A framework of fostering critical thinking in a multicultural, inclusive Confucian heritage classroom

Critical thinking is an important 21st century skillset often embraced by educators today as a backbone of creative problem-solving competency. The presence of social interaction and dialogue becomes crucial in fostering critical thinking and its development. A claim is that a lack of dialectic in...

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Main Authors: Yam, Angeline Min Yee, Tan, Ai-Girl, Lim, Shirley
Other Authors: School of Art, Design and Media
Format: Conference or Workshop Item
Language:English
Published: 2021
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Online Access:https://hdl.handle.net/10356/151782
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Institution: Nanyang Technological University
Language: English
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spelling sg-ntu-dr.10356-1517822024-03-25T00:08:59Z A framework of fostering critical thinking in a multicultural, inclusive Confucian heritage classroom Yam, Angeline Min Yee Tan, Ai-Girl Lim, Shirley School of Art, Design and Media 9th International Conference of Education, Research and Innovation (ICERI2016) Visual arts and music::General Social sciences::General Humanities::General Confucian-Heritage-Culture Critical Thinking Social Constructivism Asian Pedagogy Asian Classroom Design Pedagogy Critical thinking is an important 21st century skillset often embraced by educators today as a backbone of creative problem-solving competency. The presence of social interaction and dialogue becomes crucial in fostering critical thinking and its development. A claim is that a lack of dialectic interaction among Confucius Heritage Cultures (CHC) classrooms poses teaching and learning challenges for critical thinking development. Our action research study was conducted in two cycles aimed to find out ways to facilitate classroom activities that promoted dialectic interaction with peers and instructors. The study cycles hoped to transform CHC learners who appeared to be passive – unwilling to ask questions and often hesitant to speak up, resulting in a teacher-centered environment – to active learners and critical making participants in creative designing environments. Our paper reports experiences emerging from the second cycle of our action research project during an on-going teaching and action research phase of inquiry. A conceptual framework of culturally appropriate critical thinking pedagogy for an Art & Design Visual Communication classroom is situated in a multicultural, inclusive and Confucian Heritage Culture environment. A practical inquiry methodology was adopted to demonstrate the various approaches of social constructivism in fusion with Confucianism to encourage interaction for critical thinking within a multicultural, inclusive, CHC classroom. Nanyang Technological University Published version This is an on-going research supported by the Nanyang Technological University Tier 1 research grant. 2021-08-27T00:40:24Z 2021-08-27T00:40:24Z 2016 Conference Paper Yam, A. M. Y., Tan, A. & Lim, S. (2016). A framework of fostering critical thinking in a multicultural, inclusive Confucian heritage classroom. 9th International Conference of Education, Research and Innovation (ICERI2016), 8429-8436. https://dx.doi.org/10.21125/iceri.2016.0925 978-84-617-5895-1 https://hdl.handle.net/10356/151782 10.21125/iceri.2016.0925 8429 8436 en © 2016 IATED. All rights reserved. This paper was published in the Proceedings of 9th International Conference of Education, Research and Innovation (ICERI2016) and is made available with permission of IATED. application/pdf
institution Nanyang Technological University
building NTU Library
continent Asia
country Singapore
Singapore
content_provider NTU Library
collection DR-NTU
language English
topic Visual arts and music::General
Social sciences::General
Humanities::General
Confucian-Heritage-Culture
Critical Thinking
Social Constructivism
Asian Pedagogy
Asian Classroom
Design Pedagogy
spellingShingle Visual arts and music::General
Social sciences::General
Humanities::General
Confucian-Heritage-Culture
Critical Thinking
Social Constructivism
Asian Pedagogy
Asian Classroom
Design Pedagogy
Yam, Angeline Min Yee
Tan, Ai-Girl
Lim, Shirley
A framework of fostering critical thinking in a multicultural, inclusive Confucian heritage classroom
description Critical thinking is an important 21st century skillset often embraced by educators today as a backbone of creative problem-solving competency. The presence of social interaction and dialogue becomes crucial in fostering critical thinking and its development. A claim is that a lack of dialectic interaction among Confucius Heritage Cultures (CHC) classrooms poses teaching and learning challenges for critical thinking development. Our action research study was conducted in two cycles aimed to find out ways to facilitate classroom activities that promoted dialectic interaction with peers and instructors. The study cycles hoped to transform CHC learners who appeared to be passive – unwilling to ask questions and often hesitant to speak up, resulting in a teacher-centered environment – to active learners and critical making participants in creative designing environments. Our paper reports experiences emerging from the second cycle of our action research project during an on-going teaching and action research phase of inquiry. A conceptual framework of culturally appropriate critical thinking pedagogy for an Art & Design Visual Communication classroom is situated in a multicultural, inclusive and Confucian Heritage Culture environment. A practical inquiry methodology was adopted to demonstrate the various approaches of social constructivism in fusion with Confucianism to encourage interaction for critical thinking within a multicultural, inclusive, CHC classroom.
author2 School of Art, Design and Media
author_facet School of Art, Design and Media
Yam, Angeline Min Yee
Tan, Ai-Girl
Lim, Shirley
format Conference or Workshop Item
author Yam, Angeline Min Yee
Tan, Ai-Girl
Lim, Shirley
author_sort Yam, Angeline Min Yee
title A framework of fostering critical thinking in a multicultural, inclusive Confucian heritage classroom
title_short A framework of fostering critical thinking in a multicultural, inclusive Confucian heritage classroom
title_full A framework of fostering critical thinking in a multicultural, inclusive Confucian heritage classroom
title_fullStr A framework of fostering critical thinking in a multicultural, inclusive Confucian heritage classroom
title_full_unstemmed A framework of fostering critical thinking in a multicultural, inclusive Confucian heritage classroom
title_sort framework of fostering critical thinking in a multicultural, inclusive confucian heritage classroom
publishDate 2021
url https://hdl.handle.net/10356/151782
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