Facilitating critical thinking using the C-QRAC collaboration script: Enhancing science reading literacy in a computer-supported collaborative learning environment

Lee, Yuan‐Hsuan

doi:10.1016/j.compedu.2015.05.004

Cited by 38 publications

(31 citation statements)

References 43 publications

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“…No differential effect of treatment was found in any of the immediate measures. This result is different from that of Lee (2015), who found a difference in immediate science reading literacy between the C-QRAC group and the control group. The inconsistent results may be explained by differences in the class conditions.…”

Section: Discussioncontrasting

confidence: 55%

“…First, the length of the introduction to critical thinking session was 50 min in Lee (2015) preceding the major experiment, whereas it was doubled in the current study followed by the major experiment in one week, thereby allowing more time for students to practice the use of critical thinking. Second, the experiment in Lee (2015) was completely computer-mediated without instructor facilitation whereas students in the current study met face-to-face with instructor facilitation. For both the control and C-QRAC groups in the current study, the instructor served as facilitator.…”

Section: Discussionmentioning

confidence: 99%

“…Nevertheless, effective peer collaboration may not succeed without a well-functioning internal collaborative working model or explicit scaffolds such as a collaboration script (Weinberger, Ertl, Fischer, & Mandl, 2005). Lee (2015) applied the C-QRAC collaboration script to promote college students' critical thinking in computer-mediated collaborative science reading. She found that the C-QRAC collaboration script was helpful to enhance students' higher-order thinking, as reflected in the improvement of female students in advanced multiple-choice items and male students in constructed response items.…”

mentioning

confidence: 99%

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Scripting to enhance university students’ critical thinking in flipped learning: implications of the delayed effect on science reading literacy

Lee

2017

Interactive Learning Environments

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Premised on Web 2.0 technology, the current study investigated the effect of facilitating critical thinking using the Collaborative Questioning, Reading, Answering, and Checking (C-QRAC) collaboration script on university students' science reading literacy in flipped learning conditions. Participants were 85 Taiwanese university students recruited from two introductory educational psychology courses. Groups were formed by affinity grouping and were randomly assigned to collaborative learning conditions with or without C-QRAC script support. Both groups received direct introduction to critical thinking and were given the assigned reading before class. Results of the study showed that direct instruction on critical thinking may have an immediate effect on science reading literacy for both groups. Moreover, the effect of the C-QRAC collaboration script was contingent upon time, gender moderation, and test formats. Students who followed the C-QRAC script performed better on the delayed advanced multiple-choice items than those in the control group. Further, the C-QRAC script helped eliminate the gender gap in immediate and delayed total MC. But in delayed basic MC, males demonstrated higher scores than females. Higher prior knowledge predicted better scores on delayed basic MC as well as immediate and delayed constructed-response items. The findings imply that providing structure for university students in the flipped collaborative science reading had a sustained effect on their learning such that they were more likely to think about the questions discussed with partners, to try to find the answers to the questions, to discuss findings in the reading content with friends, or to reread the shared online note or article. As a result, we suggest use of the C-QRAC collaboration script to facilitate students' critical thinking and enhance their self-directed learning in flipped learning conditions. ARTICLE HISTORY

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Section: Discussioncontrasting

confidence: 55%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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Scripting to enhance university students’ critical thinking in flipped learning: implications of the delayed effect on science reading literacy

Lee

2017

Interactive Learning Environments

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“…Therefore, I suggest that pre-service teachers engage in more Internet-based learning to deal with the challenges derived from the nature and process of Internet-based knowledge claims and knowing. Specifically, instructional and pedagogical strategies featuring information evaluation and computersupported collaborative learning (e.g., Kim & Hannafin, 2016;Lee, 2015Lee, , 2017 may be employed in instruction to facilitate pre-service teachers' critical thinking and to shape their Internet-based epistemic beliefs through individual or collaborative reflection on the uncertainty and structure of Internet-based information and a critical evaluation of knowledge claims by multiple sources.…”

Section: The Impact Of Pre-service Teachers' Epistemic Belief Profilesmentioning

confidence: 99%

Internet-based epistemic beliefs, engagement in online activities, and intention for constructivist ICT integration among pre-service teachers

Lee

2018

AJET

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This study investigated pre-service teachers' epistemic beliefs about the Internet using the Inventory of Internet-Based Epistemic Beliefs (IBEB). Also examined were their belief profiles to delineate the effect of IBEB on pre-service teachers' engagement in online reading activities and intention for ICT integration for constructivist learning activities. Participants were 474 teacher education students in Taiwan. Results revealed the four hypothesised constructsstructure, uncertainty, source, and justification for Internet knowledge -with good validity and reliability. Four epistemic belief groups were derived based on these constructs; and they exhibited differential effects on the validating variables. Cluster 1 was characterised by four positive epistemic beliefs (the positive beliefs), Cluster 2 by four negative epistemic beliefs (the negative beliefs), Cluster 3 by modest scores of the epistemic beliefs (the modest beliefs), and Cluster 4 by positive uncertainty and justification scores as well as negative structure and source scores (the high justification and uncertainty). Findings suggest that intervention targeting pre-service teachers in the negative beliefs and the modest beliefs may be necessary to foster positive epistemic beliefs for better constructivist learning in the online environment.

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“…Critical reading involves not only meaning construction but also critical thinking. Both critical reading and critical thinking are closely linked for we can hardly read critically without thinking critically (Medina & Pilonieta 2006, Abdelhalim 2011, Mayfield 2014, Lee 2015. In L2 critical reading, the EFL/ESL readers use their L2 vocabulary knowledge, their prior knowledge and experience of the world, their "L2 world", in particular, and their L2 linguistic knowledge, which includes, for example, text-decoding and linguistic knowledge to construct the meaning of the text and they then use their critical thinking skills to interpret, analyse, criticize, reflect, and evaluate the text for deeper understanding.…”

Section: Introductionmentioning

confidence: 99%

Developing English L2 Critical Reading and Thinking Skills through the Pisa Reading Literacy Assessment Framework: A Case Study of Thai EFL Learners

Khamkhong

2018

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This study aimed to investigate the use of the PISA reading literacy assessment framework (PRF) to improve EFL learners' critical reading and thinking skills. The sample group, selected by the random sampling technique, included 36 EFL learners from a university in Northeastern Thailand. The instruments consisted of 8 PRF-based reading lessons, a 27-item-PRF-based reading test used as a pre-test and a post-test, and a questionnaire of their attitude toward the designed lessons. The statistics used for data analysis were percentage, mean, standard deviation, and a paired sample t-test. The results revealed that before the intervention, the students' English reading proficiency was low as is evident from their low pre-test scores (M=14.00). They did fairly well for the literal questions (M=6.11), but poorly for the interpretative questions (M=4.89) and the critical questions (M=3.00), respectively. This means that the students could comprehend the texts but they could hardly interpret or evaluate them. However, after the intervention, they could do much better as their post-test scores were significantly higher (M=18.01). They could comprehend (M=6.78), interpret (M=6.00) and evaluate (M=5.25) well. The paired sample t-test results also confirmed this as the students' post-test scores for overall, literal, interpretative, and critical questions were significantly higher than the pre-test scores at p<0.001. This indicates that after the intervention, their reading skills had improved. In terms of their attitude, most students were satisfied with the lessons and the instruction, particularly because they were given background information of texts and knowledge about different types of the PRF questions. It may thus be concluded that the designed lessons can help improve students' English critical reading proficiency and may be used as a teaching model for improving EFL learners' critical reading and thinking skills.

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Facilitating critical thinking using the C-QRAC collaboration script: Enhancing science reading literacy in a computer-supported collaborative learning environment

Cited by 38 publications

References 43 publications

Scripting to enhance university students’ critical thinking in flipped learning: implications of the delayed effect on science reading literacy

Scripting to enhance university students’ critical thinking in flipped learning: implications of the delayed effect on science reading literacy

Internet-based epistemic beliefs, engagement in online activities, and intention for constructivist ICT integration among pre-service teachers

Developing English L2 Critical Reading and Thinking Skills through the Pisa Reading Literacy Assessment Framework: A Case Study of Thai EFL Learners

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