Socratic pedagogy, critical thinking, moral reasoning and inmate education : an exploratory study

Boghossian, Peter

doi:10.15760/etd.5552

Cited by 11 publications

(13 citation statements)

References 25 publications

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“…Others have studied the role of discussion in developing critical thinking on the basis of social constructivism. Boghossian (2004) has employed the models of inquiry in enhancing critical skills and dispositions. Sullivan (2004) and Capone (2010) have introduced a model of group discussion.…”

Section: The Role Of Discussion In Active Learningmentioning

confidence: 99%

Critical thinking and social interaction in active learning: A conceptual analysis of class discussion from Iranian students’ perspective

et al. 2016

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Following the failures in traditional methods of teaching, theorists have recently emphasized students' active role in education in which the teacher is no longer a mere transmitter of knowledge. Discussion-based teaching has been regarded as a route to improving students' active role. The current study intended to discover the benefits of using discussion for social interaction and critical thinking disposition from Iranian students' perspective. Participants included 14 first-year educational psychology students who were selected through purposive sampling method. A general psychology course at the University of Tehran was held based on proposed patterns for class discussion. The data were collected through structured interviews, and analyzed through interpretive analysis. Findings showed that the components of critical thinking dispositions and social interaction were mostly exhibited during discussions. It seems that involvement of students in class discussions have benefits over the traditional realms of education. These positive effects are seen at personal and social levels, bringing forth more dynamic aspects of culture.Due to the increasing pace of scientific developments and growth in knowledge, universities are increasingly under pressure to present and transfer information. In this structure, the teachers are viewed as sources of information, whose job becomes to present information, while students are tasked only with reception of information, similar to a small library that is packed with books.The present research analyzed the use of discussion-based teaching style in a college class in Iran. It also attempted to examine this method of active learning in terms of developing critical thinking and social interaction in students. The results of this qualitative study revealed that the involvement of students in class discussions have benefits over the traditional academic education. These positive effects are seen at personal and social levels, bringing forth more dynamic aspects of culture. Real-life application of this method of teaching, the core of which relies on discussion groups, is the ultimate goal of this investigation.

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Section: The Role Of Discussion In Active Learningmentioning

confidence: 99%

Critical thinking and social interaction in active learning: A conceptual analysis of class discussion from Iranian students’ perspective

et al. 2016

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“…Boghossian (2006) examined the effects of the Socratic Method using mixed methods with inmates in Portland, Oregon. His research proved that the inmates developed an appreciation for the curriculum and felt empowered while using critical thinking skills and metacognitive reflective processes.…”

Section: Socratic Methods and Researchmentioning

confidence: 99%

Using Socratic Questioning as an Instructional Tool to Help High School Students at Grade Twelve Improve Their Perceptions of the Writing Process

Houshmand¹

2000

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The purpose of this study was to determine whether Socratic questioning, an approach that builds critical thinking skills and fosters learning by constructing new knowledge, was an effective tool for improving student perceptions of the writing process. The main research question that was examined in this study was: How can Socratic questioning improve students' perceptions of writing and the writing process?Qualitative research methods were used as a framework for the design of this study as well as purposeful student sampling, triangulation of three data sources, and an extensive coding process Findings from the study support that Socratic questioning can positively impact students: the first major finding was that student perceptions of the writing process improved, and the second major finding was that student perceptions of their own identities as writers improved as well. After the study, students found that being an effective writer was possible and that evaluation of one's writing was a vital part of becoming a better writer. Most importantly, after participating in this study, students believed themselves to be writers.ii Acknowledgements

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“…Cooperative learning promotes discussion, an important concept to develop critical thinking (Boghassian, 2006). In the IT class, pair programming as cooperative learning strategy appears to be a valuable strategy for the acquisition of programming skills (Mentz & Goosen, 2013) The Study…”

Section: Assumptions Inventorymentioning

confidence: 99%

IT teachers’ experience of teaching-learning strategies to promote critical thinking

Bailey¹,

Mentz

2015

InSITE Conference

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Information Technology (IT) high school learners are constantly struggling to cope with the challenges of succeeding in the subject. IT teachers, therefore, need to be empowered to utilize appropriate teaching-learning strategies to improve IT learners' success in the subject. By promoting critical thinking skills, IT learners have the opportunity to achieve greater success in the most difficult part of the curriculum, which is programming. Participating IT teachers received onceoff face-to-face professional development where some teachers received professional development in critical thinking strategies while other IT teachers received professional development in critical thinking strategies infused into pair programming. To determine how teachers experience these suggested strategies, teachers participated in initial interviews as well as follow-up interviews after they had implemented the suggested strategies. From the interviews, it became evident that teachers felt that their learners benefited from the strategies. Teachers in the pair programming infusing critical thinking strategies focused more on the pair programming implementation than on the totality of pair programming infused with critical thinking. Although teachers were initially willing to change their ways, they were not always willing to implement new teaching-learning strategies.

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Socratic pedagogy, critical thinking, moral reasoning and inmate education : an exploratory study

Cited by 11 publications

References 25 publications

Critical thinking and social interaction in active learning: A conceptual analysis of class discussion from Iranian students’ perspective

Critical thinking and social interaction in active learning: A conceptual analysis of class discussion from Iranian students’ perspective

Using Socratic Questioning as an Instructional Tool to Help High School Students at Grade Twelve Improve Their Perceptions of the Writing Process

IT teachers’ experience of teaching-learning strategies to promote critical thinking

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