Graduate Research Papers

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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

Comments

If you are the rightful copyright holder of this graduate research paper and wish to have it removed from the Open Access Collection, please submit a request to scholarworks@uni.edu and include clear identification of the work, preferably with the URL.

Date Original

2003

Object Description

1 PDF file (v, 46 pages)

Language

EN

File Format

application/pdf

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