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    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/29551

    Title: Integrating e-learning into the Direct-instruction Model to enhance the effectiveness of critical-thinking instruction
    Authors: 葉玉珠
    Contributors: 師資培育中心
    Keywords: E-learning;Direct-instruction Model;Critical thinking;Learning community;Online discussion;Guided practice;Preservice teacher
    Date: 2009
    Issue Date: 2009-08-12 11:19:20 (UTC+8)
    Abstract: The Direct-instruction Model favors the use of teacher explanations and modeling combined with student practice and feedback to teach thinking skills. Using this paradigm, this study incorporates e-learning during an 18-week experimental instruction period that includes 48 preservice teachers. The instructional design in this study emphasizes scaffolding, observational learning, mastery of critical-thinking skills, guided practices, cooperative learning, providing feedback, self-reflection, online discussions, and active participation in an online learning community. This study employs 2 critical-thinking tests, 2 inventories, and 1 open-ended reflection questionnaire; and students’ scores on the pretest and posttest are compared via the Repeated Measure Analysis of Variance. The primary findings are as follows: (a) all participants preferred the instructional design in this study; (b) the experimental instruction effectively improved the preservice teachers’ critical-thinking ability as well as their professional knowledge and personal teaching efficacy concerning critical-thinking instruction; (c) the mechanisms contributing to the effectiveness of the experimental instruction mainly included discussing and sharing, observational learning, self-reflection, guided practice, and the learning community.
    Relation: Instructional Science, 37, 185-203
    Data Type: article
    DOI 連結: http://dx.doi.org/10.1007/s11251-007-9048-z
    DOI: 10.1007/s11251-007-9048-z
    Appears in Collections:[師資培育中心] 期刊論文

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