ERIC Number: EJ1039456
Record Type: Journal
Publication Date: 2014-Mar
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0020-4277
EISSN: N/A
Integrating Direct and Inquiry-Based Instruction in the Teaching of Critical Thinking: An Intervention Study
Ku, Kelly Y. L.; Ho, Irene T.; Hau, Kit-Tai; Lai, Eva C. M.
Instructional Science: An International Journal of the Learning Sciences, v42 n2 p251-269 Mar 2014
Critical thinking is a unifying goal of modern education. While past research has mostly examined the efficacy of a single instructional approach to teaching critical thinking, recent literature has begun discussing mixed teaching approaches. The present study examines three modes of instruction, featuring the direct instruction approach and the inquiry-based approach in different sequences and proportions, in enhancing Chinese secondary student's critical thinking performance. A total of 651 Grade 12 students participated in an 18-hour intervention with pre- and post-intervention measures on critical thinking performance and critical thinking dispositions. Specifically, critical thinking assessments utilizing different response format were used. Those who received training showed greater improvement on at least one of the critical thinking assessments compared to those who received no training. Participants' performances with regards to different critical thinking assessments are discussed. Benefits of adopting more than one instructional approach to teaching critical thinking are highlighted.
Descriptors: Active Learning, Inquiry, Critical Thinking, Teaching Methods, Secondary School Students, Grade 12, Foreign Countries, Intervention, Pretests Posttests, Training, Student Improvement
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Grade 12; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A