Investigating critical thinking skills practices in Qatari Elementary Schools

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contributor.author Semmar, Yassir en_US
contributor.author Fakro, Aisha Ahmed en_US
date.accessioned 2009-12-24T05:42:16Z en_US
date.available 2009-12-24T05:42:16Z en_US
date.issued 2009 en_US
identifier.citation Semmar, 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 en_US
identifier.uri http://hdl.handle.net/10576/10434 en_US
description.abstract The 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. en_US
language.iso en en_US
publisher Common Ground Publishing en_US
subject Elementary schools en_US
subject Critical thinking en_US
subject Bloom's tax en_US
title Investigating critical thinking skills practices in Qatari Elementary Schools en_US
type Article en_US


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