Include Synonyms Include Dead terms. Showing 1 to 15 of results Save Export Send an email containing a link to this search page and a summary of the results limited to Start from result. Peer reviewed Direct link. Although the development and transfer of critical thinking skills are recognized as primary goals for education, there is little empirical evidence to help educators decide how to teach in ways that enhance critical thinking. In two studies, we compared explicit and imbedded instructional modes and assessed critical thinking with the Halpern….
The Importance of Teaching Critical Thinking – Wabisabi Learning
This article presents the results from a qualitative research study that explores the experiences of nine high school teachers with some of the common themes in critical pedagogy. The study considers teachers who may not have explicitly learned about or applied critical pedagogy in their teaching and investigates how feasible and desirable they find the common themes in critical pedagogy to be based on their teaching experiences. These teachers work in a school with a largely upper-middle class student body, so the issue of applying critical pedagogy with affluent students adds a dimension of interest to this study. Teachers reveal an unwillingness to share authority with students or make space for students to be experts in the classroom in a meaningful way. Some teachers are also opposed to leading the transformation from the status quo toward a more just society.
The way educators understand the fundamentals of teaching and learning shifts from generation to generation and from culture to culture. Like anything else, teaching philosophies move in and out of fashion. Still, the fundamentals of good pedagogy methods stay much the same, in spite of educational trends. Putting the most effective pedagogy principles to use in the classroom can be tough, though, especially if those principles are new to the instructor.
Since , Hybrid Pedagogy has published over articles from more than authors focused in and around the emerging field of critical digital pedagogy. A selection of those articles are gathered in a new edited collection, the first peer-reviewed book centered on the theory and practice of critical digital pedagogy. The book has 36 chapters from 40 contributors.