Group work and the learning of critical thinking in the Hong Kong secondary liberal studies curriculum

Group work and the learning of critical thinking in the Hong Kong secondary liberal studies curriculum

• Fung, Dennis
• Howe, Christine

Cambridge Journal of Education, 44(2), 245-270, 2014

Routledge

2014

• F Learning & Teaching
  • FC Critical Thinking, Learning Techniques, Time
• D Curriculum
  • DE Secondary Education Programmes

Critical-thinking Skills Group Work Teacher Participation Kuhn Model Education Students School Achievement Classroom Teachers

• Hong Kong

• 1997.7 onwards

• Secondary Education

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.
[Copyright of Cambridge Journal of Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0305764X.2014.897685]

• English

Journal Articles

• 0305764X

• 10.1080/0305764X.2014.897685

https://bibliography.lib.eduhk.hk/en/bibs/e2d23497

2014-12-19