Do Programmes Delineating Critical Thinking as a Learning Outcome Facilitate its Teaching? International Baccalaureate Diploma Programme and Lebanese Baccalaureate Programme

Do Programmes Delineating Critical Thinking as a Learning Outcome Facilitate its Teaching?... Critical thinking (CT) continues to be viewed as a prerequisite skill for lifelong learning. It is not surprising therefore, that academic programmes delineate CT as a goal and a learning outcome. However, there are concerns regarding the extent to which the aims and objectives of the programmes are aligned with pedagogies for CT. Both the International Baccalaureate Diploma Programme (IBDP) and the Lebanese Baccalaureate Programme (LBP) clearly delineate CT as a goal and a learning outcome. The study examines the facilitation of teaching CT in the IBDP and LBP. The study was conducted in two schools located in Lebanon; one teaching the IBDP and the other the LBP. Semi structured interviews, questionnaires, and class visits were used to collect data pertaining to the teaching of CT in the two programmes in grades 11 and 12. The study is pioneering in studying the contribution of both programmes to the teaching of CT in Lebanese schools. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Topoi Springer Journals

Do Programmes Delineating Critical Thinking as a Learning Outcome Facilitate its Teaching? International Baccalaureate Diploma Programme and Lebanese Baccalaureate Programme

Topoi , Volume 37 (1) – Aug 5, 2016

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Publisher
Springer Journals
Copyright
Copyright © 2016 by Springer Science+Business Media Dordrecht
Subject
Philosophy; Philosophy, general; Philosophy of Science; Philosophy of Technology
ISSN
0167-7411
eISSN
1572-8749
D.O.I.
10.1007/s11245-016-9409-9
Publisher site
See Article on Publisher Site

Abstract

Critical thinking (CT) continues to be viewed as a prerequisite skill for lifelong learning. It is not surprising therefore, that academic programmes delineate CT as a goal and a learning outcome. However, there are concerns regarding the extent to which the aims and objectives of the programmes are aligned with pedagogies for CT. Both the International Baccalaureate Diploma Programme (IBDP) and the Lebanese Baccalaureate Programme (LBP) clearly delineate CT as a goal and a learning outcome. The study examines the facilitation of teaching CT in the IBDP and LBP. The study was conducted in two schools located in Lebanon; one teaching the IBDP and the other the LBP. Semi structured interviews, questionnaires, and class visits were used to collect data pertaining to the teaching of CT in the two programmes in grades 11 and 12. The study is pioneering in studying the contribution of both programmes to the teaching of CT in Lebanese schools.

Journal

TopoiSpringer Journals

Published: Aug 5, 2016

References

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