Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/19406
Title: 
The complexities in fostering critical thinking through school-based curriculum innovation: Research evidence from Singapore
Authors: 
Keywords: 
Critical thinking
Curriculum innovation
Secondary
Integrated programme
21st century competencies
Issue Date: 
2017
Citation: 
Tan, L. S., Koh, E., Lee, S. S., Letchmi Devi Ponnusamy, & Tan, K. C. K. (2017). The complexities in fostering critical thinking through school-based curriculum innovation: Research evidence from Singapore. Asia Pacific Journal of Education, 37(4), 517-534. http://dx.doi.org/10.1080/02188791.2017.1389694
Abstract: 
Singapore’s strong performance in international benchmarking studies - Trends in International Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA) - poses a conundrum to researchers who view Singapore’s pedagogy as characterized by the teaching of facts and procedures, and lacking in constructivist learning principles. In this paper, we examine the impact of different curriculum innovations on critical thinking as measured by the Watson-Glaser Critical Thinking Assessment - UK (WGCTA-UK). This includes two innovations that are subject-specific and short-term, one that strongly infuses the arts into the curriculum throughout the whole course of study, and the innovation of the Integrated Programme (IP) which allows academically stronger students to skip the GCE ‘O’ Levels and enter directly into the next level of education, with the time previously allocated to exam preparation now spent on greater breadth in the academic and non-academic curriculum. This paper takes the sociocultural approach to investigate the contexts, process and outcomes, reports the state of critical thinking, and sheds light on how critical thinking is being promoted. Through our analysis, we find support for the claim that only curriculum that is rigorously designed to foster critical thinking competencies will reap the intended student outcome.
Description: 
This is the final draft, after peer-review, of a manuscript published in Asia Pacific Journal of Education. The published version is available online at http://www.tandfonline.com/10.1080/02188791.2017.1389694
URI: 
ISSN: 
0218-8791
Other Identifiers: 
10.1080/02188791.2017.1389694
Website: 
Appears in Collections:Journal Articles

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