Teaching Patterns of Critical Thinking: The 3CA Model-Concept Maps, Critical Thinking, Collaboration, and Assessment

Autor/inn/en	Zandvakili, Elham; Washington, Ernest; Gordon, Edmund W.; Wells, Craig; Mangaliso, Mzamo
Titel	Teaching Patterns of Critical Thinking: The 3CA Model-Concept Maps, Critical Thinking, Collaboration, and Assessment
Quelle	In: SAGE Open, 9 (2019) 4, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zandvakili, Elham)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244019885142
Schlagwörter	Teaching Methods; Critical Thinking; Concept Mapping; Cooperative Learning; Student Evaluation; Competency Based Education; Child Development; Questioning Techniques; Educational Assessment; Undergraduate Students; Learning Processes + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken; Concept Map; Kooperatives Lernen; Schulnote; Studentische Bewertung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Kindesentwicklung; Befragungstechnik; Fragetechnik; assessment; Bewertungssystem; Learning process; Lernprozess
Abstract	This is a research report of teaching patterns of critical thinking using the competency-based 3CA (an acronym for the educational practices of Concept maps, Critical thinking, Collaboration, and Assessment) model of classroom instruction to change the grammar of schooling. Critical thinking is defined as the "WH questions": "what, when, where, how, who, and why" taken from Aristotle's Nicomachean Ethics. These questions are threaded through the practices of concept maps, collaboration, and assessment. This conceptualization of patterns of thinking is influenced by Ludwig Wittgenstein's conceptualization of the relations between the language games of practice and language games in the mind. This study compares individual and collaborative approaches to teaching the critical thinking "WH questions" in a child development class. Students in the individual groups used more "what questions," whereas students in the collaborative group used more "why and how questions." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01