Critical thinking skills are needed to face the challenges of living in the 21st century. Education must be able to foster students' critical thinking and enable them to think independently. This study aims to investigate the development of students' critical thinking skills during the learning process using an e-module based on problem-based…

Design thinking is a critical and creative process understood to support innovation and creative idea generation in a wide variety of contexts. Increasingly, it is being used as a pedagogical approach by educators interested in supporting divergent thinking skill development. This study evaluated the effects of the use of design thinking practices…

The Thinking Folk project introduced Socratic dialogues as a pedagogical construct to develop critical thinking skills by drawing on the lived experiences of learners in English for Speakers of Other Languages (ESOL) classes. The resulting conversations were soon described as "real" talk by learners, which, in a process that not only…

Reflective practice (RP) is a widely accepted approach for facilitating experiential learning within the professional development of service delivery practitioners. However, a dearth of empirical evidence exists to support the potential efficacy of RP for improving applied practice effectiveness. This study examined whether improving…

This paper explores the pedagogical potential of Generative Artificial Intelligence (GenAI) in secondary education through a dialogic approach to teaching, learning and assessment. It presents an ongoing action research project in collaboration with a high school in Western Australia, involving four teachers to integrate GenAI in their classrooms.…

The research is devoted to the problem of mastering pre-service EFL teachers' specific proficiency in using questions as an effective tool in the EL classroom discourse and university discourse. The purpose of the paper is to submit the teaching scheme of training pre-service EFL teachers' questioning skills, encouraging them to work out their own…

The aim of this study is to comparatively examine the status of observation skills in the questions contained in the 2007 and 2020 fifth grade social studies textbooks published after the 2005 and 2018 curriculums. The reason for choosing the fifth class as a class level is that observation skills were included at this class level in both 2005 and…

This study aimed at testing the effectiveness of an e-module based on ProblemBased Learning combined with Socratic Dialogue on the topic of environmental change in improving school students' critical thinking skills. This research was a quasi-experimental study and used a non-randomised control group, pre-test/posttest design. The sampling…

This article presents the outcomes of a project, which aimed to develop the use of questioning in one teacher's practice using a professional development intervention termed 'clinical supervision'. As well as being a project which adopted an action research approach, this use of clinical supervision is, we argue, a form of professional…

This study examines the use of critical questions (CQs) as an 'explicit' pedagogical method in the nature of science to teach Chinese high school students topics of philosophy of science (POS). The study results, evaluated through deductive thematic and qualitative comparative analyses using Toulmin's argumentation patterns and a critical…

Early science learning and, specifically, the development of scientific process skills are essential for children to understand the natural world around them. Question asking is a valuable tool to help children get information to organise and make sense of their environment. This research aims to find out whether pre-elementary children employ…

This study examined teacher awareness and teacher use of metacognitive practices in Canadian schools within Manitoba. The literature on teacher metacognition was limited because the majority of the literature centred on student metacognition and there was a call for more research regarding teacher metacognition. Four participants from urban and…

Previous research found that critical thinking skills of students need to be trained more intensively using authentic problems in daily life. Critical thinking can be developed through problem-based learning as a pedagogical approach in an aligned learning and teaching context. This research aims to obtain the profile of students' critical…

Critical thinking is a key attribute for students in British higher education, but there has been little research on how Chinese students develop critical thinking during their studies at British universities. Based on interviews with sixteen Chinese students at a university in England, this paper reports their experiences of developing critical…

Metacognitive self-regulation is the ability to organize an individual's mental activities according to his/her goals, and it has been found to affect students' mathematics achievement. However, its relationship with problem-solving and posing skills is still not clarified. This study aims to examine the mediating role of metacognitive…