Enhancing critical thinking through cooperative learning in biology (Record no. 21732)

MARC details
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fixed length control field 02898nam a2200253Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191211131745.0
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fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Al Husseiny, Fatima Ibrahim
Miscellaneous information Master Teaching Life Sciences
245 10 - TITLE STATEMENT
Title Enhancing critical thinking through cooperative learning in biology
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Université Libanaise - Faculté de Pédagogie - Deanship
Date of publication, distribution, etc. 2014
300 ## - PHYSICAL DESCRIPTION
Extent 94 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. Recent research findings such as Abrami et al (2008), White et al (2011), Jayapraba (2013), and Freman et al (2014) have shown that cooperative learning improves students’ thinking skills because it allows them to communicate actively with each other rather than listen passively. Therefore, cooperative learning has been proposed by many science educators to be implemented in the science classrooms to produce lifelong learners and critical thinkers (Lunenburg, Fred 2011). The present study aims to investigate the effect of cooperative learning on enhancing critical thinking in biology and also the effect of self-assessment (being a part of a successful cooperative learning) on promoting critical thinking skills. A sample of (120) students from two classes of different grades (seven and ten) in a private school in Beirut participated in this experimental study, whereby biology was taught to each class of the two different grades using two different teaching methods: cooperative learning (experimental group) and individualistic-direct learning (control group). Pre- and post- tests were administrated to both groups of each grade to compare students’ achievement particularly in critical thinking items before and after the intervention. In addition, self-assessment grids were administrated to students in the experimental groups for two times during the study to investigate the correlation between student self-assessment practiced during cooperative learning and the development of critical thinking skills. Moreover, teams’ self-assessment grids and teacher’s assessment grids were administrated to assure the reliability of the results of team’s work. Results of the study show that cooperative learning has significant effect on students’ critical thinking skills in grade ten only. However, in both grades there is correlation between self-assessment and critical thinking. The study also provides recommendations for future research and policy makers
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element التفكير النقدي
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Critical Thinking
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’enseignement des Sciences Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Pensée Critique
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Sciences education Teaching Methods
9 (RLIN) 75
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تعليم العلوم
9 (RLIN) 150
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element طرق التعليم
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=102109">http://search.shamaa.org/FullRecord?ID=102109</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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