dc.contributor.author |
Thanasingam, Santhakumari |
|
dc.contributor.author |
Hubbard, Patricia |
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dc.contributor.author |
Albashiry, Nabeel |
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dc.coverage.spatial |
Virtual |
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dc.date.accessioned |
2021-08-03T23:24:40Z |
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dc.date.available |
2021-08-03T23:24:40Z |
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dc.date.issued |
2021-7-7 |
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dc.identifier.uri |
https://hdl.handle.net/2292/55832 |
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dc.description.abstract |
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. (300 words)
Statement of relevance to research and development in higher education
This study is directly relevant to the conference theme of “Innovation and Research” and the sub-theme of “The Scholarship of Teaching and Learning" (SOTL). It is an effort to enhance the quality of teaching and learning related to the development of critical thinking and communication in a discipline. The study evaluates the impact of innovative teaching practice (embedded cognitive modelling) to gain a systematic and research-informed understanding of its impact so that the approach can be shared for review and adoption in other teaching contexts. A brief description of what was done in the classroom, the method used to analyse the findings and the primary outcomes have been provided in the abstract under various background, initiative, methods and evidence suggested in the guidelines. |
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dc.relation.ispartof |
Higher Education Research and Development Society of Australasia |
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dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
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dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
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dc.title |
Using embedded cognitive modelling to teach critical thinking required for developing academic literacy in a discipline |
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dc.type |
Conference Item |
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dc.date.updated |
2021-07-16T04:39:36Z |
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dc.rights.holder |
Copyright: The author |
en |
pubs.author-url |
https://conference.herdsa.org.au/2021/program/pre-recordedpresentations/ |
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pubs.finish-date |
2021-7-10 |
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pubs.start-date |
2021-7-7 |
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dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.subtype |
Conference Paper |
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pubs.elements-id |
859422 |
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pubs.online-publication-date |
2021-7-7 |
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