An Understanding of Higher-Order Thinking in Social Studies: A Naturalistic Case Study of a Korean Middle School Classroom

"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."

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Roh, Kyungjoo

Contributors dc:contributor

• Benjamin Charles Cox

• Psychology, Cognitive

Language dc:language

eng

Identifier

(MiAaPQ)AAI9737238

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/80188