This study uses quantitative data to examine whether or not a social constructivist theory-driven pedagogical model integrated with weblogs is associated with improved critical thinking skills. Forty secondary school students completed a series of extra-curricular activities within ten months. These activities included writing assignments on questions requiring higher-order thinking skills, which are then submitted either as traditional, hard copy papers, or as weblog entries (Paper and Weblog Groups). They also completed a pre-test and a post-test of the Critical Thinking Test – Level 1 (CTT-1) prior to and upon completion of the learning activities, respectively. The analysis revealed that both groups demonstrated gains in Critical Thinking scores in the post-test. Moreover, a significant gain was observed in the Weblog group as well as in the class of general ability. No significant gender difference was detected. Copyright © 2009 Asia-Pacific Society for Computers in Education.
|Title of host publication||Proceedings of the 17th International Conference on Computers in Education: ICCE 2009|
|Editors||Siu Cheung KONG, Hiroaki OGATA, Hans Christian ARNSETH, Carol K. K. CHAN, Tsukasa HIRASHIMA, Fanny KLETT, Jimmy LEE, Chen Chung LIU, Chee Kit LOOI, Marcelo MILRAD, Antonija MITROVIC, Kiyoshi NAKABAYASHI, Su Luan WONG, Stephen YANG|
|Place of Publication||Hong Kong|
|Publisher||The Hong Kong Institute of Education|
|Publication status||Published - 2009|
CitationLi, K.-M. (2009). The effect of a pedagogy model integrated with weblogs on critical thinking skills of students. In S. C. Kong, et al. (Eds.), Proceedings of the 17th International Conference on Computers in Education: ICCE 2009 (pp. 848-855). Hong Kong: The Hong Kong Institute of Education.
- Critical thinking skill
- Weblog and learning
- Technology and pedagogy
- Information technology in education
- Information and communication technology