Date of Award

8-28-1995

Degree Type

Thesis (On-Campus Access Only)

First Advisor

Nancy Meltzoff

Abstract

The ways in which critical thinking can be encouraged in the classroom are immeasurable. This study focuses on one teacher's methods of encouraging critical thinking using his cooperative inquiry-based model. This study examines several questions concerning the promotion of critical thinking in the classroom. What is critical thinking? Why should teachers promote critical thinking in their classrooms? How does the cooperative inquiry-based model encourage critical thinking? Methods employed to research these questions included classroom observations, formal and informal interviews, a review of literature concerning critical thinking and cooperative inquiry-based learning seminar attendance. This study primarily focuses on a 20th Century Literature course at a local university. Findings of this study include relevant questioning. provoking discussions and interactive students as a means of promoting thinking in the classroom. The teacher is integral to the success of the cooperative inquiry-based method. Thus, the conclusions of this study suggest that critical thinking can be encouraged within a secondary school literature course curriculum.

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