Exploring Parents’ and Teachers’ Views of Primary Pupils’ Thinking Skills and Problem Solving Skills

Abstract

This article is based on a descriptive study using survey method and focus group interviews. Thinking skills and problem solving skills are vital for pupils in their daily lives and facing their future challenges. Therefore, parents and teachers play an important role in nurturing these skills among pupils. The objective of the study is to explore parents' and teachers' views of pupils' thinking skills and problem solving skills according to locations of the school (urban and rural). This study also explores parents' and teachers' suggestions to enhance pupils' thinking skills and problem solving skills. The sample consists of 302 parents of the pupils and 104 teachers who are teaching Year 4, Year 5 and Year 6. The quantitative data for the research was collected using questionnaires which were developed by the researchers. Each set of questionnaire consists of 23 items. While the qualitative data was collected through the focus group interview method among parents and teachers to get their suggestions on how to enhance pupils' thinking skills and problem solving skills. The findings show that the urban parents' views of children's thinking skills and problem solving skills is significantly higher than those from the rural. The results also indicate that there is no significant difference between the urban school teachers' and the rural school teachers' views of pupils' thinking skills and problem solving skills. Findings from the focus group interviews show that most parents engage their children in hands on activities at home to enhance their thinking skills and problem solving skills. On the other hand, teachers encourage active participation of pupils in co-curricular activities to enhance pupils' thinking skills and problem solving skills.

The relationship among teachers’ classroom practices for teaching thinking skills, teachers’ self-efficacy towards teaching thinking skills and teachers’ teaching styles

“…Teachers belonging formal authority teaching style prefer teacher-centered teaching methods and this causes undemocratic classroom climate and inflexibility in classroom. In many studies, the undemocratic classroom climate was defined as one of the obstacle in teaching thinking process (Alnesyan, 2012;Alwehaibi, 2012;Baumfield & Oberski, 1998;Beyer & Ronald, 1986;Nair & Ngang, 2012;Ritchhart et al, 2006;Wasserman, 2010). Because an undemocratic classroom climate causes one-way interaction in classroom and passive, uncreative students (Alnesyan, 2012).…”

Study of the Use of the Three Levels of Thinking and Representation

“…Interviews, both individual [55,56] and in a group [57][58][59][60], have been successfully used as data collection instruments in educational studies when looking for in-depth explanations. Details about the instruments and the procedures are given elsewhere [32,43].…”

The Effects of Online Communities of Practice on Pre-Service Teachers’ Critical Thinking Dispositions

“…Thinking skills are important for the problems that students face in their daily life or in the future (Nair and Ngang, 2012). Since critical thinking is one of the factors contributing to the success of the individuals, it is considered as an important topic for 21 st century teaching and learning (Carmichael and Farrell, 2012;Stephenson and Sadler-McKnight, 2016;Yang, 2012).…”