{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80188"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80188","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"An Understanding of Higher-Order Thinking in Social Studies: A Naturalistic Case Study of a Korean Middle School Classroom","abstract":"\"Through the analysis, Mr. Jang's social studies class is characterized as \"\"textbook-based instruction,\"\" \"\"bridging topics to real-world experiences,\"\" \"\"dominance of teacher talk,\"\" and \"\"an empathic classroom climate.\"\" Sociocultural resistance to higher order thinking, poor institutional support, and lack of classroom task ownership are detrimental to higher order thinking although Mr. Jang makes a compromise between exam preparation and inquiry. As a result, given poor schooling and sociocultural resistance to higher order thinking, a plausible assertion is that student thinking may be mostly influenced by home education. Nonetheless, schooling's mission should be invariably the development of higher order thinking and authentic learning. For some implications for classroom practice of higher order thinking in Korean social studies classrooms, this study suggests guided participation, reciprocal teaching, and cooperative learning in small groups. This study also suggests the main ten indicators to build a thoughtful classroom as a community of inquiry.\"","abstract_html":""Through the analysis, Mr. Jang's social studies class is characterized as ""textbook-based instruction,"" ""bridging topics to real-world experiences,"" ""dominance of teacher talk,"" and ""an empathic classroom climate."" Sociocultural resistance to higher order thinking, poor institutional support, and lack of classroom task ownership are detrimental to higher order thinking although Mr. Jang makes a compromise between exam preparation and inquiry. As a result, given poor schooling and sociocultural resistance to higher order thinking, a plausible assertion is that student thinking may be mostly influenced by home education. Nonetheless, schooling's mission should be invariably the development of higher order thinking and authentic learning. For some implications for classroom practice of higher order thinking in Korean social studies classrooms, this study suggests guided participation, reciprocal teaching, and cooperative learning in small groups. This study also suggests the main ten indicators to build a thoughtful classroom as a community of inquiry."","abstract_has_math":false,"creators":["Roh, Kyungjoo"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Benjamin Charles Cox"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:55:53Z","date_published":"2015-09-25T19:55:53Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Psychology, Cognitive"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9737238"],"render_values":[{"text":"(MiAaPQ)AAI9737238","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80188","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Benjamin Charles Cox"]},{"key":"dc:creator","label":"Author","values":["Roh, Kyungjoo"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:55:53Z","10000-01-01","1997"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Psychology, Cognitive"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80188","(MiAaPQ)AAI9737238"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["\"Through the analysis, Mr. Jang's social studies class is characterized as \"\"textbook-based instruction,\"\" \"\"bridging topics to real-world experiences,\"\" \"\"dominance of teacher talk,\"\" and \"\"an empathic classroom climate.\"\" Sociocultural resistance to higher order thinking, poor institutional support, and lack of classroom task ownership are detrimental to higher order thinking although Mr. Jang makes a compromise between exam preparation and inquiry. As a result, given poor schooling and sociocultural resistance to higher order thinking, a plausible assertion is that student thinking may be mostly influenced by home education. Nonetheless, schooling's mission should be invariably the development of higher order thinking and authentic learning. For some implications for classroom practice of higher order thinking in Korean social studies classrooms, this study suggests guided participation, reciprocal teaching, and cooperative learning in small groups. This study also suggests the main ten indicators to build a thoughtful classroom as a community of inquiry.\"","Made available in DSpace on 2015-09-25T19:55:53Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9737238.pdf: 14991757 bytes, checksum: 0edd9d11b3a69b843f86f4652830be78 (MD5) Previous issue date: 1997","Embargo set by: Seth Robbins for item 81470 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","316 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1997."]},{"key":"dc:title","label":"Title","values":["An Understanding of Higher-Order Thinking in Social Studies: A Naturalistic Case Study of a Korean Middle School Classroom"]}]}],"canonical_facts":{"dc:contributor":["Benjamin Charles Cox"],"dc:creator":["Roh, Kyungjoo"],"dc:date":["2015-09-25T19:55:53Z","10000-01-01","1997"],"dc:description":["\"Through the analysis, Mr. Jang's social studies class is characterized as \"\"textbook-based instruction,\"\" \"\"bridging topics to real-world experiences,\"\" \"\"dominance of teacher talk,\"\" and \"\"an empathic classroom climate.\"\" Sociocultural resistance to higher order thinking, poor institutional support, and lack of classroom task ownership are detrimental to higher order thinking although Mr. Jang makes a compromise between exam preparation and inquiry. As a result, given poor schooling and sociocultural resistance to higher order thinking, a plausible assertion is that student thinking may be mostly influenced by home education. Nonetheless, schooling's mission should be invariably the development of higher order thinking and authentic learning. For some implications for classroom practice of higher order thinking in Korean social studies classrooms, this study suggests guided participation, reciprocal teaching, and cooperative learning in small groups. This study also suggests the main ten indicators to build a thoughtful classroom as a community of inquiry.\"","Made available in DSpace on 2015-09-25T19:55:53Z (GMT). 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