When Students Say "I Just Couldn't Think": Challenges in Teaching Skilful Thinking

Autor/inn/en	Row, Bavani Nageswana; Subramaniam, Selvaranee; Sathasivam, Renuka V.
Titel	When Students Say "I Just Couldn't Think": Challenges in Teaching Skilful Thinking
Quelle	In: Malaysian Online Journal of Educational Sciences, 4 (2016) 2, S.59-69 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2289-3024
Schlagwörter	Elementary School Science; Teaching Skills; Teaching Methods; Thinking Skills; Metacognition; Theory of Mind; Classroom Observation Techniques; Semi Structured Interviews; Knowledge Base for Teaching; Curriculum Implementation; Educational Practices; Teacher Effectiveness; Teacher Competencies; Foreign Countries; Malaysia + Suchen Sie Ihr Suchwort? Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching theory; Theory of teaching; Unterrichtstheorie; Bildungspraxis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrkunst; Ausland
Abstract	This paper discusses challenges encountered by selected Year Four science teachers regarding their knowledge and implementation of skilful thinking (ST) in their classrooms. ST is a complex concept comprising three elements; specific thinking strategies, habits of mind and metacognitive thinking. Due of the complexity of ST, the implementation of teaching of thinking skills in primary science is often overlooked. Subsequently, this has led to students' low achievements in tasks related to higher order thinking skills (HOTS). The sample of this study consisted of nine novice teachers. Semi-structured teacher interviews and classroom observations were the primary sources of data for this study. The findings revealed that the selected teachers lacked knowledge on ST and therefore were unable to implement and infuse ST elements into their daily classroom practices. In addition, other challenges--such as classroom management, mixed ability students and lack of resources--hindered teachers from implementing ST successfully in their classrooms. Implications for science teacher education and in-service professional development are discussed. (As Provided).
Anmerkungen	University of Malaya Faculty of Education. Kuala Lumpur 50603 Malaysia. Web site: http://moj-es.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01