ERIC Number: ED455814
Record Type: RIE
Publication Date: 2000-Oct
Reference Count: N/A
Facilitating Higher Order Thinking: New Teacher's Dilemma.
Williams, Vicki S.; Williams, Barry O.
International interest in the use of the Internet and the World Wide Web in learning environments has become the major area of focus for many educators and instructional designers. While few dispute the value of hypermedia in instruction and training, the design, development, and implementation of Web-based learning has not been researched in any exhaustive way. This paper examines the experiences of one design and development team attempting to encourage critical thinking skills among a group of pre-service teacher education students. One of the basic components of the course, Higher Order Thinking for Educators, a course required of all students majoring in Elementary Education, is a series of case studies. The cases introduce the students to problems faced by teachers in public schools today. The course currently employs five case studies to allow the students to examine a situation, discuss its components, and arrive at possible solutions to the scenario, based on small group discussions. The learning objective for the cases was to enable pre-service teaching students to enhance individual problem solving abilities. These students were dispersed in various locations within the state in clinical experiences and spent only limited time in class with the cases. It was hoped that the students would improve their higher-order thinking skills and problem solving abilities if they spent more time working with the cases outside of class and then be able to transfer what they had learned to new situations in their school environments. The final product was a Web site consisting of approximately 25 Web pages that utilized the strengths of the Web, such as hypertext links to resources and learner-directed menu choices. A field test of the product was conducted in the content specialist's spring semester of the course. Feedback from student surveys impacted the final product, which was implemented the following academic year. Results showed students were very positive about the instructional value and aid to retention that the Web-based case study afforded them. (AEF)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Annual Proceedings of Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology (23rd, Denver, CO, October 25-28, 2000). Volumes 1-2; see IR 020 712. Figures contain very small images and illegible type.