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Action Research: Critical Thinking

Action Research: Critical Thinking. Problem Statement. Students are completing assignments ONLY for a grade, instead of learning the information and methods being introduced How can we implement a plan where students are asked to THINK vs. FILL IN BLANKS?

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Action Research: Critical Thinking

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  1. Action Research: Critical Thinking

  2. Problem Statement • Students are completing assignments ONLY for a grade, instead of learning the information and methods being introduced • How can we implement a plan where students are asked to THINK vs. FILL IN BLANKS? • Secondary students, leave the classroom lacking necessary knowledge to think critically or reason

  3. Relevance… • “Students often develop an objectivist orientation towards science, viewing the process of science as seeking facts rather than as the construction of knowledge” (Tobin et al., 1995) • “Students need to understand mathematics, make sense of it, and be able to use it. Students need to know how to think and how to make decisions that to lead solutions. Students need to create, innovate, question, connect, relate, reason.” (Seeley, 2005) • “Students often do not understand that knowledge is the product of a never-ending process, continually re-examined and updated.” (Zion, 2-3)

  4. Treatment #1 • Online forum or blog site dedicated to the class • Students are required to post ONE item related to class each WEEK • Posts MUST be either a REFLECTION of class happenings or an EXTENSION assignment • Further GUIDELINES will be given once forum is introduced.

  5. M (Pre-Test) Treatment M (Post-Test) M (Pre-Test) No Treatment M (Post-Test) Sample… • 2 classes of General Physics students • Non-equivalent Control Group Design • One class receives treatment • One class receives none • End of class survey • Pre- and Post- Tests for 3 units using the design X 3 X 3

  6. Evaluation • The final exam will have an open-ended section • 40% of exam points = 40% of time on test • Thought-provoking, critical thinking problems • These questions will be quantitatively assessed for given words to show higher level of thought

  7. Treatment #2 • Problem solving and reasoning activities imbedded in classroom lessons • In-depth Journal writing • Weekly entries to reflect on metacognitive skills

  8. Measure Treatment M (Post-Test) Measure No Treatment M (Post-Test) Sample… • Sample: Nonequivalent Control Group, Time-series interruption • 2 Algebra classes

  9. Evaluation • Qualitative • Entrance/Exit surveys (pre/post-test) • Weekly journal entries • Quantitative • 10 question math skills check • Is their reasoning skills leading to correct answers?

  10. Limitations and Threats • There may be cross-communication between classes • Treatment Fidelity • Teacher enthusiasm towards treatment • The control group may develop a “slacker” mentality because they are asked to do less • Not random will modify results • External variables • Lack of computer, sickness, absences, etc. • Definitions for evaluating student work

  11. Will perfection ever be met? • “Students often do not understand that knowledge is the product of a never-ending process, continually re-examined and updated.” (Zion, 2-3) • “We advocate for teachers to have time to experiment with technologies, share best and worst practices, study exemplars of student work, and deal with conflicts, successes and disappointments in their attempts…” (Goldman, 1999) • “The fundamental purpose of the school is to see to it that all student learn at high levels, rather than merely be taught at high levels.” (DuFour, Eaker, & Dufour, 2005)

  12. References • Tobin, K., Tippins, D.J., & Hook, K.S. (1995). Students’ beliefs about Epistemology, science, and classroom learning: A question of fit. In S.M. Glynn, & R. Duit (Eds.) Learning science inthe schools: Research reforming practice. Mahwah, NJ: Lawrence Erlbaum Associates. • Zion, M., Michalsky, T., Mevarech, Z. (2005). The Effects of Metacognitive Instruction Embedded within an Asynchronous Learning Network on Scientific Inquiry Skills. International Journal of Science Education v27 n8 p957-983. • Goldman, S. (1999). The Technology/Content Dilemma. The Secretary’s Conference on Educational Technology. P1-12. • Seeley, C. (2005, July). What do math students need? Paper presented at the meeting of the Urban Mathematics Leadership Network, Lakeway, TX • DuFour, R., Eaker, R., DuFour, R. (Eds.). (2005). On common ground: The power of professional learning communities. Bloomington, IN: National Education Service.

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