Critical and Collaborative Problem-solving: An Action Research Project on the Development of Cognition-Centred Inquiry for Year 11 and 12 Senior History

Bedford, Alison ORCID: https://orcid.org/0000-0001-6708-9896 (2022) Critical and Collaborative Problem-solving: An Action Research Project on the Development of Cognition-Centred Inquiry for Year 11 and 12 Senior History. In: Global Forum on Girls Education III (ISCGS 2022), 27 June - 30 June 2022, Boston, United States.

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Abstract

Secondary students are often reluctant to work collaboratively and take responsibility for each others' learning, relying instead of the teacher to the the 'sage on the stage' and the point of truth This project seeks to explore approaches which promote collaboration and foster critical thinking through the adoption of a Cognition-Centred Inquiry pedagogy, which foreground the explicit teaching of metacognition and critical thinking in Year 11 and Year 12 History classrooms to develop student autonomy and problem solving capacity.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Speech)
Refereed: No
Item Status: Live Archive
Additional Information: File reproduced in accordance with the copyright policy of the publisher/author.
Faculty/School / Institute/Centre: No Faculty
Faculty/School / Institute/Centre: No Faculty
Date Deposited: 08 Aug 2022 01:15
Last Modified: 08 Aug 2022 01:15
Uncontrolled Keywords: inquiry, pedagogy, cognition-centred inquiry, history pedagogy
Fields of Research (2020): 39 EDUCATION > 3901 Curriculum and pedagogy > 390102 Curriculum and pedagogy theory and development
39 EDUCATION > 3903 Education systems > 390306 Secondary education
39 EDUCATION > 3901 Curriculum and pedagogy > 390107 Humanities and social sciences curriculum and pedagogy (excl. economics, business and management)
Socio-Economic Objectives (2020): 16 EDUCATION AND TRAINING > 1601 Learner and learning > 160105 Secondary education
16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160302 Pedagogy
URI: http://eprints.usq.edu.au/id/eprint/50624

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