Scaffolding adolescents’ critical thinking and disciplinary literacy skills in an in-person and virtual humanities class

Q3 Social Sciences
Pamela Brunskill, John Z. Strong
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引用次数: 1

Abstract

Abstract Critical thinking is one of the most highly sought skills in education, yet questions remain about instilling students with this elusive set of skills and dispositions. Is it generalizable or discipline-specific? How should it be taught? This article describes an approach by two middle school teachers who developed and taught an in-person and virtual humanities curriculum. They utilized an instructional routine involving discussion and writing to help students comprehend and think critically about challenging, disciplinary texts. Opportunities for discussion and writing before, during, and after reading allowed for scaffolded, deeper understandings of the texts.
脚手架青少年的批判性思维和学科素养技能在一个面对面和虚拟人文类
批判性思维是教育中最受欢迎的技能之一,然而,如何向学生灌输这种难以捉摸的技能和性格,问题仍然存在。它是一般化的还是特定学科的?应该怎么教呢?本文描述了两位中学教师开发和教授面对面和虚拟人文学科课程的方法。他们采用了包括讨论和写作在内的教学常规,以帮助学生理解和批判性地思考具有挑战性的学科文本。在阅读前、阅读中、阅读后都有讨论和写作的机会,可以让学生对文章有更深入的理解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Middle School Journal
Middle School Journal Social Sciences-Education
CiteScore
1.80
自引率
0.00%
发文量
21
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