Graduate Research Papers
Availability
Open Access Graduate Research Paper
Keywords
Critical thinking--Study and teaching (Secondary); Literature--Study and teaching (Secondary);
Abstract
This study presents a review of literature regarding critical thinking. Several definitions of critical thinking are compared and contrasted. Critical thinking is presented as a subset of higher-order thinking and affinities between critical thinking and other forms of higher-order thinking are examined. Questioning as a means of promoting critical thinking in high school literature classes is discussed from the perspective of reader-response theories.
Several questioning strategies that have the potential to promote critical thinking in high school literature classes are identified. These strategies are Questioning Circles, Questioning the Author, Design Conversations, Hierarchical Models of Questioning, Socratic Seminars, and Literature Circles. The role of the instructor in implementing these strategies is discussed. Recent research findings related to the implementation of these strategies in elementary and secondary education are presented. Considerations regarding the implementation of these questioning strategies in high school literature classes are provided.
Year of Submission
2003
Degree Name
Master of Arts in Education
Department
Department of Educational Psychology and Foundations
First Advisor
Elana Joram
Date Original
2003
Object Description
1 PDF file (v, 46 pages)
Copyright
©2003 Simona Sarbu
Language
en
File Format
application/pdf
Recommended Citation
Sarbu, Simona, "Critical thinking in high school literature classes" (2003). Graduate Research Papers. 1436.
https://scholarworks.uni.edu/grp/1436
Comments
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