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- Publisher Website: 10.1080/0305764X.2014.897685
- Scopus: eid_2-s2.0-84901623229
- WOS: WOS:000337595600008
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Article: Group work and the learning of critical thinking in the Hong Kong secondary liberal studies curriculum
Title | Group work and the learning of critical thinking in the Hong Kong secondary liberal studies curriculum |
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Authors | |
Keywords | critical-thinking skills group work Kuhn model teacher participation |
Issue Date | 2014 |
Publisher | Taylor & 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? |
Abstract | 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. |
Persistent Identifier | http://hdl.handle.net/10722/203473 |
ISSN | 2023 Impact Factor: 1.8 2023 SCImago Journal Rankings: 1.170 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Fung, CL | en_US |
dc.contributor.author | Howe, C.J. | en_US |
dc.date.accessioned | 2014-09-19T15:16:52Z | - |
dc.date.available | 2014-09-19T15:16:52Z | - |
dc.date.issued | 2014 | en_US |
dc.identifier.citation | Cambridge Journal of Education, 2014, v. 44, p. 245-270 | en_US |
dc.identifier.issn | 0305-764X | - |
dc.identifier.uri | http://hdl.handle.net/10722/203473 | - |
dc.description.abstract | 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. | en_US |
dc.language | eng | en_US |
dc.publisher | Taylor & Francis. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/0305764X.asp | en_US |
dc.relation.ispartof | Cambridge Journal of Education | en_US |
dc.rights | PREPRINT 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.subject | critical-thinking skills | - |
dc.subject | group work | - |
dc.subject | Kuhn model | - |
dc.subject | teacher participation | - |
dc.title | Group work and the learning of critical thinking in the Hong Kong secondary liberal studies curriculum | en_US |
dc.type | Article | en_US |
dc.identifier.email | Fung, CL: clfung@hku.hk | en_US |
dc.identifier.authority | Fung, CL=rp01655 | en_US |
dc.identifier.doi | 10.1080/0305764X.2014.897685 | en_US |
dc.identifier.scopus | eid_2-s2.0-84901623229 | - |
dc.identifier.hkuros | 237910 | en_US |
dc.identifier.volume | 44 | en_US |
dc.identifier.spage | 245 | en_US |
dc.identifier.epage | 270 | en_US |
dc.identifier.eissn | 1469-3577 | - |
dc.identifier.isi | WOS:000337595600008 | - |
dc.identifier.issnl | 0305-764X | - |