How can children be empowered in critical thinking? The present study aimed at investigating whether guided student-generated questioning would affect their critical thinking processes in group discussions. Pretests were administered through taped children's peer collaborative interactions. Intervention was implemented by teachers who were trained on a guided questioning framework (Wlederhold and Kagan,l992), Data was collected through classroom observations, raped children's collaborative talk, teachers' reflection and children's self evaluation on the thinking processes. Pretests and posttests were compared. Implications on children's critical thinking processes with reference to guided student-generated questions were drawn.
|Publication status||Published - Jul 2000|