PDF pending restoration
ERIC Number: ED411953
Record Type: RIE
Publication Date: 1997-May
Reference Count: N/A
Improving Higher Order Thinking Skills of Students.
Householter, Inez; Schrock, Geraldine
This action research project report described a program for enhancing thinking skills to improve the problem-solving and decision making of primary school students. Participating were 25 second and 22 third graders in regular education classrooms, but including students with special needs, located in two small middle class communities in central Illinois. The problem of insufficient problem-solving and decision-making skills was documented by means of teacher-made tests of thinking skills (patterns, math problems, reading vocabulary word recognition, reading comprehension) and surveys of teachers, administrators, and parents. The intervention consisted of: (1) language arts and mathematics materials designed to foster problem-solving and decision making such as deductive reasoning, analysis, and drawing conclusions, as well as activities including cooperative learning, social skills training, family homework activities, student journals of math problems, and cooperative activities with nursing home residents; (2) a re-design of the language arts and mathematics curricula to reflect skill infusion into the curriculum. The teachers' role was to guide thinking skills and decision-making through questioning and modeling. Teacher journals, charts, and a thinking skills posttest were used to document skill development. Post intervention data indicated an increase in student use of problem solving and decision making. Higher order thinking increased in the targeted mathematics and language arts skills. The majority of children improved in reasoning about time, estimates, patterns, mental math, and money. The children who were very successful often served as models for others. Parents responded positively toward the family homework. (Eight appendices contain data collection instruments and sample classroom materials. Contains 54 references.) (Author/KB)
Publication Type: Dissertations/Theses - Masters Theses; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Note: Master's Action Research Project, Saint Xavier University and IRI/Skylight Field-Based Master's Program.