The complexities in fostering critical thinking through school-based curriculum innovation: research evidence from Singapore

Tan, Liang See; Koh, Elizabeth; Lee, Shu‐Shing; Ponnusamy, Letchmi Devi; Tan, Keith Chiu Kian

doi:10.1080/02188791.2017.1389694

Cited by 28 publications

(24 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These two strategies have been emphasized in a new round of science curriculum reform in China since 2017 (Yao and Guo, 2018). Curriculum innovations are made in various countries along the same line to varying degrees (Chugh et al, 2017;Tan et al, 2017;Cunningham et al, 2019;Brown and Livstrom, 2020;Lemay and Moreau, 2020).…”

Section: Introductionmentioning

confidence: 99%

Curriculum Innovation in Times of the COVID-19 Pandemic: The Thinking-Based Instruction Theory and Its Application

Zhang

Dai

et al. 2021

Front. Psychol.

View full text Add to dashboard Cite

At the beginning of 2020, to stop the spread of the coronavirus disease (COVID-19) to the campus, the Ministry of Education of China launched a policy “Suspension of classes without suspending schooling” for the spring semester of 2020. However, the drawbacks of online teaching (e.g., students’ inadequate autonomous learning, the lack of effective online instruction) forced us to modify teaching strategies during this special period, especially developing courses that are suitable for student learning at home and improving their key competencies. In order to solve these problems, this study introduces some theoretical exploration and practical work of curriculum design under the guidance of thinking-based instruction theory (TBIT) during the pandemic. We firstly introduce TBIT, and elaborate on the curriculum design under the TBIT theoretical frame. Then we describe a series of TBIT-based micro-courses with the pandemic as background. A descriptive study is reported to illustrate the effects of three micro-courses. Results showed that, compared to national curricula, the TBIT-based micro-courses not only improved the course quality but also enhanced students’ motivation and facilitated their online learning behavior (such as interactive communication) for the online courses. The current study has important implications for how to design effective and interesting online courses suitable under pandemic and capable of improving students’ thinking abilities and key competencies.

show abstract

Section: Introductionmentioning

confidence: 99%

Curriculum Innovation in Times of the COVID-19 Pandemic: The Thinking-Based Instruction Theory and Its Application

Zhang

Dai

et al. 2021

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Among these variables, the school has a very important place in terms of its being planned and programmed and freeing the development of critical thinking skills from randomness (Alkın-Şahin and Tunca, 2015). Researchers often acknowledge that critical thinking is different from the "common sense" knowledge we acquire through daily experiences and that the knowledge and skills necessary to think critically require expertise and systematicity (Paul, 1995;Young & Lambert, 2014;Tan, Koh, Lee, Ponnusamy &Tan, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Investigation of the objectives in the Turkish course curriculum in terms of including critical thinking skills

Özdemir¹

2021

Dil Ve Dilbilimi Çalışmaları Dergisi

View full text Add to dashboard Cite

The purpose of the current study is to investigate the objectives in the Turkish Course curriculum in terms of including critical thinking skills. The study was conducted by using the basic qualitative design. The document analysis method was employed to collect data. The data were analyzed through the content analysis technique. The document examined within the context of the current study was the Turkish Course curriculum (1-8 grades) updated by the Board of Education and Discipline in 2019. In the current study, a total of 289 objectives addressed under the headings of listening, speaking, reading and writing skills in the 5th, 6th, 7th and 8th grades were focused on. In the analysis of the collected data, "The Form of Classification of Learning Objectives in terms of Category and Level" developed by Yeşilpınar-Uyar, Tunca and Alkın-Şahin (2017) and "The Rubric for Evaluating the Critical Thinking Skill Level of Learning Objectives" were used. As a result of the analysis, it was determined that the learning objectives of the Turkish course curriculum are intensified in the cognitive domain while the number of learning objectives from affective and psychomotor domains is relatively lower and that the level of inclusion of critical thinking skills in the objectives is medium or lower. In light of the findings of the current study, it can be suggested that regulations can be made in objectives to include more objectives from affective and psychomotor domains and to put greater emphasis on critical thinking skills.

show abstract

“…Обучение школьников, направленное на развитие понятийного мышления, требует активной переработки информации, заключающей в себе применение таких подходов, как абстрагирование, конкретизация, систематизация, обобщение [8]. Также для эффективного решения поставленных задач и грамотного распределения приоритетности информации в современных условиях важным является умение мыслить критически [9]. Специалисту без критического и одновременно креативного мышления будет сложно или даже невозможно непрерывно развиваться и совершенствоваться [10].…”

Section: обоснованиеunclassified

The system of unified training of scientific medical personnel of Sechenov university

et al. 2019

View full text Add to dashboard Cite

Background: The article describes the issue of theoretical proof and experimental testing of the developed approach to optimization of fostering young generations of scientists and optimizing their individual career path. Aims: The aim of the article was to analyze the efficacy of the program of integration of high school students of medical school classes into the global system of training of young scientists. Materials and methods: The general scientific methods were used, such as analysis and synthesis, field experiment and social research, which included survey conduction, education and control testing of high school students of medical preprofessional classes. Results: Authors revealed the efficacy of implemented model of organization of educational process, which was based on the integration of high school students of medical classes into the global system of researchers training and which created a specialized environment for rapid individual professional development. Conclusions: The conducted research proved the efficacy of the personalized approach to gradual teaching of basic research competencies.

show abstract

The complexities in fostering critical thinking through school-based curriculum innovation: research evidence from Singapore

Cited by 28 publications

References 24 publications

Curriculum Innovation in Times of the COVID-19 Pandemic: The Thinking-Based Instruction Theory and Its Application

Curriculum Innovation in Times of the COVID-19 Pandemic: The Thinking-Based Instruction Theory and Its Application

Investigation of the objectives in the Turkish course curriculum in terms of including critical thinking skills

The system of unified training of scientific medical personnel of Sechenov university

Contact Info

Product

Resources

About