Facilitating Students' Development of Critical Thinking Through Group Presentation and Student Negotiation

• In Event: AERA Poster Session 9
  In Poster Session: Social and Cultural Contexts in Learning and Instruction

Abstract

By extending the definition of group work based on current literature, teacher facilitation of students’ development of critical thinking during the collaborative learning phase was investigated in Hong Kong secondary Liberal Studies (LS) classrooms. Based on a qualitative research design, nine teachers and their students participated in the research. Lesson observations were conducted and analysed based on the protocol developed. Findings revealed relationships between different types of facilitation and student learning, i.e. the development of their critical thinking. Findings of the study contribute to the discussion on ways to better facilitate the collaborative learning. It is also an attempt at connecting researchers with practitioners collaboratively for the design of effective teacher facilitation strategies in real classroom situations.

Authors

• May Hung May Cheng, The Education University of Hong Kong

• Dora Dong Yu Li, Beijing Foreign Studies University