Action Research: Critical Thinking

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Action Research Critical Thinking
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Problem Statement

• Students are completing assignments ONLY for a
  grade, instead of learning the information and
  methods being introduced
• How can we implement a plan where students are
  asked to THINK vs. FILL IN BLANKS?
• Secondary students, leave the classroom lacking
  necessary knowledge to think critically or reason

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Relevance

• Students often develop an objectivist
  orientation towards science, viewing the process
  of science as seeking facts rather than as the
  construction of knowledge (Tobin et al., 1995)
• Students need to understand mathematics, make
  sense of it, and be able to use it. Students need
  to know how to think and how to make decisions
  that to lead solutions. Students need to create,
  innovate, question, connect, relate, reason.
  (Seeley, 2005)
• Students often do not understand that knowledge
  is the product of a never-ending process,
  continually re-examined and updated. (Zion, 2-3)

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Treatment 1

• Online forum or blog site dedicated to the class
• Students are required to post ONE item related to
  class each WEEK
• Posts MUST be either a REFLECTION of class
  happenings or an EXTENSION assignment
• Further GUIDELINES will be given once forum is
  introduced.

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Sample

• 2 classes of General Physics students
• Non-equivalent Control Group Design
• One class receives treatment
• One class receives none
• End of class survey
• Pre- and Post- Tests for 3 units using the design

X 3 X 3
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Evaluation

• The final exam will have an open-ended section
• 40 of exam points 40 of time on test
• Thought-provoking, critical thinking problems
• These questions will be quantitatively assessed
  for given words to show higher level of thought

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Treatment 2

• Problem solving and reasoning activities imbedded
  in classroom lessons
• In-depth Journal writing
• Weekly entries to reflect on metacognitive skills

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Sample

• Sample Nonequivalent Control Group, Time-series
  interruption
• 2 Algebra classes

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Evaluation

• Qualitative
• Entrance/Exit surveys (pre/post-test)
• Weekly journal entries
• Quantitative
• 10 question math skills check
• Is their reasoning skills leading to correct
  answers?

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Limitations and Threats

• There may be cross-communication between classes
• Treatment Fidelity
• Teacher enthusiasm towards treatment
• The control group may develop a slacker
  mentality because they are asked to do less
• Not random will modify results
• External variables
• Lack of computer, sickness, absences, etc.
• Definitions for evaluating student work

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Will perfection ever be met?

• Students often do not understand that knowledge
  is the product of a never-ending process,
  continually re-examined and updated. (Zion, 2-3)
• We advocate for teachers to have time to
  experiment with technologies, share best and
  worst practices, study exemplars of student work,
  and deal with conflicts, successes and
  disappointments in their attempts (Goldman,
  1999)
• The fundamental purpose of the school is to see
  to it that all student learn at high levels,
  rather than merely be taught at high levels.
  (DuFour, Eaker, Dufour, 2005)

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References

• Tobin, K., Tippins, D.J., Hook, K.S. (1995).
  Students beliefs about Epistemology, science,
  and classroom learning A question of fit. In
  S.M. Glynn, R. Duit (Eds.) Learning science in
  the schools Research reforming practice. Mahwah,
  NJ Lawrence Erlbaum Associates.
• Zion, M., Michalsky, T., Mevarech, Z. (2005).
  The Effects of Metacognitive Instruction Embedded
  within an Asynchronous Learning Network on
  Scientific Inquiry Skills. International Journal
  of Science Education v27 n8 p957-983.
• Goldman, S. (1999). The Technology/Content
  Dilemma. The Secretarys Conference on
  Educational Technology. P1-12.
• Seeley, C. (2005, July). What do math students
  need? Paper presented at the meeting of the Urban
  Mathematics Leadership Network, Lakeway, TX
• DuFour, R., Eaker, R., DuFour, R. (Eds.). (2005).
  On common ground The power of professional
  learning communities. Bloomington, IN National
  Education Service.