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AuthorSemmar, Yassir
AuthorFakro, Aisha Ahmed
Available date2009-12-24T05:42:16Z
Publication Date2009
Publication NameThe International Journal of Learning
CitationSemmar, Y & Fakro, A. A. "Investigating Critical Thinking Skills Practices in Qatari Elementary Schools" The International Journal of Learning, Volume 16, Issue 1, pp.13-24
URIhttp://hdl.handle.net/10576/10434
AbstractThe purpose of this study was to examine how government and independent elementary school teachers in Qatar compare on promoting students' critical thinking skills in the classroom. A total of 441 participants completed a 30-item, critical thinking skills questionnaire based on Bloom's taxonomy of educational objectives - cognitive domain, which aimed at assessing teachers' frequency of using certain critical thinking activities in the context of classroom instruction. Multivariate analysis of variance procedure indicated significant differences on the application, analysis, synthesis, and evaluation levels, but not on knowledge and comprehension. No significant differences were observed between the government and independent school teachers based on years of teaching experience. These results are discussed in light of their implications for the undergoing education reform in Qatar.
Languageen
PublisherCommon Ground Publishing
SubjectElementary schools
SubjectCritical thinking
SubjectBloom's tax
TitleInvestigating critical thinking skills practices in Qatari Elementary Schools
TypeArticle


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