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Article: Group work and the learning of critical thinking in the Hong Kong secondary liberal studies curriculum

TitleGroup work and the learning of critical thinking in the Hong Kong secondary liberal studies curriculum
Authors
Issue Date2014
PublisherTaylor & Francis. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/0305764X.asp
Citation
Cambridge Journal of Education, 2014, v. 44, p. 245-270 How to Cite?
AbstractThis 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.
Persistent Identifierhttp://hdl.handle.net/10722/203473
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorFung, CLen_US
dc.contributor.authorHowe, C.J.en_US
dc.date.accessioned2014-09-19T15:16:52Z-
dc.date.available2014-09-19T15:16:52Z-
dc.date.issued2014en_US
dc.identifier.citationCambridge Journal of Education, 2014, v. 44, p. 245-270en_US
dc.identifier.urihttp://hdl.handle.net/10722/203473-
dc.description.abstractThis 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.en_US
dc.languageengen_US
dc.publisherTaylor & Francis. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/0305764X.aspen_US
dc.relation.ispartofCambridge Journal of Educationen_US
dc.rightsPREPRINT This is a preprint of an article whose final and definitive form has been published in the [JOURNAL TITLE] [year of publication] [copyright Taylor & Francis]; [JOURNAL TITLE] is available online at: http://www.informaworld.com/smpp/ with the open URL of your article POSTPRINT ‘This is an electronic version of an article published in [include the complete citation information for the final version of the article as published in the print edition of the journal]. [JOURNAL TITLE] is available online at: http://www.informaworld.com/smpp/ with the open URL of your article.en_US
dc.titleGroup work and the learning of critical thinking in the Hong Kong secondary liberal studies curriculumen_US
dc.typeArticleen_US
dc.identifier.emailFung, CL: clfung@hku.hken_US
dc.identifier.authorityFung, CL=rp01655en_US
dc.identifier.doi10.1080/0305764X.2014.897685en_US
dc.identifier.hkuros237910en_US
dc.identifier.volume44en_US
dc.identifier.spage245en_US
dc.identifier.epage270en_US
dc.identifier.isiWOS:000337595600008-

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