Guiding Students in Writing Data Response Answers Using Bloom’s Taxonomy for Critical Thinking, pp. 7 of 8

Another area of concern is that despite an increase in the percentage of passes from the pre-test to the post-test, we still had students who did not pass the post-test. We believe that this points towards the frequency of use of the guide. As it was just introduced to the students, they may not have remembered the steps entirely. Hence, in future, this guide can be introduced earlier on so as to make it second nature for students to use the levels in the guide for structuring data response answers. As we look into the progression of skills from Lower Secondary to Upper Secondary, this guide can be introduced to our Lower Secondary students. We can then slowly increase the thinking steps to move up the levels of thinking such that they move on to doing questions that require deeper analysis in Upper Secondary. As such, with increased familiarity to such a thinking framework, we believe that the students would develop their metacognition and also refer to the guide outside of curriculum time, as per the benefits observed by Ahrash and Lemon (2006). 

Conclusion

Through this study, we have created a scaffold to help students to handle data response questions by making visible the thinking behind answering such questions. Though we started out by having in mind data response questions with two or more variables, we feel that this guide can actually be further applied to other types of data response questions that require only the lower order thinking skills. We feel that there is value in continuing to refine the guide and increasing the exposure of the guide to the students as it would strengthen the students’ critical thinking skills and their ability to handle data response questions.

This research was undertaken as part of Action Research Skills in General (for Geography teachers) course organised by AST.  Supervised by Dr. Tricia Seow.

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An Inspiring Quote

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~ John Dewey, How We Think

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