Using Embedded Cognitive Modelling to Teach Critical Thinking Required for Developing Academic Literacy in a Discipline
The ability to think critically to solve problems is an important skill 21st century skill. However, both writing and content educators have found it challenging to cultivate in students. (Bitchener & Banda, 2007; Holbrooke, Bourke, Fairbairn & Lovat, 2007, Lilis & Turner, 2001). This study was developed for students to acquire the CT (critical thinking) skills required for writing in a variety of disciplines. This qualitative study evaluates the impact of the embedded cognitive modelling approach on students’ writing quality. The conceptual model of CT (Thanasingam, 2019) underpinned the pedagogical approach. Thinking processes such as: differentiation, association, application, evaluation and synthesis associated with reading and writing were jointly modelled by the literacy and content faculty to show students how to solve an authentic assignment task. Students practiced the processes in group activities before application to their individual assignments.Discourse analysis was applied to fifteen written artefacts from students who were exposed to the cognitive modelling approach. Each text received an impressionistic score for the display of CT before a ranking based on the occurrence of thinking processes in the texts. Texts were also evaluated for quality of writing in terms: overall structure, paragraph development, cohesion, depth of thinking and integration of source information. The texts displayed a high level of critical thinking. Furthermore, there was a strong correspondence between the display of critical thinking and the quality of writing. These findings concur with the socio-cognitive theory of writing (Flower, 1994) which argues that good text construction requires critical thinking.The cognitive modelling approach, which is the recommended approach to teaching critical thinking, (Dennen & Burner, 2008) positively impacted writing development in this study. This presentation will elaborate on the implementation of the cognitive modelling approach and how it contributed to the development of the students’ thinking and writing skills. Full paper available at https://conference.herdsa.org.au/2021/program/pre-recordedpresentations
Year of publication: |
2022
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Authors: | Thanasingam, Santhakumari ; Hubbard, Patricia ; Albashiry, Nabeel |
Publisher: |
[S.l.] : SSRN |
Subject: | Kognition | Cognition | Wirtschaftsstudium | Graduate economics education | Analphabetismus | Illiteracy | Lehrplan | Curriculum | Wirtschaftspädagogik | Business and economics education |
Description of contents: | Abstract [papers.ssrn.com] |
Saved in:
Extent: | 1 Online-Ressource |
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Type of publication: | Book / Working Paper |
Language: | English |
Notes: | In: In Higher Education Research and Development Society of Australasia. Virtual. Retrieved from Nach Informationen von SSRN wurde die ursprüngliche Fassung des Dokuments 2021 erstellt Volltext nicht verfügbar |
Source: | ECONIS - Online Catalogue of the ZBW |
Persistent link: https://www.econbiz.de/10014086048
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