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Investigating our practice : teaching and learning processes for critical questioning

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Title: Investigating our practice : teaching and learning processes for critical questioning
Author: Fazal, Noorin
Subject Keywords critical thinking
Issue Date: 2011-05-07
Publicly Available in cIRcle 2011-09-16
Abstract: [Conference Program Abstract] Why should educators teach their students the skills of critical questioning and what are possible pedagogical practices? As an educator at the secondary level, I constantly attempt to facilitate the processes of student inquiry. At IOP, I wish to share my research experiences in teaching critical thinking, particularly student questioning. My presentation aims to understand student questioning as a process, and to gain insight into student perceptions of this process and its purpose in the learning space. Through a five-week action research project, students engaged with critical questioning of video content using a framework called SEADS. Through co-teacher modeling and subsequent individual and collaborative practice, students explored the processes of critical questioning in the Religious Education context. As part of my presentation, I hope to interrogate definitions of critical thinking. I will share findings relevant to teaching and learning in the following areas: student curiosity, the nature of questioning, experiences using a critical questioning framework, and the process of questioning our own questions. Critical thinking—and questioning—must involve personal experience, it must be meta-cognitive and constructive in purpose. It must be approached with compassion, respect, and commitment. I propose a conceptualization of critical thinking that will inspire fellow educators to engage with critical questioning processes in their classrooms. These processes, though complex, are invaluable in providing spaces for learners to transform and be transformed by their own inquiry and that of others.
Affiliation: Non UBC
URI: http://hdl.handle.net/2429/37436
Peer Review Status: Unreviewed
Scholarly Level: Unknown

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