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Exploring the use of collaborative knowledge building to nurture learners’ reflective thinking in Christian education
Author
Toh, Tze Keong
Supervisor
Koh, Joyce Hwee Ling
Abstract
This research study explores the use of a constructivist pedagogical approach, namely collaborative knowledge building to inculcate reflective thinking in order to address the weaknesses of traditional didactic pedagogical approaches in Christian education. The study looked to Dewey (1933) in operationalising reflective thinking into the following attitudes: open mindedness with rootedness; whole heartedness and responsibility. The study was conducted in a local church bible class (n=12) setting. The instructional design emulated the reflective thinking process, while adopting collaborative knowledge building as its pedagogical framework. Results showed that participants exhibited attitudes of reflective thinking in a collaborative knowledge building learning environment. More specifically, the attitudes of open-mindedness with rootedness and responsibility were evident in the social learning environment. Results also showed that participants were more confident of their own beliefs at the end of course and arrived at the desired biblical understanding with respect to the study topic.
Date Issued
2012
Call Number
BV1471.3 Toh
Date Submitted
2012