Key factors and mechanisms affecting higher-order thinking skills of primary and secondary school students in the smart classroom environment

Liu, Jun; Liu, Zile; Wang, Cong; Li, Xinyue; Xu, Yanhua

doi:10.1007/s12144-023-05136-5

Cited by 4 publications

(1 citation statement)

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“…Prior researches have mainly concentrated on investigating the determinants of collaborative inquiry-based learning, with a few examples being social annotation (SoAn) tools as a facilitative agent (Chan & Pow, 2020) computer technology related support (Lämsä, Hämäläinen, Koskinen, & Viiri, 2018;Pietarinen, Palonen, & Vauras, 2021) and the association of learning methodologies and high-order thinking (Lu, Pang, & Shadiev, 2021). It should be mentioned, however, that some research has shown collaborative inquiry-based learning to be the only factor directly and indirectly influencing higher order thinking skills (Liu, Liu, Wang, Li, & Xu, 2023). Nonetheless, there remains a gap in research regarding the enhancement of fourth-grade students' mathematical analytical thinking and reasoning skills through the design of instructional activities rooted in collaborative and inquiry-based learning.…”

Section: Current Status Of the Studymentioning

confidence: 99%

An instructional approach in mathematics learning for fourth-grade students based on collaborative learning and inquiry-based learning

Yu,

Jantharajit,

Srikhao

2024

5052

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This study combines collaborative learning and inquiry-based learning, analyzes the characteristics of fourth-grade mathematics textbook, and designs a instructional model based on collaborative learning and inquiry-based learning. Based on this instrcutional model, this study adopts a quasi-experimental design, involving 142 fourth-grade students from a public primary school in Chengdu, China, using pre-tests and post-tests to measure the effectiveness of the instrcutional model. The main research results indicate that students who receive instrcutional approach based on collaborative learning and inquiry-based learning show significant improvement in analytical thinking and reasoning skills compared to students receiving traditional teaching approach. The main contribution of this study lies in demonstrating that instrcutional approach based on collaborative learning and inquiry-based learning can effectively enhance the mathematical analytical thinking and reasoning skills of fourth-grade students, providing a replicable framework for educational practice.

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