Notions of criticality: Singaporean teachers’ perspectives of critical thinking in social studies

Baildon, Mark; Sim, Jasmine B.‐Y.

doi:10.1080/03057640903352481

Cited by 54 publications

(24 citation statements)

References 17 publications

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“…Non-Western countries, however, have their own agenda with regard to integrating critical thinking into their education. Malaysia, for example, adopts critical thinking to "fulfil the needs of the developed nation in 2020" (Md Zabit, 2010, p. 26), while Singapore adopts it to, one of the aims, respond to complex changes in globalisation era (Baildon & Sim, 2009).…”

Section: Introductionmentioning

confidence: 99%

Historical Perspective: The Development of Critical Thinking in Indonesian Elt

Ilyas

2017

JER

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Even though critical thinking has been included in education system in Indonesia, it is unlikely to be widely implemented in teaching-learning processes in all levels of education in this country. Indonesian ELT (English Language Teaching) can actually play a role in promoting critical thinking in education. However, the development of ELT in this country since colonial to present era does not seem to facilitate students' critical thinking skill. This article presents historical perspective with regard to ELT and critical thinking. The first part reviews the history of Indonesian education which did not promote critical thinking, followed by the historical development of Indonesian ELT. The third part discusses socio-political condition which could be partly solved by promoting critical thinking in education and society. The final part suggests incorporation of critical thinking into English textbooks as ELT can also be used as a vehicle for teaching critical thinking. Keywords: historical perspective, critical thinking, Indonesian education, ELT textbooksMeskipun berpikir kritis telah dimasukan ke dalam tujuan pendidikan di Indonesia, berpikir kritis sepertinya belum diterapkan secara luas dalam proses pembelajaran di seluruh tingkat pendidikan di negeri ini. Pendidikan bahasa Inggris (ELT) sebenarnya dapat memainkan peran penting dalam mempromosikan berpikir kritis. Namun perkembangan ELT di negeri ini sejak zaman penjajahan hingga saat ini belum mendorong siswa untuk berpikir kritis. Artikel ini menyajikan perspektif sejarah tentang ELT dan berpikir kritis. Bagian pertama membahas sejarah pendidikan di Indonesia yang tidak mempromosikan berpikir kritis, diikuti oleh sejarah perkembangan ELT di Indonesia. Bagian ketiga membahas kondisi sosial-politik yang kemungkinan dapat diselesaikan dengan mempromosikan berpikir kritis di pendidikan. Bagian

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Section: Introductionmentioning

confidence: 99%

Historical Perspective: The Development of Critical Thinking in Indonesian Elt

Ilyas

2017

JER

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“…In Singapore, teachers have been observed to focus on testing and on teaching students how to cope with testing. Researchers report that teachers often provide model answers and do repetitive exercises to drill students in preparation for end of year and other high stakes examinations (Saravanan, 2005;Tan, 2005;Baildon & Sim, 2009).…”

Section: Results In Categorymentioning

confidence: 99%

“…It is inevitable that this exam-oriented educational system not only affects teachers' approach to literacy instruction but also prevents them from teaching other strategies than code-breaking and text-participating. Baildon and Sim (2009) reported that even in social studies which is taught twice a week with 35 min duration per lesson, teachers felt pressured to 'teach to the test'. It is evident that high-stakes examinations result in teachers teaching a narrow scope of curriculum content.…”

Section: Literacy Practices and The Culture Of Examinationsmentioning

confidence: 96%

“…Their beliefs about the nature of the reading process focused on code-breaking and text-participant practices that centered on extraction of literal meaning rather than on inferential skills. Given that the education system has a pragmatic goal of ensuring economic success, literacy education aims at allowing graduates to obtain good jobs and upward social mobility (Baildon & Sim, 2009). This characteristic of the educational system has led to a reductionist view of literacy as having a functional value only.…”

Section: Literacy Learning As Text-decoding and Text-participatingmentioning

confidence: 99%

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Competing priorities: Singaporean teachers’ perspectives on critical literacy

Curdt‐Christiansen

2010

International Journal of Educational Research

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“…Reasoning in secondary social studies education requires higher thinking skills, which students often find difficult to master and implement in social studies school tests (Newmann, 1987, p.383;Baildon and Sim, 2009). Frequently, these tests contain a large number of reasoning questions (Sluijsmans, 2013).…”

Section: Introductionmentioning

confidence: 99%

An evidence-based approach to working-memory based training in secondary education to improve reasoning test achievements

Ariës¹

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Notions of criticality: Singaporean teachers’ perspectives of critical thinking in social studies

Cited by 54 publications

References 17 publications

Historical Perspective: The Development of Critical Thinking in Indonesian Elt

Historical Perspective: The Development of Critical Thinking in Indonesian Elt

Competing priorities: Singaporean teachers’ perspectives on critical literacy

An evidence-based approach to working-memory based training in secondary education to improve reasoning test achievements

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