Improving Critical Thinking Skills in the United States Survey Course: An Activity for Teaching the Vietnam War

Warren, Wilson J.; Memory, David M.; Bolinger, Kevin

doi:10.2307/1555652

Cited by 8 publications

(5 citation statements)

References 7 publications

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“…Bloom's (1956) taxonomy's main focus was on the process of critical thinking as felt by Duron et al (2006); however, the idea received attention due to the concept of cognitive development and its levels. Warren et al (2004) felt that the improvement in the critical thinking skills may take place if these are well integrated into the textbooks and classroom activities. In other words, critical thinking can't be developed in isolation.…”

Section: Critical Thinking Cognition and Foreign Language Learningmentioning

confidence: 99%

Psychology of color, integration of local culture and effect of infographics on English language learning

Khan

2021

PRR

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PurposeMany students are found facing difficulties in learning English due to plenty of reasons: known and unknown ones. In order to overcome such an issue, the instructors have to explore for effective techniques of teaching English to motivate learners by any means. Technology in general and informatics in particular can be thought of as innovative tool of pedagogy in the current teaching-learning environment. The present proposal of research aims at creating innovative approaches, which attract learners' interest and catch their attention for better outputs.Design/methodology/approachFollowing subsections have been discussed keeping the significance in view. Setting of the study: The present study was conducted at King Abdulaziz University, Jeddah-Saudi Arabia, which is one of the Saudi Arabian universities; however, it has opened up new avenues for the pedagogues, teachers of English and researchers to conduct studies in various allied fields. In order to have a representative sample of students' population, the participants were chosen from the “preparatory year”. Material and tools: This study used a questionnaire (Appendix) and a test to evaluate performances of the two groups: controlled and experimental. In order to further strengthen the findings, semi structured interview was conducted for a few select students from the student-sample. Since the questionnaire was adapted, the statistical validity and reliability was not considered to be essential; however, content/face validity was ensured by consulting 10 experts in the field of education/methods of teaching.FindingsBased on the analysis of data gathered from the test performances of the two groups of students, it was found that there existed a significant difference in the test scores. The questionnaire responses also proved that infographics can be proved to be an interesting tool of education in general and English language teaching in particular. However, it has been noticed from the gathered data that not many teachers are comfortable using multimedia or infographics for different reasons. The results of the present study are in line with the study by Rezaei and Sayadian (2015) that support the idea of infographics that would help English teachers to develop understanding and insights to design among the learners. They further contend that the infographic instruction offers choices for the utilization of collaborative activities. In addition, the infographics enhance students' performance as a whole as also supported by Alrwele (2017).Research limitations/implicationsThe study was conducted on a small sample which might affect the generalization of the outcomes. It was carried out with special reference to teaching of vocabulary and reading.Practical implicationsThere can be many recommendations for different stakeholders. For teachers, it is recommended that they should know about the significance of infographs for catching the attention of students. They should know how to design interesting and colorful infographs. The administration/management should facilitate the teachers with the required software or platform to create infographics and integrate in an English language class. In addition, teachers should attend workshops and training courses organized for topics related to the infographs.Originality/valueThe author checked the study for plagiarism (excluding references) and found it to be 93% plagiarism free.

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Section: Critical Thinking Cognition and Foreign Language Learningmentioning

confidence: 99%

Psychology of color, integration of local culture and effect of infographics on English language learning

Khan

2021

PRR

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“…Critical thinking skills are most effectively developed and learned when they are taught in conjunction or embedded with content -not in isolation (Warren, Memory, & Bolinger, 2004). Moreover, student attitudes, motivations, and dispositions are crucial factors in whether students retain, internalize, and use critical thinking skills in the future.…”

Section: Critical Thinking Skillsmentioning

confidence: 99%

“…In the immersion approach, an in-depth understanding of the content is emphasized by engaging students in the pursuit of knowledge. Warren, Memory, and Bolinger (2004) developed critical thinking exercises by having students break up into groups. Students were then assigned readings that presented different viewpoints and perspectives on the Vietnam War.…”

Section: Critical Thinking Skillsmentioning

confidence: 99%

“…The conclusion was that student critical thinking skills were increased as students compared, contrasted, and evaluated different viewpoints and gained understandings about how authors persuade and convince. The immersion approach was seen as the most effective because it allowed students to fully understand the content of the subject matter and did not emphasize critical thinking skills in isolation (Warren, Memory, & Bolinger, 2004).…”

Section: Critical Thinking Skillsmentioning

confidence: 99%

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Improving Critical Thinking Skills in History

Savich¹

2009

Networks: An Online Journal for Teacher Research

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This action research project, conducted by a classroom teacher, investigated strategies and techniques to improve critical thinking skills and engagement in a high school history classroom. The research methods involved comparing quiz, test, and essay scores as well as student surveys, interviews and teacher-created field notes from inquiry-based and lecturebased classrooms. The inquiry classroom involved role-playing, simulations, re-enactments, multiple text analysis, and oral/visual presentations. Students engaged in analyzing bias, examining different viewpoints and perspectives, and analyzing documents. The findings indicate that when critical thinking skills were emphasized and integrated in lesson planning, students achieved higher scores on tests, quizzes, and assignments and gained a deeper and more meaningful understanding of history.

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“…Με βάση τα παραπάνω, η κριτική έρευνα των μαθητών δεν αντιμετωπίζει το ιστορικό γεγονός ως ένα απομονωμένο συμβάν, αλλά το φωτίζει εντός του πλαισίου στο οποίο λαμβάνει χώρα, συμβάλλοντας, έτσι, πολύ πιο αποτελεσματικά στην ανάπτυξη της κριτικής ικανότητάς τους και στη μάθηση με μακροπρόθεσμα αποτελέσματα (Warren, Memory, & Bolinger, 2004). Για τη διεξαγωγή της έρευνας των μαθητών ακολουθήσαμε το μοντέλο που προτείνει ο Milton (1993), με κάποιες παραλλαγές.…”

Section: θεωρητικό πλαίσιοunclassified

Η Διδασκαλία Της Εκκλησιαστικής Ιστορίας Στη Σχολική Εκπαίδευση: Θεωρητική Προσέγγιση Και Πρακτικές Εφαρμογές

Karageogroudis

2018

Ppej

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Teaching Church history in primary and secondary education can be interesting and create prospects for broader learning as long as it follows the new pedagogical and didactical approaches to studying history through sources. Our theoretical requirements and applying them in school classes were based on empowering students' critical and creative thinking skills by studying and debating controversial and sensitive issues in history. The teaching scenario we propose concerns the proclamation of the Autocephalous Church of Greece. We adopted the principles of inquiry learning and the methodology of problem-based learning. The results of the evaluation indicate that teaching Church history can be effective and interesting, if it is taught in a way that can encourage students to become self-motivated independent learners. In addition, these teaching approaches help students develop multiple skills leading to a deeper knowledge of the past and citizen involvement.

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Improving Critical Thinking Skills in the United States Survey Course: An Activity for Teaching the Vietnam War

Cited by 8 publications

References 7 publications

Psychology of color, integration of local culture and effect of infographics on English language learning

Psychology of color, integration of local culture and effect of infographics on English language learning

Improving Critical Thinking Skills in History

Η Διδασκαλία Της Εκκλησιαστικής Ιστορίας Στη Σχολική Εκπαίδευση: Θεωρητική Προσέγγιση Και Πρακτικές Εφαρμογές

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