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- Publisher Website: 10.1016/j.ijer.2014.02.002
- Scopus: eid_2-s2.0-84896341140
- WOS: WOS:000350830400005
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Article: Promoting critical thinking through effective group work: A teaching intervention for Hong Kong primary school students
Title | Promoting critical thinking through effective group work: A teaching intervention for Hong Kong primary school students |
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Authors | |
Keywords | Critical thinking Group work Kuhn's (1991) model SPRinG project |
Issue Date | 2014 |
Publisher | Elsevier. The Journal's web site is located at http://www.elsevier.com/locate/ijedures |
Citation | International Journal of Educational Research, 2014, v. 66, p. 45-62 How to Cite? |
Abstract | More than two hundred Primary 5 students (11–12 years of age at Key Stage 2) at two primary schools in Hong Kong participated in a teaching intervention in which they learned how to make reasoned arguments through various problem-solving activities, such as peer critiquing and collaborative graffiti. Informed by the SPRinG project in the UK, this paper explores whether a set of group work strategies can make a difference to students’ learning of critical thinking. The findings reported herein, which are based on the results of reasoning tests and analysis of the graffiti task, reveal that the teaching intervention led to a significant enhancement of students’ critical-thinking ability. In addition to the group work strategies, which were found to be effective in the teaching intervention, the paper also addresses the corresponding school-based conditions and practical constraints to group work implementation. |
Persistent Identifier | http://hdl.handle.net/10722/203475 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Fung, CL | 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 | International Journal of Educational Research, 2014, v. 66, p. 45-62 | en_US |
dc.identifier.uri | http://hdl.handle.net/10722/203475 | - |
dc.description.abstract | More than two hundred Primary 5 students (11–12 years of age at Key Stage 2) at two primary schools in Hong Kong participated in a teaching intervention in which they learned how to make reasoned arguments through various problem-solving activities, such as peer critiquing and collaborative graffiti. Informed by the SPRinG project in the UK, this paper explores whether a set of group work strategies can make a difference to students’ learning of critical thinking. The findings reported herein, which are based on the results of reasoning tests and analysis of the graffiti task, reveal that the teaching intervention led to a significant enhancement of students’ critical-thinking ability. In addition to the group work strategies, which were found to be effective in the teaching intervention, the paper also addresses the corresponding school-based conditions and practical constraints to group work implementation. | en_US |
dc.language | eng | en_US |
dc.publisher | Elsevier. The Journal's web site is located at http://www.elsevier.com/locate/ijedures | en_US |
dc.relation.ispartof | International Journal of Educational Research | en_US |
dc.rights | NOTICE: this is the author’s version of a work that was accepted for publication in <Journal title>. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in PUBLICATION, [VOL#, ISSUE#, (DATE)] DOI# | en_US |
dc.subject | Critical thinking | - |
dc.subject | Group work | - |
dc.subject | Kuhn's (1991) model | - |
dc.subject | SPRinG project | - |
dc.title | Promoting critical thinking through effective group work: A teaching intervention for Hong Kong primary school students | 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 | 10.1016/j.ijer.2014.02.002 | en_US |
dc.identifier.scopus | eid_2-s2.0-84896341140 | - |
dc.identifier.hkuros | 237915 | en_US |
dc.identifier.volume | 66 | en_US |
dc.identifier.spage | 45 | en_US |
dc.identifier.epage | 62 | en_US |
dc.identifier.isi | WOS:000350830400005 | - |