Scripting to enhance university students’ critical thinking in flipped learning: implications of the delayed effect on science reading literacy

Abstract

Premised on Web 2.0 technology, the current study investigated the effect of facilitating critical thinking using the Collaborative Questioning, Reading, Answering, and Checking (C-QRAC) collaboration script on university students' science reading literacy in flipped learning conditions. Participants were 85 Taiwanese university students recruited from two introductory educational psychology courses. Groups were formed by affinity grouping and were randomly assigned to collaborative learning conditions with or without C-QRAC script support. Both groups received direct introduction to critical thinking and were given the assigned reading before class. Results of the study showed that direct instruction on critical thinking may have an immediate effect on science reading literacy for both groups. Moreover, the effect of the C-QRAC collaboration script was contingent upon time, gender moderation, and test formats. Students who followed the C-QRAC script performed better on the delayed advanced multiple-choice items than those in the control group. Further, the C-QRAC script helped eliminate the gender gap in immediate and delayed total MC. But in delayed basic MC, males demonstrated higher scores than females. Higher prior knowledge predicted better scores on delayed basic MC as well as immediate and delayed constructed-response items. The findings imply that providing structure for university students in the flipped collaborative science reading had a sustained effect on their learning such that they were more likely to think about the questions discussed with partners, to try to find the answers to the questions, to discuss findings in the reading content with friends, or to reread the shared online note or article. As a result, we suggest use of the C-QRAC collaboration script to facilitate students' critical thinking and enhance their self-directed learning in flipped learning conditions. ARTICLE HISTORY

Internet-based epistemic beliefs, engagement in online activities, and intention for constructivist ICT integration among pre-service teachers

“…Therefore, I suggest that pre-service teachers engage in more Internet-based learning to deal with the challenges derived from the nature and process of Internet-based knowledge claims and knowing. Specifically, instructional and pedagogical strategies featuring information evaluation and computersupported collaborative learning (e.g., Kim & Hannafin, 2016;Lee, 2015Lee, , 2017 may be employed in instruction to facilitate pre-service teachers' critical thinking and to shape their Internet-based epistemic beliefs through individual or collaborative reflection on the uncertainty and structure of Internet-based information and a critical evaluation of knowledge claims by multiple sources.…”

How Can Flipped Classroom Develop Critical Thinking Skills? A Literature Review

“…Several approaches (including strategies, models, methods), applied in FC to support the development of CT, included -Collaborative Questioning, Reading, Answering, and Checking‖ (C-QRAC) collaboration script [33], concept mapping-based flipped learning approach [37], RSI (Recognize, Summarize, Inquire)-based flipped approach [8], project-based learning model [38], active learning through discovery and involvement with materials [31], and active learning exercises [34], -… combining collaborative learning with the technique of using Socrates' questioning method and Bloom's taxonomy in designing homework and in-class activities‖ [13]. One study emphasizes pedagogical and technological (mobile technology) supports [27].…”

The predictive validities of individual working‐memory capacity profiles and note‐taking strategies on online search performance

“…Besides the advantage in search performance, research demonstrated that students taking matrix notes had lower off-task browsing rate than those not taking note or taking conventional notes (Wu & Xie, 2018). Therefore, it may be helpful to provide students with a structure for note-taking to assist them in prioritizing their attention allocation and gleaning information during online search and reading (e.g., Lee, 2015Lee, , 2018.…”