” Levels and enter directly into the next level of education, with the time previously allocated to exam preparation now spent on greater breadth in the academic and non-academic curriculum. This paper takes the sociocultural approach to investigate the contexts, process, and outcomes, reports the state of critical thinking, and sheds light on how critical thinking is being promoted. Through our analysis, we find support for the claim that only curriculum that is rigorously designed to foster critical thinking competencies will reap the intended student outcome.  相似文献   

13.
Scientific literacy (SL) and critical thinking (CT) are key components of science education aiming to prepare students to think and to function as responsible citizens in a world increasingly affected by science and technology (S&T). Therefore, students should be given opportunities in their science classes to be engaged in learning experiences that promote SL and CT, which may trigger the need to build and develop knowledge, attitudes/values, thinking abilities, and standards/criteria in an integrated way, resulting in their ability to know how to take responsible action in contexts and situations of personal and social relevance. This paper reports on a study to design, implement, and assess science learning experiences focused on CT toward SL goal. Results support the conclusion that the learning experiences developed and implemented in a grade 6 science classroom had a significant influence on the students’ CT and SL. Within this elementary school context, the theoretical framework used appears to be a relevant and practical aid for developing learning experiences that promote CT/SL and in supporting teaching practices that are more in line with the goals of critical scientific literacy.  相似文献   

14.
ABSTRACT

Amateur musical instrument learners are usually taught in a one-to-many learning mode owing to the cost consideration; therefore, it is difficult for the teacher to address individual students’ problems. This results in a lack of knowledge internalization. The flipped classroom enables the teacher to have more in-class time to interact with individual students. However, when the teacher guides a learner in the flipped class, the other learners usually practice on their own rather than engaging in critical thinking or reflective thinking activities. Therefore, this study uses the peer assessment strategy to increase the effectiveness of musical instrument flipped teaching. However, conventional peer assessment flipped teaching (CPA) has some disadvantages. So, we present another method in which the peer assessment is performed by online video sharing (VSPA). The VSPA method can further extend the learning time until after class. It lets teachers have more time to solve the problems of individual students. Besides, it can reduce the students’ nervousness. The experimental results showed that both of the two teaching modes can help progression, but there is no significant difference in the learning effectiveness. As for learning preference, we found that the learners preferred CPA to VSPA.  相似文献   

15.
In this study, a one-year program was conducted to investigate the relationships between students’ perceptions of mobile learning and their tendencies of peer interaction and higher-order thinking in issue-based mobile learning activities. To achieve the research objective, a survey consisting of eight scales, namely, usability, continuity, adaptive content, collaboration, communication, problem-solving, critical thinking and creativity, was developed. A total of 658 students from 38 high schools in Taiwan filled in the questionnaire after experiencing issue-based mobile learning activities. From the exploratory and confirmatory factor analyses, it was found that the questionnaire had high reliability and validity. The structural equation model further revealed that the provision of adaptive content in the mobile learning had positive impacts on the students’ tendency to interact with peers (i.e., collaboration and communication), which further affected their tendency to engage in higher-order thinking (i.e., problem-solving, critical thinking, and creativity). The findings of this study provide a good reference for researchers and school teachers who intend to promote mobile learning in school settings.  相似文献   

16.
This article investigated the impact of using e‐learning models' with the principles of constructivism to enhance the critical thinking skills of students in higher education institutions. The study examines the effectiveness of e‐learning model in enhancing critical thinking of students at university level. This effectiveness is measured by a critical thinking test. The target population for this study is undergraduate information systems' students enrolled in Spring 2005 and Fall 2006 semesters at Kuwait University.  相似文献   

17.
This article explores a teaching approach that aims to engage learners more fully in the deep learning process that is characterised by the development of critical thinking skills. The concept of critical thinking skills is reconsidered in the context of the need to shift focus away from teaching teachers about learning to teaching students about learning. A cross‐disciplinary approach is used, with the educational theory of interactional learning being placed alongside the literary theory of reception study. The result of placing these hitherto unconnected theories side by side is to open up a debate concerning the rhetoric we use when discussing the value of learning, by introducing a new discourse concerning ‘dialogue strategies’. This case study of the potentials in using dialogue strategies during a lecture illustrates how students’ conceptual sophistication in cognitive thinking is achieved by asking them to scrutinise their own involvement in the learning experience.  相似文献   

18.
This study examines students’ perceptions of the development of academic and critical thinking skills in college, with a specific focus on team-based learning (TBL), an active learning strategy designed to increase student interaction and engagement. Six hundred and fifty students in five different courses were surveyed at the beginning of the semester about the extent to which they felt the typical college course enhances various academic and critical thinking skills. These responses were compared to their responses after a semester of TBL regarding the extent to which the TBL environment enhanced these same skills. Students expressed significantly greater improvement in critical thinking skills in a TBL environment in comparison to typical courses for most of the skills assessed and greater improvement in all of these skills in comparison to lecture-based courses. These results held for every demographic subgroup examined, including males, females, freshman, sophomores, juniors and seniors, as well as all levels of academic achievement as measured by grade point average.  相似文献   

19.
This article describes the Biology Critical Thinking (BCT) project in which carefully designed activities for developing specific critical thinking skills are incorporated into the biology curriculum. The objectives were to find out whether the BCT project contributes to the development of critical thinking skills in various biological and nonbiological topics and how it affects students' biological knowledge and classroom learning environment. The study consisted of 678 seventh graders who were assigned randomly into two groups that studied the same seventh-grade biology textbook. Only one group, the experimental, completed the BCT activities. The results indicate that the students in the experimental group improved their critical thinking skills compared to their own initial level and compared to their counterparts in the control group. Improved critical thinking skills were observed in a new biological context and nonbiological everyday topics, suggesting generalization of thinking skills across domains. The experimental students scored significantly higher than the control on a knowledge test, suggesting that “knowledge of facts” as one educational goal and “learning to think” as another, need not conflict, but rather can interact with each other. Finally, the results show that BCT involvement decreased the frequency of teacher-centered teaching and enhanced student-centered, more active learning.  相似文献   

20.
提高思辨能力是高校英语专业学生培养的一项重要目标。将阅读与写作任务有机整合,是提高思辨能力的一个重要途径。实现该目标的第一步是研究思辨能力的构成,然后根据协同效应理论,设计读写协同任务,整合阅读与写作,以此提高学生的思辨能力。研究表明,虽然阅读与写作分别代表输入与产出两个不同指向的认知活动,但是当两者通过协同任务有机整合时,可以发挥协同效应,促使学生与原文作者进行模拟互动,激发学生积极的思辨活动,从而提高思辨能力。  相似文献   

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