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Critical thinking in the learning methods Geography in Primary education : to what extent do current learning methods for primary education grade 7 utilise assignments that are likely to encourage learners to engage in the fundamental skills of critical thinking?

Huijgen, A.H. (2018) Critical thinking in the learning methods Geography in Primary education : to what extent do current learning methods for primary education grade 7 utilise assignments that are likely to encourage learners to engage in the fundamental skills of critical thinking?

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Abstract:Critical thinking is the skill to make a purposeful, regulatory judgement which is based upon high quality and standards (Facione, 1990; 2015; Paul & Elder, 2001, as cited in Petress, 2004). According to the Government, the learning of critical thinking starts at primary education (Rijksoverheid, 2015). One of the best ways to integrate critical thinking efficient in primary education is through the learning methods (Abrami et al., 2008; Hattie, Biggs & Purdie, 1996; Snyder & Snyder, 2008). Critical thinking can be deducted into the following essentials: the cognitive thinking skills (i.e. Interpretation, Analysis, Evaluation, Creation and Explanation) and dispositions (Metacognition) (Facione, 1990). These fundamental skills are needed to become a sufficient critical thinker (Facione, 1990; 2015). The practice of the fundamental skills in assignments of learning methods can possibly benefit the development of critical thinking. This research will answer the following question: “To what extent do current geography learning methods for primary education grade 7 utilise assignments that are likely to encourage learners to engage in the fundamental skills of critical thinking?” The assignments of the following three geography methods will be compared: Argus Clou, Grenzeloos and Meander. The developed coding scheme measures the verbs of each assignment that triggers a certain fundamental skill of critical thinking. The instrument has a Cohen’s Kappa of .607. The results showed that all three learning methods stimulate all the essentials of critical thinking (i.e. Interpretation, Analysis, Evaluation, Creation, Explanation and Metacognition). In addition, all three learning methods stimulate the fundamental skill ‘Interpretation’ more in comparison to the other fundamental skills. Furthermore, the least stimulated skills were ‘Explanation’ and ‘Metacognition’. The Logistic regression showed that Grenzeloos required the highest number of assignments that stimulate ‘complex’ fundamental skills of critical thinking (i.e. Analysis, Evaluation, Creation, Explanation and Metacognition), Argus Clou required the least of these skills. The methods Grenzeloos/Meander and Grenzeloos/Argus Clou are significantly different in terms of the verbs that are likely to trigger Analysis, Evaluation, Creation, Explanation and Metacognition. Argus Clou/Meander are not significantly different in terms of the verbs that are likely to trigger Analysis, Evaluation, Creation, Explanation and Metacognition.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:80 pedagogy, 81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/74951
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