Issue

Vol. 9 No. 1 (2020)

Teaching for Critical Thinking: Perceptions and Practices of Chinese Elementary School Teachers

https://doi.org/10.56279/jhss.v9i1.34
patrick kavenuke

Corresponding Author(s) : patrick kavenuke

Patrick.kavenuke@duce.ac.tz

Journal of Humanities & Social Science (JHSS), Vol. 9 No. 1 (2020)

Abstract

In recent years, researchers have shown an increased interest in studying about critical
thinking. Individuals with critical thinking are self-confident, and can listen and learn from
others. This study examined the perceptions of Chinese elementary school teachers on
critical thinking. It also examined how they teach to develop critical thinking among
pupils. The study employed a qualitative approach. In particular, a case study design was
used to examine the research questions. The study was conducted at Dong Bei Wang
Zhong Xin Xiao Xue (???????), an elementary school in Beijing, China, located in
HaiDian district, using a sample of 6 English language teachers. It employed focused group
discussions and direct observations as methods of data collection. The results indicate
that the teachers understand what entails critical thinking; and they are aware that critical
thinking can be developed in actual classroom practices. Nevertheless, the results revealed
that the teachers minimally practised what they understood about critical thinking in
actual classroom practices. Since the results indicated that the teachers understand what
entails critical thinking and are aware that critical thinking can be developed in actual
classroom practices, the study recommends that teachers’ classroom practices should
reflect their perceptions of what constitutes critical thinking.

Keywords

Chinese elementary schools classroom practices Confucian teachings critical thinking qualitative approach
Teaching for Critical Thinking: Perceptions and Practices of Chinese Elementary School Teachers. (2020). Journal of Humanities & Social Science (JHSS), 9(1). https://doi.org/10.56279/jhss.v9i1.34
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX
References
  1. Abdi, A. 2012. A study on the Relationship of Thinking Styles of Students and their Critical Thinking
  2. Skills. Procedia - Social and Behavioral Sciences, 47: 1719–1723. https://doi.org/10.1016/j. sbspro.
  3. 06.889.
  4. Adeyemi, S. B. 2012. Developing Critical Thinking Skills in Students: A Mandate for Higher
  5. Education in Nigeria. European Journal of Educational Research, 1(2): 155–161. https://doi.org/
  6. 12973/eu-jer.1.2.155.
  7. Berkovich, I. 2011. No we won’t! Teachers’ Resistance to Educational Reform. Journal of Educational
  8. Administration, 49(5): 563–578. https://doi.org/10.1108/09578231111159548.
  9. Bowen, G. A. 2009. Document Analysis as a Qualitative Research Method. Qualitative Research Journal,
  10. (2): 27–40. https://doi.org/10.3316/QRJ0902027.
  11. Brock-Utne, B. 2004. English as the Language of Instruction or Destruction-How Do Teachers and
  12. Students in Tanzania Cope? Linguistic Agency University of Duisburg-Essen, (Paper No. 598): 1–25.
  13. Brookhart, S. M. 2010. How to Assess Higher-Order Thinking Skills in your Classroom. United States of
  14. America: ASCD.
  15. Bryman, A. 2012. Social Research Methods (4th ed.). New York: Oxford Univerisity Press.
  16. Burke, A. 2011. Group Work : How to Use Groups Effectively. Journal of Effective Teaching, 11(2): 87–95.
  17. Cargas, S., S. Williams & M. Rosenberg. 2017. An Approach to Teaching Critical Thinking Across
  18. Disciplines Using Performance Tasks with a Common Rubric. Thinking Skills and Creativity, 26,
  19. –37. https://doi.org/10.1016/j.tsc.2017.05.005.
  20. Dai, D. Y., K. A. Gerbino & M. J. Daley. 2011. Inquiry-Based In China: Do Teachers Practice what
  21. they Preach, and why? Frontiers of Education in China, 6(1): 139-157.
  22. Demirhan, E. & A. N. Köklükaya. 2014. The Critical Thinking Dispositions of Prospective Science
  23. Teachers. Procedia - Social and Behavioral Sciences, 116(2006): 1551–1555. https://doi.org/
  24. 1016/j.sbspro.2014.01.433.
  25. Derrick-Telemaque, E. 2014. The Relationship of Academic Achievement between Critical Thinking and
  26. Associated Dispositions: A Canonical Correlation Analysis. Andrews University.
  27. Dong, Y. 2015. Critical Thinking Education with Chinese Characteristics. In M. Davies & R. Barnett
  28. (eds.). The palgrave Handbook of Critical Thinking in Higher Education. USA: Palgrave Macmillan.
  29. Dunne, G. 2015. Beyond Critical Thinking to Critical Being: Criticality in Higher Education and Life.
  30. International Journal of Educational Research, 71, 86–99. https://doi.org/10.1016/ j.ijer. 2015.03.003.
  31. Eno, R. 2015. The Analects of Confucius. London: Penguin Books Ltd.
  32. Facione, P. A. 2013. Critical Thinking: What it is and why it Counts. Millbrae: Measured Reasons and
  33. The California Academic Press.
  34. Freire, P. 2010. Pedagogy of the Oppressed. New York: The Continuum International Publishing Group Inc.
  35. —. 2013. Paulo Freire: Education for Critical Consciousness. London and New York: Bloomsbury
  36. Academic.
  37. Fung, D. 2017. The Pedagogical Impacts on Students’ Development of Critical Thinking
  38. Dispositions: Experience from Hong Kong Secondary Schools. Thinking Skills and Creativity,
  39. (October): 128–139. https://doi.org/10.1016/j.tsc.2017.10.005.
  40. Gelder, T. V. 2005. Teaching Critical Thinking: Some Lessons from Cognitive Science. College
  41. Teaching, 53(1): 41–48.
  42. Gelerstein, D., M. Nussbaum, P. Chiuminatto & X. López. 2016. Designing and Implementing a Test
  43. for Measuring Critical Thinking in Primary School. Thinking Skills and Creativity, 20, 40–49.
  44. Given, L. M. (ed.). 2008. The Sage Encyclopedia of Qualitative Research Methods. Los Angeles: SAGE
  45. publications, Inc.
  46. Gul, R., S. Cassum, A. Ahmad, S. Khan, T. Saeed & Y. Parpio. 2010. Enhancement of Critical Thinking
  47. in Curriculum Design and Delivery: A Randomized Controlled Trial for Educators. Procedia - Social
  48. and Behavioral Sciences, 2, 3219–3225. https://doi.org/10.1016/j.sbspro.2010.03.491.
  49. Halx, M. D. & L. E. Reybold. 2005. A pedagogy of Force: Faculty Perspectives of Critical Thinking
  50. Capacity in Undergraduate Students. The Journal of General Education, 54(4): 293–315.
  51. Hett, G. & J. Hett. 2013. Ethics in Intercultural Research: Reflections on the Challenges of
  52. Conducting Field Research in a Syrian Context. Compare: A Journal of Comparative and
  53. International Education, 43(4): 496–515.
  54. Holliday, A. 2013. The Politics of Ethics in Diverse Cultural Settings: Colonising the Centre Stage.
  55. Compare: A Journal of Comparative and International Education, 43(4): 537-554.10.1080/
  56. 2013.797775.
  57. Hooks, B. 2010. Teaching Critical Thinking: Practical Wisdom. New York: Routledge.
  58. Huang, R. & J. Bao. 2006. Towards a Model for Teacher Professional Development in China:
  59. Introducing Keli. Journal of Mathematics Teacher Education, 9, 279–298. https://doi.org/ 10.1007/
  60. s10857-006-9002-z.
  61. Ibrahim, A. S., A. Al-Kaabi & W. El Zaatari. 2013. Teacher Resistance to Educational Change in the
  62. United Arab Emirates. International Journal of Research Studies in Education, 2(3): 25–36.
  63. https://doi.org/10.5861/ijrse.2013.254.
  64. Ijaiya, N.Y.S., A.T. Alabi, & Y. A. Fasasi. 2011. Teacher Education in Africa and Critical Thinking Skills:
  65. Needs and Strategies. Research Journal of Business Management, 5: 26–34. https://doi.org/
  66. 3923/rjbm.2011.26.34.
  67. Kavenuke, P. S. 2018. Developing Critical Thinking Skills in Students: Perceptions and Practices of Lecturers
  68. from a Tanzanian University. Doctoral thesis, Beijing Normal University.
  69. Kavenuke, P. S. & E. Uwamahoro. 2017. Foreign Languages as Languages of Instruction, Liberating
  70. or Silencing: A Critical Analysis of Tanzania and Rwanda. Interntaional Journal of Education and
  71. Research, 5(12): 249–260.
  72. Kettler, T. 2014. Critical Thinking Skills among Elementary School Students: Comparing Identified
  73. Gifted and General Education Student Performance. Gifted Child Quarterly, 58(2): 127–136.
  74. https://doi.org/10.1177/0016986214522508.
  75. Kincheloe, J. & P. McLaren. 2005. Rethinking Critical Theory and Qualitative Research. In N. K.
  76. Denzin & Y. S. Lincoln (eds.), The sage Handbook of Qualitative Education (pp. 303–342). London:
  77. SAGE Publication.
  78. Ku, K. Y. L. & I. T. Ho. 2010. Dispositional Factors Predicting Chinese Students’ Critical Thinking
  79. Performance. Personality and Individual Differences, 48(1): 54–58. https://doi.org/10.1016/j.
  80. paid.2009.08.015.
  81. Larsson, K. 2017. Understanding and Teaching Critical Thinking—A New Approach. International
  82. Journal of Educational Research, 84, 32–42. https://doi.org/10.1016/j.ijer.2017.05.004
  83. Lau, D. C. 1979. Confucius: The Analects. London: Penguin Books Ltd.
  84. Lloyd, M. & N. Bahr. 2010. Thinking Critically about Critical Thinking in Higher Education.
  85. International Journal for the Scholarship of Teaching and Learning, 4(2): 1–16.
  86. Mandernach, B. J., K. D. Forrest, J. L. Babutzke & L. R. Manker. 2009. The Role of Instructor
  87. Interactivity in Promoting Critical Thinking in Online and Face-to-Face Classrooms. MERLOT
  88. Journal of Online Learning and Teaching, 5(1): 49–62.
  89. Marshall, J. C., B. Horton & C. White. 2009. Equipping Teachers: A Protocol to Guide and Improve
  90. Inquiry-Based Instruction. The Science Teacher, 76(4): 46–53.
  91. Moosa, D. 2013. Challenges to Anonymity and Representation in Educational Qualitative Research
  92. in a Small Community: A Reflection on my Research Journey. Compare: A Journal of Comparative
  93. and International Education, 43(4): 483–495.
  94. Msila, V. 2014. Critical Thinking in Open and Distance Learning Programmes: Lessons from the
  95. University of South Africa’s NPDE Programme. J Soc Sci, 38(1): 33–42.
  96. Mwalongo, A. 2014. Student Teacher and Lecturer Perceptions of the Use of Asynchronous Discussion
  97. Forums, Quizzes and Uploaded Resources for Promoting Critical Thinking. The University of Waikato.
  98. Nold, H. 2017. Using Critical Thinking Teaching Methods to Increase Student Success: An Action
  99. Research Project. International Journal of Teaching and Learning in Higher Education, 29(1): 17–32.
  100. Nuangchalerm, P. 2014. Inquiry-Based Learning in China: Lesson Learned for School Science
  101. Practices. Asian Social Science, 10(13): 64–71. https://doi.org/10.5539/ass.v10n13p64.
  102. Osterholm, K., W. R. Nash & W. A. Kritsonis. 2007. Effects of Labeling Students “Learning Disabled”:
  103. Emergent Themes in the Research Literature 1970 through 2000. Focus on Colleges, Universities
  104. and Schools, 1(1): 1–11.
  105. Pacho, T. 2013. Critical and Creative Education for the New Africa. Retrieved from http://www.
  106. researchgate.net/publication/280133902.
  107. Paul, R. & L. Elder. 2006. The Miniature Guide to Critical Thinking: Concepts & Tools (4th ed.).
  108. Foundation for critical thinking.
  109. Paulo, A. 2014. Pre-service Teacher’s Preparedness to Implement Competence-Based Curriculum in
  110. Secondary Schools in Tanzania. International Journal of Education and Research, 2(7): 219–230.
  111. Qorro, M. 2006. Does Language of Instruction Affect Quality Of Education? Working paper 8, Hakielimu.
  112. Ren, Y. H. & L. Tao. 2014. The Critical Thinking and Chinese Creative Education. Canadian Social
  113. Science, 10(6): 206–211.
  114. Shamim, F. & R. Qureshi. 2013. Informed Consent in Educational Research in The South: Tensions
  115. and Accommodations. Compare: A Journal of Comparative and International Education, 43(4): 464–
  116. https://doi.org/10.1080/ 03057925. 2013.797729
  117. Shin, H., C. G. Park & H. Kim. 2015. Validation of Yoon’s Critical Thinking Disposition Instrument.
  118. Asian Nursing Research, 9: 342–348.
  119. Snyder, R. 2017. Resistance to Change among Veteran Tachers: Providing Voice for More Effective
  120. Engagement. International Journal of Educational Leadership Preparation, 12(1): 1–15.
  121. Stupple, E. J. N., F. A. Maratos, J. Elander, T. E. Hunt, K. Y. F. Cheung & A. V. Aubeeluck. 2017. Development
  122. of the Critical Thinking Toolkit (CriTT): A Measure of Student Attitudes and Beliefs about Critical
  123. Thinking. Thinking Skills and Creativity, 23, 91–100. https://doi.org/10.1016/j.tsc.2016.11.007.
  124. Sumra, S. & R. Rajani. 2006. Secondary Education in Tanzania: Key Policy Challenge. Oslo.
  125. Swartz, R. & C. Mcguinness. 2014. Developing and Assessing Thinking Skills: The international
  126. Baccalaureate Project 2014. Boston.
  127. Terhart, E. 2013. Teacher Resistance Against School Reform: Reflecting an Inconvenient Truth. School
  128. Leadership & Management, 33(5): 486–500. https://doi.org/10.1080/13632434.2013. 793494.
  129. Theurer, C., N. E. Berner & F. Lipowsky. 2016. Assessing Creative Potential as Student Outcome: On
  130. the Applicability of the TCT-DP in Repeated Measures. Thinking Skills and Creativity, 20, 74–82.
  131. https://doi.org/10.1016/j.tsc.2016.03.002.
  132. Tiruneh, D. T., A. Verburgh & J. Elen. 2014. Effectiveness of Critical Thinking Instruction in Higher
  133. Education: A Systematic Review of Intervention Studies. Higher Education Studies, 4(1).
  134. https://doi.org/10.5539/hes.v4n1p1.
  135. Trede, F. & C. McEwen. 2015. Critical Thinking for Future Practice: Learning to Question. In M.
  136. Davies & R. Barnett (eds.), The Palgrave Handbook of Critical Thinking in Higher Education (pp. 457–
  137. . England: Palgrave Macmillan.
  138. United Nations Educational, Scientific and Cultural Organization (UNESCO). 2008. Mother Tongue
  139. Matters: Local Language as a Key to Effective Learning. Paris: UNESCO.
  140. Vavrus, F. & L. Bartlett. 2013. Teaching in Tension: International Pedagogies, National Policies, and
  141. Teachers’ Practices in Tanzania. Boston: Sense Publishers.
  142. Wang, L. 2009. Basic Education in China. Hangzhou: Zhejiang University Press.
  143. Wang, H. 2010. The influence of the Socratic Tradition on Cambridge Practice and its Implication
  144. on Chinese Higher Education. Journal of Cambridge Studies, 1–18.
  145. Wangensteen, S., I. S. Johansson, M. E. Björkström & G. Nordström. 2010. Critical Thinking
  146. Dispositions among Newly Graduated Nurses. Journal of Advanced Nursing, 66(10): 2170–2181.
  147. https://doi.org/10.1111/j.1365-2648.2010.05282.x.
  148. Wellington, J. 2015. Educational Research: Contemporary Issues and Practical Approaches (2nd ed.).
  149. London and New York: Bloomsbury Academic.
  150. Willingham, D. T. 2007. Critical Thinking: why is it so Hard to Teach? American Educator, 31, 8–19.
  151. Xu, X. & W. Mei. 2009. Educational Policies and Legislation in China. Hangzhou: Zhejiang University Press.
  152. Yan, C. 2015. “We Can’t Change Much Unless the Exams Change”: Teachers’ Dilemmas in the
  153. Curriculum Reform in China. Improving Schools, 18(1): 5–19. https://doi.org/10.1177/ 136548021
  154. Yin, R. K. 2003. Case Study Research: Design and Methods (3rd Ed.). Thousand Oaks: CA: Sage.
  155. Zakelj, A. 2013. The Impact of Level Education (Ability Grouping) on Pupils’ Learning Results.
  156. Procedia - Social and Behavioral Sciences, 84, 383–389.
Read More
Author biographies is not available.

How to Cite

Teaching for Critical Thinking: Perceptions and Practices of Chinese Elementary School Teachers. (2020). Journal of Humanities & Social Science (JHSS), 9(1). https://doi.org/10.56279/jhss.v9i1.34
Download

Similar Articles

You may also start an advanced similarity search for this article.