Classroom Learning Environment, Critical Thinking and Achievement in an Interdisciplinary Subject: A Study of Hong Kong Secondary School Graduates

Autor/inn/en	Wan, Zhi Hong; Cheng, May Hung May
Titel	Classroom Learning Environment, Critical Thinking and Achievement in an Interdisciplinary Subject: A Study of Hong Kong Secondary School Graduates
Quelle	In: Educational Studies, 45 (2019) 3, S.285-304 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2018.1446331
Schlagwörter	Critical Thinking; Classroom Environment; Thinking Skills; Academic Achievement; Foreign Countries; Correlation; Interdisciplinary Approach; Liberal Arts; Secondary School Students; Structural Equation Models; Teaching Methods; Prediction; Course Content; Grades (Scholastic); Achievement Tests; Scores; Measures (Individuals); Hong Kong + Suchen Sie Ihr Suchwort? Kritisches Denken; Klassenklima; Unterrichtsklima; Denkfähigkeit; Schulleistung; Ausland; Korrelation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Vorhersage; Kursprogramm; Notenspiegel; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Messdaten; Hongkong
Abstract	Although the relationship between the classroom learning environment and academic achievement has been explored in subject-free and disciplinary subject contexts, research into this relationship is still lacking in the context of interdisciplinary subjects. This study investigated the relationship between the classroom learning environment and student achievement in an interdisciplinary subject (i.e. liberal studies) in Hong Kong secondary schools. The mediating role of critical thinking was also explored. The participants were 410 Hong Kong secondary school graduates. The structural equation modelling analyses indicated that (1) the Content aspect of the classroom learning environment had an effect on the achievement in liberal studies, and this effect was not mediated by critical thinking; (2) the Pedagogy aspect predicted critical thinking skills, which in turn predicted the achievement in liberal studies; (3) the Relation aspect had no significant effects on critical thinking skills and student achievement in liberal studies. Suggestions on enhancing students' high-order thinking skills and achievement in interdisciplinary subjects were provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01