Group Work and the Learning of Critical Thinking in the Hong Kong Secondary Liberal Studies Curriculum

Autor/inn/en	Fung, Dennis; Howe, Christine
Titel	Group Work and the Learning of Critical Thinking in the Hong Kong Secondary Liberal Studies Curriculum
Quelle	In: Cambridge Journal of Education, 44 (2014) 2, S.245-270 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2014.897685
Schlagwörter	Foreign Countries; Secondary Education; Liberal Arts; Critical Thinking; Group Activities; Cooperative Learning; Longitudinal Studies; Instructional Effectiveness; Context Effect; Persuasive Discourse; Teaching Methods; Pretests Posttests; Experimental Groups; Control Groups; Comparative Analysis; Workshops; Models; Discussion (Teaching Technique); Surveys; Skill Development; Thinking Skills; Worksheets; Hong Kong; California Critical Thinking Disposition Inventory + Suchen Sie Ihr Suchwort? Ausland; Sekundarbereich; Kritisches Denken; Gruppenaktivität; Kooperatives Lernen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Unterrichtserfolg; Persuasion; Persuasive Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Lernwerkstatt; Schulung; Analogiemodell; Survey; Umfrage; Befragung; Kompetenzentwicklung; Qualifikationsentwicklung; Denkfähigkeit; Hongkong
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10