Teaching Patterns of Critical Thinking
The 3CA Model-Concept Maps, Critical Thinking, Collaboration, and Assessment
Bibliographic Data
| ID | 3357648 |
|---|---|
| Authors | Elham Zandvakili (0000-0002-3474-8821, University of Massachusetts Amherst, corresponding author), Ernest Washington, Ernest D Washington (University of Massachusetts Amherst), Edmund W Gordon (Columbia University), Craig Wells (0000-0002-5851-3250, University of Massachusetts Amherst), Mzamo P Mangaliso (0000-0002-4492-5705, University of Massachusetts Amherst), Mzamo Mangaliso |
| Year | 2019 |
| Volume | 9 |
| Issue | 4 |
| Pages | 215824401988514 |
| Publication date | 2019-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/2158244019885142 |
| OpenAlex | W2995428792 |
| Language | EN |
| Citations received | 4 |
| References cited | 28 |
This is a research report of teaching patterns of critical thinking using the competency-based 3CA (an acronym for the educational practices of Concept maps, Critical thinking, Collaboration, and Assessment) model of classroom instruction to change the grammar of schooling. Critical thinking is defined as the "WH questions": "what, when, where, how, who, and why" taken from Aristotle's Nicomachean Ethics. These questions are threaded through the practices of concept maps, collaboration, and assessment. This conceptualization of patterns of thinking is influenced by Ludwig Wittgenstein's conceptualization of the relations between the language games of practice and language games in the mind. This study compares individual and collaborative approaches to teaching the critical thinking "WH questions" in a child development class. Students in the individual groups used more "what questions," whereas students in the collaborative group used more "why and how questions
Acronym · Conceptualization · Critical thinking · Epistemology · Grammar · Linguistics · Mathematics education · Pedagogy · Sociology · Systemic functional grammar · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology
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Enhancing Students’ Critical Thinking Through Mathematics in Higher Education
Barriers to Promoting Critical Thinking Skills
Metacognitive Listening Strategies and Critical Listening Attitudes as Predictors of Teacher Candidates’ Academic Listening Skills
Why Only Us
Knowledge Building and Knowledge Creation
Instructional Interventions Affecting Critical Thinking Skills and Dispositions
Learning With Concept and Knowledge Maps
Studying and Constructing Concept Maps
The Importance of Interaction in Classroom Language Learning
Cooperative Test Construction
Teaching critical thinking for transfer across domains
Justice as Lawfulness and Equity as a Virtue in Aristotle'sNicomachean Ethics
| Unique citing works | 4 |
|---|---|
| Citations per year | 1,33 |
| Citation span | 2023 - 2025 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |