The Complexities in Fostering Critical Thinking through School-Based Curriculum Innovation: Research Evidence from Singapore

Autor/inn/en	Tan, Liang See; Koh, Elizabeth; Lee, Shu Shing; Ponnusamy, Letchmi Devi; Tan, Keith Chiu Kian
Titel	The Complexities in Fostering Critical Thinking through School-Based Curriculum Innovation: Research Evidence from Singapore
Quelle	In: Asia Pacific Journal of Education, 37 (2017) 4, S.517-534 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tan, Liang See) ORCID (Koh, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2017.1389694
Schlagwörter	Foreign Countries; Critical Thinking; Curriculum Development; Instructional Innovation; Cognitive Tests; Integrated Curriculum; Outcomes of Education; Secondary School Students; High Stakes Tests; Scores; Benchmarking; Statistical Analysis; Pretests Posttests; Acceleration (Education); Comparative Education; Student Improvement; Singapore; United States; Watson Glaser Critical Thinking Appraisal + Suchen Sie Ihr Suchwort? Ausland; Kritisches Denken; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational Innovation; Bildungsinnovation; Kognitiver Fähigkeitstest; Lernleistung; Schulerfolg; Sekundarschüler; Statistische Analyse; Acceleration; Beschleunigung; Vergleichende Erziehungswissenschaft; Singapur; USA
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01