Rationality, Self‐esteem and Autonomy through Collaborative Enquiry

Lane, N.R.; Lane, S.A.

doi:10.1080/0305498860120305

Cited by 13 publications

(2 citation statements)

References 6 publications

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“…Although several studies have shown the effect of P4C on the development of thinking skills that are said to be complex, and especially skills related to pupils' logical reasoning (among others: Camhy & Iberer, 1988;Cannon, 1987;Cannon & Weinstein, 1985;Caron, 1990;Gazzard, 1988;Kennedy, 1996;Lane & Lane, 1986), few have focused on understanding the development of critical thinking. This is the objective of the present study 1 .…”

Section: Introductionmentioning

confidence: 99%

Developmental Process of Dialogical Critical Thinking in Groups of Pupils Aged 4 to 12 Years

Daniel¹,

Gagnon²

2011

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The objective of this study is to model the development of critical thinking in groups of pupils aged 4 to 12 years. A previous study, conducted with groups of pupils aged 9 to 12 years who practiced Philosophy for Children (P4C), proposed a model that shows how critical thinking develops in these age groups. The present empirical study was conducted in three geographical contexts (Quebec, Ontario and France) with 17 classrooms of pupils who had practiced P4C. Based on a qualitative method of analysis that stems from the Grounded Theory, analysis of the 17 transcripts of exchanges resulted in a revised model of the developmental process of critical thinking that is defined by four thinking modes and six epistemological perspectives. Using this revised model, a further analysis of the transcripts illustrated that the development of critical thinking occurred through a process of fading and appropriation/transformation, which is associated with “scaffolding”

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Section: Introductionmentioning

confidence: 99%

Developmental Process of Dialogical Critical Thinking in Groups of Pupils Aged 4 to 12 Years

Daniel¹,

Gagnon²

2011

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“…This happened on three levels, between the junior pupils and their teachers, senior pupils and parents. Rose, Fletcher and Goodwin (1999) speak of the need for teachers and pupils to become more effective communicators and Lane and Lane (1986) suggest that teachers should guide pupils rather than lead them. In this programme the teacher acts as a facilitator by helping pupils to become independent learners through developing monitoring and inquiry skills.…”

Section: Why Was the Programme Successful?mentioning

confidence: 99%

Paired reading: a structured approach to raising attainment in literacy

Macdonald¹

2010

Support for Learning

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Competency in reading is a key factor in literacy attainment. If pupils can read proficiently this allows them to access the curriculum in all subjects and helps them to become confident, successful, motivated learners. Paired reading has long been recognised as an effective approach for supporting reading in schools. It helps to build relationships and encourages self‐esteem and motivation. By the pupil reading aloud, either independently or in tandem with their partner, they gain confidence and research suggests that fluency and accuracy improve. However, for pupils who have gaps in their phonological knowledge this approach has limited success as it relies almost exclusively on visual or auditory memory. This research looks at a more structured approach to paired reading that combines both the ‘look‐say’ approach (whole word recognition) of the more traditional paired reading programmes with phonic teaching, to create a tool to improve reading.

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Daniel

2001

Advances in Health Sciences Education

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In this paper, we study manifestations of critical thinking in pre-service physical education (PE) teachers when exposed to regular practice of philosophical dialogue among peers. A 12-week research project involving 13 pre-service teachers in PE was conducted. Analysis of two (pre- and post-project) transcripts from pre-service teachers' discussions reveals greater use of higher-order thinking (HOT) skills in the post-project transcript than in the pre-project transcript, and reveals that the nature of their exchanges evolved from monologue to dialogue. The latter transcript reveals some characteristics of critical thinking among participants, which thinking appears to be critical, creative and caring; it also reveals that the participants' thinking was oriented toward social and ethical dimensions.

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Rationality, Self‐esteem and Autonomy through Collaborative Enquiry

Cited by 13 publications

References 6 publications

Developmental Process of Dialogical Critical Thinking in Groups of Pupils Aged 4 to 12 Years

Developmental Process of Dialogical Critical Thinking in Groups of Pupils Aged 4 to 12 Years

Paired reading: a structured approach to raising attainment in literacy

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