The purpose of the research study was to investigate Hong Kong teacher candidates’ critical thinking (CT) knowledge, skills, attitude in relation to information literacy (IL) topics in General Studies, thus give suggestions that aid local teachers in providing critical thinking instruction more effectively in IL education. This study contained a questionnaire (self-evaluation test) concerning teacher candidates’ subjective evaluation on their critical thinking knowledge, skills, attitude was adapted from Cottrell (2005), as well as a semi-structured interview concerning their conceptions, learning experience features CT and IL; as well as teaching experience and CT instruction strategies they would use for an IL lesson. 10 General Studies teacher candidates from the Education University of Hong Kong, who completed seven weeks of in-school placement, participated in the research. Research findings showed that participants had a considerable grasp of CT and IL concepts, as well as the awareness to CT instruction strategies, but showed some inadequacies on their application of CT instruction strategies. Findings also reflected that participants received insufficient and inconsistent university training to learn and apply CT instruction strategies confidently. Although local GS teachers have a fair CT understanding, uncertainty for an effective CT instruction and assessment was still expressed among most participants, in a way similar to the situation presented in Stapleton (2011)’s and Mok & Yuen (2016)’s studies. Limitations and ethical concerns of the study are covered. Implications concerning the benefits and development of CT education in Hong Kong are discussed.
|Bachelor of Education (Honours)
|Published - 2021
- Honours Project (HP)
- Bachelor of Education (Honours) (Primary) – General Studies and Mathematics (Five-year Full-time)
- Programme code: A5B058
- Course code: TLS4029