Critical Thinking Skills in Second through Fourth Graders: Does Computer Use Make a Difference?
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Authors
Carpenter, Rebecca
Issue Date
2007-05
Type
Thesis
Language
en_US
Keywords
Critical Thinking , Computer Activities , Paper/Pencil Activities
Alternative Title
Abstract
The action research was conducted with second through fourth grade students to compare
critical thinking using computer activities and traditional paper/pencil activities. The
lessons were based on the levels of thinking in Bloom's (Bloom, 1982) taxonomy and
required the lowest level thinking skills of knowledge to the highest level thinking skills
of application. Results from the student journals, focus groups, interviews, and teacher
observations revealed that the students in both groups had a positive response to the
activities. Teacher observation determined that students in both groups were engaged and
showed evidence of higher order thinking in response to teacher prompts and questions.
Even though computer skills assessment was administered prior to the intervention, some
difficulty with certain computer skills was still observed. Based upon the results of the
critical thinking skills test, the test was determined to be invalid. Although critical
thinking skills were not accurately measured between the groups, the results do support
the need to include a critical thinking skills strand in the elementary curriculum.
Description
Citation
Publisher
Valdosta State University
License
Copyright protected. Unauthorized reproduction or use beyond the exceptions granted by the Fair Use clause of U.S. Copyright law may violate federal law.