Discontinuities and continuities in the experience of learning: An interview study of high-school students in Hong Kong

Marton, Ference; Watkins, David; Tang, Catherine So‐kum

doi:10.1016/s0959-4752(96)00009-6

Cited by 190 publications

(121 citation statements)

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“…Although cross-cultural studies have been done in higher education on cultural differences in deep level versus surface level learning (e.g. Kember, 1996;Marton, Watkins, & Tang, 1997), research on cultural differences in approaches of critical thinking is as good as lacking. One of the few exceptions is the study of Peng and Nisbett (1999) on the differences in the preferred argumentation style of Chinese and American (under)graduate students.…”

Section: Discussionmentioning

confidence: 99%

Critical thinking as a citizenship competence: teaching strategies

Dam

Volman

2004

Learning and Instruction

356

133

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General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. AbstractThis article is about enhancing critical thinking as a crucial aspect of the competence citizens need to participate in society. First empirical research into the question which instructional strategies are 'effective' in enhancing critical thinking is reviewed. Characteristics of instruction that are assumed to enhance critical thinking are: paying attention to the development of the epistemological beliefs of students; promoting active learning; a problem-based curriculum; stimulating interaction between students; and learning on the basis of real-life situations. Research has failed to prove the effectiveness of programs especially devised to improve critical thinking (higher-order) skills. In the second part of this article, the various proposals for instructional formats for critical thinking are discussed from a social constructivist point of view. Learning to think critically is conceptualized as the acquisition of the competence to participate critically in the communities and social practices of which a person is a member. If education is to further the critical competence of students, it must provide them with the opportunity at the level of the classroom and the school to observe, imitate and practice critical agency and to reflect upon it. Learning contexts must be chosen which students can make sense of and in which they can develop a feeling of responsibility for the quality of the practice in question.

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Section: Discussionmentioning

confidence: 99%

Critical thinking as a citizenship competence: teaching strategies

Dam

Volman

2004

Learning and Instruction

356

133

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“…Indonesian students have been known for more than a decade to be low achievers in the Program for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS), whereas Korean students consistently score at the top level. Moreover, there are many stereotypes about Asians, for example that Koreans, Chinese, and Japanese have advanced STEM-related knowledge and abilities (Marton, Watkins, & Tang, 1997). In this study, we attempt to reduce stereotyping by showing that the characteristics of ''Asians'' are diverse.…”

Section: Introductionmentioning

confidence: 99%

Career motivation of secondary students in STEM: a cross-cultural study between Korea and Indonesia

Sein

Rachmatullah

Roshayanti

et al. 2018

Int J Educ Vocat Guidance

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The purpose of this study was to understand the career motivation of secondary students in science, technology, engineering, and mathematics (STEM) by comparing Korean and Indonesian students. Effects of gender and educational level on students' STEM career motivation were also examined. To test for differences, we used Rasch analysis, 3-way ANOVA, correlation analysis, and multiple group path analysis. STEM career motivation was found to be significantly affected by interactions between country, gender, and educational level. Overall, Indonesian students had more STEM career motivation than Korean students. Korean students showed larger gender differences in STEM career motivation than Indonesian students. Resumen. Motivación de los estudiantes de secundaria para la carrera en STEM: Estudio transcultural entre Corea e Indonesia. El propósito de este estudio fue entender la motivación de los estudiantes de secundaria para la carrera en Ciencias, Tecnología, Ingeniería y Matemáticas (STEM) comparando estudiantes de Corea e Indonesia. También se examinaron los efectos de género y nivel educativo sobre la motivación de los estudiantes para la carrera en STEM. Para probar las diferencias se usó el análisis Rasch, el 3 vias ANOVA, el análisis correlacional y el análisis de ruta en grupo múltiple. La motivación para la carrera en STEM se encontró significativamente afectada por las interacciones entre país, género y nivel educativo. En general, los estudiantes indonesios tenían más motivación para la carrera en STEM que los estudiantes coreanos. Los estudiantes coreanos mostraron mayores diferencias de género en las motivaciones para la carrera en STEM que los estudiantes indonesios. Résumé

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“…The knowledge etc. are influenced by the cultural context wherein the learning object exist (Bulton-Lewis et al 2000;Marton, Watkins et al 1997;Ninnes, 1996;Pinxten, 1991;Hatano & Miyake, 1991). Finally, that, to use the words of Marton & Booth (1997, p. 100), "a way of experiencing something can be described in terms of the structure or organisation of awareness at a particular moment" in relation to various phenomena".…”

Section: Theoretical Position (Shortened)mentioning

confidence: 99%