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학술저널

Children’s Conceptions of Thinking: Developing Thinking Skills with Primary School Children

Thinking is an essential skill for success in school and in life. This case study examined the creation of a classroom culture of thinking with n = 27 children in a Year 3-4 (ages 7-9) classroom in a primary school in New Zealand. The children participated in the design of the project. Conversations formed the major approach to operationalizing the thinking processes. Using qualitative analysis, 4 themes emerged: types of thinking, enjoyment, communities of thinkers, and better thinking. Observations by the teacher indicated that the children’s engagement and inclusion of others increased. The work produced across the curriculum was more sophisticated than might be expected for this age group, using complex metaphors and diagrams, recognising the merits of conversation and listening as part of a learning community, and discovering that enjoyment facilitates learning. Results are discussed in terms of how the development of a classroom culture of thinking might inform teaching practise.

METHOD

RESULTS

DISCUSSION

REFERENCES

APPENDIX

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