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An exploration of an ICT-facilitated critical thinking cum problem-based learning model in Chinese language writing for secondary one express students
Author
Lee, Mavis Vwen Ying
Supervisor
Aw, Guat Poh
Lim, Donna Ching-Tse
Abstract
In 2010, the MOE placed emphasis on the development of information and communication skills and critical and inventive thinking to prepare learners to thrive in a future driven by globalisation and technological advancements. The Framework for 21st Century Competencies and Student Outcomes also identified competencies that have become increasingly important in the 21st century. Leveraging the affordances of ICT, the problem-based learning (PBL) pedagogy was adopted as the overarching principle when designing the ICT-facilitated critical thinking cum PBL model.
This model aims to aid the move towards student-centric learning environments and enhance students’ competencies in 21st century skills. The model comprises two interconnected learning modules, namely the critical thinking assessment and the problem-based learning curriculum intervention. Thinking strategies and scaffolds are also embedded within the model to support and extend student learning.
This paper delineates a preliminary report of the pilot study harnessing the ICT-facilitated critical thinking cum PBL model. Both qualitative and quantitative data revealed the effectiveness of the model in developing secondary students’ writing skills and changes in students’ attitudes towards the learning of the Chinese Language.
This model aims to aid the move towards student-centric learning environments and enhance students’ competencies in 21st century skills. The model comprises two interconnected learning modules, namely the critical thinking assessment and the problem-based learning curriculum intervention. Thinking strategies and scaffolds are also embedded within the model to support and extend student learning.
This paper delineates a preliminary report of the pilot study harnessing the ICT-facilitated critical thinking cum PBL model. Both qualitative and quantitative data revealed the effectiveness of the model in developing secondary students’ writing skills and changes in students’ attitudes towards the learning of the Chinese Language.
Date Issued
2018
Call Number
PL1068.S5 Lee
Date Submitted
2018