Lecture, Cooperative Learning and Concept Mapping: Any Differences on Critical and Creative Thinking Development?

Autor/inn/en	Silva, Helena; Lopes, José; Dominguez, Caroline; Morais, Eva
Titel	Lecture, Cooperative Learning and Concept Mapping: Any Differences on Critical and Creative Thinking Development?
Quelle	In: International Journal of Instruction, 15 (2022) 1, S.765-780 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Lecture Method; Cooperative Learning; Concept Mapping; Critical Thinking; Creative Thinking; Thinking Skills; Skill Development; College Students; Preservice Teachers; Foreign Countries; Comparative Analysis; Portugal + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Concept Map; Kritisches Denken; Kreatives Denken; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Collegestudent; Ausland
Abstract	This study investigated the effects of lecturing, cooperative learning and concept maps on the development of critical and creative thinking skills. A quasi-experimental non-randomized study involved a class of students from the 3rd year of Psychology and two classes from the 3rd year of Pre-service Elementary Teachers. The study ran for 15 weeks, one semester. In one of the Primary School Teaching classes, cooperative learning and concept maps were used and in the other only cooperative learning. The Critical and Creative Thinking test was applied to assess pre and post critical and creative thinking skills. The results show that students from the two classes that used cooperative learning and cooperative learning + concept maps improved further critical and creative thinking skills in relation to the lecturing class, with no significant differences between the first two. Pedagogical recommendations are made according to these results. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01