An Understanding of Higher-Order Thinking in Social Studies: A Naturalistic Case Study of a Korean Middle School Classroom
Roh, Kyungjoo
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https://hdl.handle.net/2142/80188
Description
Title
An Understanding of Higher-Order Thinking in Social Studies: A Naturalistic Case Study of a Korean Middle School Classroom
Author(s)
Roh, Kyungjoo
Issue Date
1997
Doctoral Committee Chair(s)
Benjamin Charles Cox
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Psychology, Cognitive
Language
eng
Abstract
"Through the analysis, Mr. Jang's social studies class is characterized as ""textbook-based instruction,"" ""bridging topics to real-world experiences,"" ""dominance of teacher talk,"" and ""an empathic classroom climate."" Sociocultural resistance to higher order thinking, poor institutional support, and lack of classroom task ownership are detrimental to higher order thinking although Mr. Jang makes a compromise between exam preparation and inquiry. As a result, given poor schooling and sociocultural resistance to higher order thinking, a plausible assertion is that student thinking may be mostly influenced by home education. Nonetheless, schooling's mission should be invariably the development of higher order thinking and authentic learning. For some implications for classroom practice of higher order thinking in Korean social studies classrooms, this study suggests guided participation, reciprocal teaching, and cooperative learning in small groups. This study also suggests the main ten indicators to build a thoughtful classroom as a community of inquiry."
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