Please use this identifier to cite or link to this item: https://hdl.handle.net/10356/151782
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dc.contributor.authorYam, Angeline Min Yeeen_US
dc.contributor.authorTan, Ai-Girlen_US
dc.contributor.authorLim, Shirleyen_US
dc.date.accessioned2021-08-27T00:40:24Z-
dc.date.available2021-08-27T00:40:24Z-
dc.date.issued2016-
dc.identifier.citationYam, A. M. Y., Tan, A. & Lim, S. (2016). A framework of fostering critical thinking in a multicultural, inclusive Confucian heritage classroom. 9th International Conference of Education, Research and Innovation (ICERI2016), 8429-8436. https://dx.doi.org/10.21125/iceri.2016.0925en_US
dc.identifier.isbn978-84-617-5895-1-
dc.identifier.urihttps://hdl.handle.net/10356/151782-
dc.description.abstractCritical thinking is an important 21st century skillset often embraced by educators today as a backbone of creative problem-solving competency. The presence of social interaction and dialogue becomes crucial in fostering critical thinking and its development. A claim is that a lack of dialectic interaction among Confucius Heritage Cultures (CHC) classrooms poses teaching and learning challenges for critical thinking development. Our action research study was conducted in two cycles aimed to find out ways to facilitate classroom activities that promoted dialectic interaction with peers and instructors. The study cycles hoped to transform CHC learners who appeared to be passive – unwilling to ask questions and often hesitant to speak up, resulting in a teacher-centered environment – to active learners and critical making participants in creative designing environments. Our paper reports experiences emerging from the second cycle of our action research project during an on-going teaching and action research phase of inquiry. A conceptual framework of culturally appropriate critical thinking pedagogy for an Art & Design Visual Communication classroom is situated in a multicultural, inclusive and Confucian Heritage Culture environment. A practical inquiry methodology was adopted to demonstrate the various approaches of social constructivism in fusion with Confucianism to encourage interaction for critical thinking within a multicultural, inclusive, CHC classroom.en_US
dc.description.sponsorshipNanyang Technological Universityen_US
dc.language.isoenen_US
dc.rights© 2016 IATED. All rights reserved. This paper was published in the Proceedings of 9th International Conference of Education, Research and Innovation (ICERI2016) and is made available with permission of IATED.en_US
dc.subjectVisual arts and music::Generalen_US
dc.subjectSocial sciences::Generalen_US
dc.subjectHumanities::Generalen_US
dc.titleA framework of fostering critical thinking in a multicultural, inclusive Confucian heritage classroomen_US
dc.typeConference Paperen
dc.contributor.schoolSchool of Art, Design and Mediaen_US
dc.contributor.conference9th International Conference of Education, Research and Innovation (ICERI2016)en_US
dc.identifier.doi10.21125/iceri.2016.0925-
dc.description.versionPublished versionen_US
dc.identifier.spage8429en_US
dc.identifier.epage8436en_US
dc.subject.keywordsConfucian-Heritage-Cultureen_US
dc.subject.keywordsCritical Thinkingen_US
dc.subject.keywordsSocial Constructivismen_US
dc.subject.keywordsAsian Pedagogyen_US
dc.subject.keywordsAsian Classroomen_US
dc.subject.keywordsDesign Pedagogyen_US
dc.citation.conferencelocationSeville, Spainen_US
dc.description.acknowledgementThis is an on-going research supported by the Nanyang Technological University Tier 1 research grant.en_US
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