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Article: Promoting critical thinking through effective group work: A teaching intervention for Hong Kong primary school students

TitlePromoting critical thinking through effective group work: A teaching intervention for Hong Kong primary school students
Authors
Issue Date2014
PublisherElsevier. The Journal's web site is located at http://www.elsevier.com/locate/ijedures
Citation
International Journal of Educational Research, 2014, v. 66, p. 45-62 How to Cite?
AbstractMore than two hundred Primary 5 students (11–12 years of age at Key Stage 2) at two primary schools in Hong Kong participated in a teaching intervention in which they learned how to make reasoned arguments through various problem-solving activities, such as peer critiquing and collaborative graffiti. Informed by the SPRinG project in the UK, this paper explores whether a set of group work strategies can make a difference to students’ learning of critical thinking. The findings reported herein, which are based on the results of reasoning tests and analysis of the graffiti task, reveal that the teaching intervention led to a significant enhancement of students’ critical-thinking ability. In addition to the group work strategies, which were found to be effective in the teaching intervention, the paper also addresses the corresponding school-based conditions and practical constraints to group work implementation.
Persistent Identifierhttp://hdl.handle.net/10722/203475

 

DC FieldValueLanguage
dc.contributor.authorFung, CLen_US
dc.date.accessioned2014-09-19T15:16:52Z-
dc.date.available2014-09-19T15:16:52Z-
dc.date.issued2014en_US
dc.identifier.citationInternational Journal of Educational Research, 2014, v. 66, p. 45-62en_US
dc.identifier.urihttp://hdl.handle.net/10722/203475-
dc.description.abstractMore than two hundred Primary 5 students (11–12 years of age at Key Stage 2) at two primary schools in Hong Kong participated in a teaching intervention in which they learned how to make reasoned arguments through various problem-solving activities, such as peer critiquing and collaborative graffiti. Informed by the SPRinG project in the UK, this paper explores whether a set of group work strategies can make a difference to students’ learning of critical thinking. The findings reported herein, which are based on the results of reasoning tests and analysis of the graffiti task, reveal that the teaching intervention led to a significant enhancement of students’ critical-thinking ability. In addition to the group work strategies, which were found to be effective in the teaching intervention, the paper also addresses the corresponding school-based conditions and practical constraints to group work implementation.en_US
dc.languageengen_US
dc.publisherElsevier. The Journal's web site is located at http://www.elsevier.com/locate/ijeduresen_US
dc.relation.ispartofInternational Journal of Educational Researchen_US
dc.rightsNOTICE: this is the author’s version of a work that was accepted for publication in <Journal title>. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in PUBLICATION, [VOL#, ISSUE#, (DATE)] DOI#en_US
dc.titlePromoting critical thinking through effective group work: A teaching intervention for Hong Kong primary school studentsen_US
dc.typeArticleen_US
dc.identifier.emailFung, CL: clfung@hku.hken_US
dc.identifier.authorityFung, CL=rp01655en_US
dc.identifier.doi10.1016/j.ijer.2014.02.002en_US
dc.identifier.hkuros237915en_US
dc.identifier.volume66en_US
dc.identifier.spage45en_US
dc.identifier.epage62en_US

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