Universiti Teknologi Malaysia (MALAYSIA)
About this paper:
Appears in: ICERI2011 Proceedings
Publication year: 2011
Pages: 3537-3542
ISBN: 978-84-615-3324-4
ISSN: 2340-1095
Conference name: 4th International Conference of Education, Research and Innovation
Dates: 14-16 November, 2011
Location: Madrid, Spain
This paper describes a problem analysis framework employing collaborative learning to effectively provoke critical thinking among the students. This framework is grounded on sound cognitive development theory, learning strategy and learning assessment. Employing this framework will involve high-order mental processes whereby student groups take total charge in discriminating and defining issues in the context of question. Each team is assigned to generate solutions to the issues assigned to them. Their investigation process will involve research procedures like formulating research questions, identifying objectives, and choosing research methods. Student teams collaboratively analyze a few assigned issues and generate solutions through their choice of research method and cross-analyze other sets of issues from other teams, all pertaining to the same context. In other words, students carry out multi-level analysis and eventually synthesize the various teams' input for the best solutions. this model will provide an opportunity for students to learn from each other the thinking skills needed to effectively solve problems. The cross-analysis exercise will help students learn to compare and discriminate among numerous solutions as a means to foster critical thinking among students.
Analysis framework, critical thinking, collaborative learning.