Weitere Kapitel dieses Buchs durch Wischen aufrufen
The ability to think critically along with an awareness of local and global issues have been identified as important competencies that could benefit students as they journey through life in the 21st century (Voogt and Roblin 2012). Social studies, as a subject discipline, could serve as a conducive environment for the development of such competencies because it not only aims to equip students with information about important social-cultural issues within and without a country but also to inculcate critical thinking ability whereby students review, analyze, and make appropriate judgments based on particular evidences or ideas presented. This chapter reports a study that examines the effect of using blended learning approaches on social studies students’ critical thinking. This study relied on objective measurements of students’ critical thinking such as their actual performance scores, rather than students’ self-report data of their critical thinking levels. It employed a one-group pre- and post-test research design to examine the impact of a Socratic question-blogcast model on grade 10 students’ ability to critically evaluate controversial social studies issues. A paired-samples t-test was conducted to determine the potential critical thinking gain using a validated rubric. There was a significant difference in critical thinking between pre-intervention (M = 2.33 SD = 1.240) and post-intervention (M = 3.19 SD = 1.388), t(26) = −3.690, p < 0.001, with an effect size of 0.67. We also reported students’ perceptions of the Socratic question-blogcast blended learning approach to provide additional qualitative insights into how the approach was particularly helpful to the students.
Bitte loggen Sie sich ein, um Zugang zu diesem Inhalt zu erhalten
Sie möchten Zugang zu diesem Inhalt erhalten? Dann informieren Sie sich jetzt über unsere Produkte:
Abrami, P. C., Bernard, R. M., Borokhovski, E., Wade, A., Surkes, M. A., Tamim, R., & Zhang, D. (2008). Instructional interventions affecting critical thinking skills and dispositions: A stage 1 meta-analysis. Review of Educational Research, 78(4), 1102–1134.
Allen, J. (1994). If this is history, why isn’t it boring? In S. Steffey & W. J. Hood (Eds.), If this is social studies, why isn’t it boring? (pp. 1–12). York: Stenhouse.
Bjork, R. A. (1999). Assessing our own competence: Heuristics and illusions. In D. Gopher, A. Koriat (Eds.), Attention and performance XVII. Cognitive regulation of performance: Interaction of theory and application (pp. 435–459). Cambridge: MIT Press.
Black, M. S., & Blake, M. E. (2001). Knitting local history together: Collaborating to construct curriculum. The Social Studies, 92(6), 243–247. CrossRef
Buckley, M. (1979). The development of verbal thinking and Its implications for teaching. Theory Into Practice, 18(4), 295–297.
Burack, J. (2014). Interpreting political cartoons in the history classroom. Retrieved on 24 Feb 2014 from http://teachinghistory.org/teaching-materials/teaching-guides/21733.
Case, R., & Wright, L. (1997). Taking seriously the teaching of critical thinking. In R. Case & P. Clark (Eds.), The Canadian anthology of social studies. Burnaby, BC: Field Relations and Teacher In-service Education, Simon Fraser University.
Chaffee, J. (1998). The thinker’s way: 8 steps to a richer life. USA: Little, Brown & Company.
Chance, P. (1986). Thinking in the classroom: A survey of programs. New York: Teachers College, Columbia University.
Colley, B. M., Bilics, A. R., & Lerch, C. M. (2012). Reflection: A key component to thinking critically. The Canadian Journal for the Scholarship of Teaching and Learning, 3(1). Retrieved on 25 Feb 2014 from http://ir.lib.uwo.ca/cjsotl_rcacea/vol3/iss1/2.
Diem, R. A. (2000). Can it make a difference? Technology and the social studies. Theory and Research in Social Education, 28(4), 493–501. CrossRef
Dillon, J. T. (1988). Questioning and teaching: A manual of practice. New York: Teachers College Press.
Ellison, N. B., & Wu, Y. (2008). Blogging in the classroom: A preliminary exploration of student attitudes and impact on comprehension. Journal of Educational Multimedia and Hypermedia, 17(1), 99–122.
Ennis, R. (1989). Critical thinking and subject specificity: Clarification and needed research. Educational Researcher, 18(3), 4–10. CrossRef
Falchikov, N., & Boud, D. (1989). Student self-assessment in higher education: A meta-analysis. Review of Educational Research, 59(4), 395–430. CrossRef
Fertig, G. (2005). Teaching elementary students how to interpret the past. The Social Studies, 96(1), 2–8. CrossRef
Flammer, A. (1981). Towards a theory of question asking. Psychological Research 4, 407–420.
Friedman, A. M., & Hicks, D. (2006). Guest editorial: The state of the field: Technology, social studies, and teacher education. Contemporary Issues in Technology in Teacher Education, 6, 246–258.
Heitzmann, W. R. (1998). The power of political cartoons in teaching history. Westlake: National Council for History Education.
Henri, F. (1992). Computer conferencing and content analysis. In A. R. Kaye (Ed.), Collaborative learning through computer conferencing: The Najaden Papers (pp. 117–136). Berlin: Springer. CrossRef
Hew, K. F., & Cheung, W. S. (2013). Audio-based versus text-based asynchronous online discussion: Two case studies. Instructional Science, 41(2), 365–380. CrossRef
Jensen, M. (2001). Bring the past to life. The Writer, 114(11), 30.
Kassirer, J. P., & Kopelman, R. I. (1991). Learning clinical reasoning. Baltimore: Williams and Wilkins.
King, A. (1990). Enhancing peer interaction and learning in classroom through reciprocal questioning. American Educational Research Journal, 27(4), 664–687
Levans, N. E. (2007). Critical thinking in the secondary social studies classroom. Unpublished master project. Evergreen State College.
Maiorana, V. P. (1990–1991). The road from rote to critical thinking. Community Review, 11 (1–2), 53–63.
Martindale, T., & Wiley, D. A. (2004). An Introduction to Teaching with Weblogs. Retrieved March 15, 2008, from http://teachable.org/papers/2004_techtrends_bloglinks.htm
McLoughlin, C., & Lee, M. (2007). Listen and learn: A systematic review of the evidence that podcasting supports learning in higher education. In C. Montgomerie & J. Seale (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007 (pp. 1669–1677). Chesapeake, VA: AACE.
Mezirow, J. (1990). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. San Francisco: Jossey-Bass.
National Council for the Social Studies (NCSS) (1994). Expectations of excellence: Curriculum standards for Social Studies. Washington, DC: NCSS.
Newman, D. R., Johnson, C., Webb, B., & Cochrane, C. (1997). Evaluating the quality of learning in computer supported cooperative learning. Journal of the American Society of Information Science, 48, 484–495. CrossRef
Ng, J. Y. (2012). Social Studies syllabus revamped to train critical thinking. Today. Retrieved from http://www.todayonline.com/Focus/Education/EDC121023-0000026/Social-Studies-syllabus-revamped-to-train-critical-thinking.
Paul, R. W. (1993). Critical thinking: What every person needs to survive in a rapidly changing world. CA: Foundation for Critical Thinking, Sonoma Valley University.
Phaneuf, M. (2009). The think-aloud protocol, adjunct or substitute for the nursing process. Retrieved on 25 Feb 2014 from http://www.infiressources.ca/fer/Depotdocument_anglais/The_think-aloud_protocol_adjunct_or_substitute_for_the_nursing_process.pdf.
Salam, S., & Hew, K. F. (2010). Enhancing social studies students’ critical thinking through blogcast and Socratic questioning: A Singapore case study. International Journal of Instructional Media, 37(4), 391–401.
Schafersman, S.D. (1991). An introduction to critical thinking. Retrieved on 26 Aug 2011 from http://smartcollegeplanning.org/wp-content/uploads/2010/03/Critical-Thinking.pdf.
Schellens, T., Keer, H. V., De Wever, B., & Valcke, M. (2009). Tagging thinking types in asynchronous discussion groups: Effects on critical thinking. Interactive Learning Environments, 17(1), 77–94. CrossRef
Siegel, H. (1988). Educating reason: Rationality, critical thinking, and education. New York: Routledge.
Steinbrink, J. E., & Bliss, D. (1988). Using political cartoons to teach thinking skills. The Social Studies, 79(5), 217–220.
Swartz, R. J. & Parks, S. (1994). Infusing the teaching of critical and creative thinking into content instruction. A lesson design handbook for the elementary grades. Critical Thinking Press & Software.
Taylor, L. (1992). Mathematics attitude development from a Vygotskian perspective. Mathematics Education Research Journal, 4, 8–23.
Vogler, K. (2004). Using political cartoons to improve your verbal questioning. Social Studies, 95(1), 11–15. CrossRef
Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321. CrossRef
Wade, S., Niederhauser, D. S., Cannon, M., & Long, T. (2001). Electronic discussions in an issues course. Expanding the boundaries of the classroom. Journal of Computing in Teacher Education, 17(3), 4–9.
Waring, S. M., & Robinson, K. S. (2010). Developing critical historical thinking skills in middle grades social studies. Middle School Journal, 22–28.
White, C. W. (1999). Transforming social studies education: A critical perspective. Springfield: Charles C. Thomas.
White, J. E., Nativio, D. G., Kobert, S. N., & Engberg, S. J. (1992). Content and process in clinical decision-making by nurse practitioners. IMAGE, 24, 153–158.
Wright, I. (2002a). Challenging students with the tools of critical thinking. The Social Studies, 93(6), 257–261. CrossRef
Wright, I. (2002b). Critical thinking in the schools: Why doesn’t much happen? Informal Logic, 22(2), 137–154.
Yang, S. C., & Chung, T.-Y. (2009). Experimental study of teaching critical thinking in civic education in Taiwanese junior high school. British Journal of Educational Psychology, 79, 29–55. CrossRef
Yang, Y.-T. C., Newby, T. J., & Bill, R. L. (2005). Using Socratic questioning to promote critical thinking skills through asynchronous discussion forums in distance learning environments. American Journal of Distance Education, 19(3), 163–181. CrossRef
Zhao, Y., & Hoge, J. D. (2005). What elementary students and teachers say about social studies. The Social Studies, 96(5), 216–221. CrossRef
Zohar, A., Weinberger, Y., & Tamir, P. (1994). The effect of the biology critical thinking project on the development of critical thinking. Journal of Research in Science Teaching, 31(2), 183–196. CrossRef
- Improving Social Studies Students’ Critical Thinking
Khe Foon Hew
Wing Sum Cheung
- Springer Singapore
- Chapter 4
Neuer Inhalt/© ITandMEDIA, Best Practices für die Mitarbeiter-Partizipation in der Produktentwicklung/© astrosystem | stock.adobe.com