Educators are divided with regards to the value of computer technology as a learning tool. Some maintain that computers have had little impact on students’ learning; others suggest that computers have the potential to enhance learning. Within this second group there are those who believe that computers are having a significant impact, while others believe that their potential is yet to be realised. The purpose of this study was to examine the relationship between students working in a technology rich environment and their development of higher order, critical and creative, thinking skills. Staff and students from one school participated in this case study. Data were collected by teachers as part of the normal teaching-learning program, supplemented by classroom observations and teacher interviews. In addition, data pertaining to the technology infrastructure was collated from school databases. The data were used to determine the degree of correlation between factors of the learning environment and the extent to which higher order thinking skills (HOTS) were demonstrated by the students. Collations of the statistically significant, and statistically insignificant, correlations allowed relationships between environmental factors and HOTS to be established. / The results indicate that studying within a technology-rich learning environment improves students’ higher order thinking skills, determined by measuring their critical and creative thinking. Factors such as length of time spent in the environment have a positive, non-linear effect on the development of critical thinking skills. These factors have no significant correlation with the development of creative thinking skills. The interaction of students’ computer skills and the classroom environmental factors was shown to be complex. Three-dimensional correlations were performed to derive equations that explain these interactions. Students with better developed computing skills scored higher on critical and creative thinking activities. This was most significant for students with better computer programming skills and the ability to competently manipulate Boolean logic. The most significant factors in developing higher order thinking skills were the students’ levels of computer skills, tempered with their attitudes towards computers and computer classes, and the teacher-student relationships within the technology-rich learning environment. The research suggests that in order to develop students' higher order thinking skills schools should endeavour to integrate technology across all of the learning areas. This will allow students to apply technology to the attainment of higher levels of cognition within specific contexts. This will need to be paralleled by providing students the opportunity to develop appropriate computer skills.

In an age of substantial educational reform, the teaching and learning of 'thinking-skills' are considered to be an integral component of a child's education. Further, they are considered an important factor in developing skills which may contribute to increased learning outcomes for all learners. Current reform agenda nominate a range of 'thinking-skills' and processes that inform essential lifelong learnings and that are supported by characteristics that all learners should exhibit. At the heart of such prescription is a vision of a future in which 'process' rather than 'knowledge' will be the focus. A fundamental paradigm shift is pressing, and so too, the revised role of the teacher. Teacher practices that assist students to search for their own understandings rather than follow other people's logic are paramount and essential to the successful implementation of educational change. This case study presents one teacher's approach to the provision of 'thinking-skills' instruction in a primary school classroom for year-six children. The three objectives of the project were first, to trial a different pedagogical approach, second, to influence and change the 'thinking' habits of youngsters, and third, to encourage students to employ 'good thinking' in order to maximize learning outcomes. The model for implementation was underpinned by philosophical approaches gleaned from the literature, which were caring, humane, stimulating and creative. An eclectic mix of insights and strategies were employed to target full immersion of students and teacher into a 'Thinking-Skills Classroom'. Data were gathered from two groups of student participants who represented two discrete learning contexts. One context was that of the Trial Classroom, where the 'immersion' process sought to create a 'culture of thinking', in which 'thinking' was the focus of all teaching, learning, and operating activity. The context of the Control Classroom, was one in which 'thinking' was not the focus of all instruction and learning, but rather, was taught in an incidental and less formal manner. The aim of this study was to determine whether significant educational outcomes would become apparent in the Trial Classroom, that is in a context where children were immersed in, and learned to use, a range of strategies aimed at progressing them as independent, confident and 'accomplished thinkers'. The teaching experiment that was 'The Thinking-Skills Classroom', proved successful. The research has revealed effective 'transfer' after instruction for students in the Trial Classroom. Learners effectively applied new 'thinking understandings' into everyday thinking situations, in addressing real-life problem solving, and in producing evidence of new ways of operating. Across all strata of academic ability students from the Trial Classroom increased their thinking prowess. A category was established for 'excellent thinkers', where students demonstrated acquisition of a different set of skills from those normally associated with 'good thinking'. Students developed increased self-confidence, risk-taking initiatives and independence across the board as a result of increased thinking ability. A study of this kind may be helpful to other teacher/researchers who are considering instructional and curriculum change in light of wider paradigmatic change in education. Although this particular study would be difficult to replicate, this researcher's story can be usefully interpreted to allow insights and generalizations from the case-study to be made. These may serve as a catalyst for other innovative school-based pedagogies to emerge, and for new learning approaches to be considered and trialled, in order to prepare students for life and learning in the Twenty-First Century.

Interdisciplinary Project Work (PW) was introduced as an educational initiative in Singapore schools from primary to pre-university levels in 2000. PW was posited to (a) enhance perceptions and use of inter-subject connections in real-world problems, (b) promote knowledge application, and (c) provide a platform for the use of thinking skills. The main goal of this thesis is to explore how these objectives are inter-related with factors influencing the quality of group collaborative mathematical thinking processes and mathematical outcomes during a mathematically-based interdisciplinary project. In this study, high quality mathematical thinking processes occur when the flow of group interactions is purposefully directed towards the enhancement of mathematically accurate, logical, and reasonable outcomes. / A Sequential Explanatory Mixed Methods Design consisting of consecutive quantitative and qualitative data collection and analysis procedures was used to answer the seven research questions in the study. A researcher-designed mathematically-based interdisciplinary project was implemented over 14-15 weeks with 16 classes of students (aged 13-14) belonging to two educational streams (higher and average-ability) in three Singapore government secondary schools. No teaching intervention was administered. Six scales were developed for pre- and post-project measurements of students’ mathematical confidence, perception of the value of mathematics, and perception of the interconnectedness of mathematics (N = 398). Ten student-group cases (n = 38) were selected for further in-depth qualitative data collection procedures pertaining to the nature of mathematical knowledge application, use of metacognitive monitoring and regulatory strategies, and core thinking skills application during three tasks in the interdisciplinary project. / The findings of this study clearly demonstrate the complexities of using PW to promote holistic and connected use of knowledge. Five substantial contributions to research on interdisciplinary learning arise from the thesis:1. An empirical framework synthesising factors influencing the quality of group collaborative mathematical knowledge application processes and outcomes was developed.2. The social influence of the group member activating applications of core thinking skills and metacognitive monitoring and regulatory strategies is a mediating factor influencing the flow of cognitive-metacognitive group interactions, and therefore, the quality of collaborative mathematical knowledge application processes and outcomes.3. Leaders of high-stream groups who were socially non-dominant but mathematically active were more likely to apply a higher frequency of core thinking skills than group members in other roles (i.e., questioner, recorder, and encourager) during a mathematically-based interdisciplinary project.4. The types and complexities of mathematical knowledge and skills applied during a mathematically-based interdisciplinary project did not correspond with stream.5. Whilst students were more able to appreciate the use of mathematics for inter-subject learning after participating in a mathematically-based interdisciplinary project, their beliefs about inter-subject connections and efforts at making these connections only marginally changed.These outcomes enhance our understanding of the challenges involved in the successful use of interdisciplinary tasks with middle school students and provide focuses for future teacher facilitation of mathematical learning during interdisciplinary education.

This study was undertaken in the Johannesburg South district (D11). Primary school language teachers in this district (D11) were invited to participate in this study by means of a questionnaire. This study investigated which kind of teaching methods teachers are currently using to develop and enhance critical thinking skills of ESL learners in language classrooms. Teachers' knowledge of Blooms' Taxonomy of cognitive objectives and how to use this taxonomy to develop ESL learners' critical thinking skills were also scrutinized. Since many ESL learners' language proficiency in English is also limited the responses of the teachers indicated that this could have a negative influence on their critical thinking development. This study accentuates the need for the use of a variety of teaching methods to enhance ESL learners' critical thinking skills in language in the Johannesburg South District (D11). / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

This research investigated whether completing an introductory GIS course affects college students' spatial literacy as defined by spatial habits of mind, spatial concepts and thinking skills, and critical spatial thinking. This study employed three tests (spatial habits of mind inventory, spatial concepts and skills test, critical spatial thinking oral test) to measure students' performance on these three elements. Furthermore, this research investigated the relationship among the components. Pre- and post-tests were conducted at the beginning and the end of the 2010 fall semester, and Texas A&M undergraduate students participated in the research. The following four research questions were examined. The first research question investigated whether GIS learning improves spatial habits of mind (n = 168). Five sub-dimensions of spatial habits of mind (pattern recognition, spatial description, visualization, spatial concept use, and spatial tool use) were identified. Overall, GIS students' spatial habits of mind were enhanced. However, variations existed when considering students' performance by dimension. The second research question explored whether GIS learning affects students' understanding and use of spatial concepts and thinking skills (n = 171). This research found that the GIS course was beneficial in improving students' spatial cognition. Students increased their understanding of key spatial concepts and applied conceptual understanding into wider contexts with advanced spatial thinking skills. The third research question examined the effects of a GIS course through interviews on the three sub-dimensions of critical spatial thinking: data reliability, spatial reasoning, and problem-solving validity (n = 32). The quantitative analyses indicated that participants developed their ability regarding these three sub-dimensions of critical spatial thinking. In particular, their ability to assess data reliability and problem-solving validity improved, an effect not likely to be enhanced by other coursework. Findings from qualitative thematic analysis confirmed these quantitative outcomes. The final research question probed the relationships among the three components of spatial literacy. Pearson?s correlation coefficient, a 3D space (termed "score space" in this study), a test for independence, and an exploratory factor analysis suggested that the three components are positively correlated. However, more research is necessary to confirm the results reported in this study.

The quality of education in especially the Further Education and Training phase (FET) is recognised as one of the most significant challenges facing the South African government. Low teacher morale, lack of parental involvement, learners' ignorance in taking responsibility for their own learning and other educational problems are all identified as contributing factors. This study was undertaken to investigate how critical thinking skills can contribute to promoting quality teaching and learning in secondary schools with specific reference to the FET phase. The study also sought to make recommendations that will assist teachers to integrate critical thinking skills into the teaching and learning experiences in the FET phase. The nature of quality teaching and learning, the nature of critical thinking skills and the correlation between the concepts to improve the quality of education were researched by means of a literature study. A quantitative research design followed, using questionnaires as research instrument. From the research conducted it was found that learners in the FET phase do not take responsibility for their learning and therefore many of these learners still do not perceive learning as important. However, effective learning could take place if learners are confident, independent, active participants and explore a variety of learning strategies. Teachers, on the other hand, should adopt particular forms of behaviour to foster certain types of learning. The ability to teach critical thinking skills to learners poses a great challenge as many teachers are not trained to do so. This has a great influence on the exposure of an integrated constructivist method of teaching and learning and therefore inflicts on the delivery of quality teaching and learning in the FET phase of secondary schools in South Africa. / MEd, North-West University, Vaal Triangle Campus, 2011

This study was undertaken in the Johannesburg South district (D11). Primary school language teachers in this district (D11) were invited to participate in this study by means of a questionnaire. This study investigated which kind of teaching methods teachers are currently using to develop and enhance critical thinking skills of ESL learners in language classrooms. Teachers' knowledge of Blooms' Taxonomy of cognitive objectives and how to use this taxonomy to develop ESL learners' critical thinking skills were also scrutinized. Since many ESL learners' language proficiency in English is also limited the responses of the teachers indicated that this could have a negative influence on their critical thinking development. This study accentuates the need for the use of a variety of teaching methods to enhance ESL learners' critical thinking skills in language in the Johannesburg South District (D11). / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

The purpose of this study was to investigate the language proficiency and critical thinking abilities of Grade 11 learners in the ACE system. This would aid to direct learners in the FET phase to enhance their critical thinking skills and language proficiency. ACE is referred to as the Accelerated Christian Education or School of Tomorrow. Accelerated Christian Education is the trade name of School of Tomorrow. The School of Tomorrow program is individualised and non-graded. It allows each learner to work on his performance and achievement level which can differ from learning area to learning area (School of Tomorrow, 1995:29). Language proficiency is of utmost importance when it comes to cognitive development within the classroom, the curriculum or life in general, especially when a learner has to learn his subjects in another language of learning and teaching (Donald, Lazarus, & Lolwana, 2005:73). According to Cummins (in McKay, 2007:2) each learner should be taught in his mother-tongue to a threshold level of proficiency in order to transfer the knowledge to the other language and ensure positive cognitive growth. If a learner is not proficient in the Language of Learning and Teaching (LOLT) his academic achievement will be poor as well as his critical thinking skills. South Africa has II official languages in terms of Act 108 of the Constitution (Department of Education, I997). In the Further Education and Training phase, learners have to take two of the 11 official languages as their core majors and other languages can be taken as electives (Department of Education, 2005:11). Since parents have the right to choose their child's language of learning and teaching and are not bound by law to choose their mother-tongue, English is mainly chosen as it is seen as the language of educational and economic empowerment (De Klerk, 1995:28). However, it is emphasised by Schroeder (2004:383) and Woolfolk (2004: 179) that mother-tongue education is by far preferable. Weideman and Van Rensburg (2006:157) are of the opinion that it is better to be taught and be academically successful in one's mother tongue before choosing another language of learning and teaching. De Klerk (1995:50) asserts that a lack of language proficiency in the language of learning and teaching is a main reason for low academic performance. One of the main aims of education is to gain as much information as possible. However, information is gained through communication and communication through a language (De Bono, 1969:9). If, however, the individual is not able to understand the language with all its nuances, certain information is missed. And as information is missed, it is thrown away. A person cannot think about something he does not understand (Strydom & Du Plessis, 2000: 129). Critical thinking is necessary for every day decision making. No matter what one's circumstances, a person with good thinking skills will be more successful in life. Poor thinking causes frustration, a waste of time, ineffective use of energy and pain (Paul & Elder, 2002: xiii). A critical thinker will be able to apply the knowledge he/she has learnt in real life situations. Vygotsky (McGregor, 2007: I 0) asked the question: "Does language mirror thought or thought language or both?" In educational psychology it is generally accepted that language and thinking are interwoven (Donald, et a!., 2005 :219). The descriptive research method was used. For the purpose of this study, 10 Grade 11 learners from the ACE system were conveniently sampled. These learners included six English Mother Tongue (EMT) learners and four English Second Language (ESL) learners. For the empirical research the ELSA test was used for language proficiency and the Watson Glaser Critical Thinking Appraisal Test for testing critical thinking skills. Descriptive statistics were employed to interpret the results since the sample was too small for correlations and inferences. Generally the language proficiency of the EMT learners was on a Grade level 10. The language proficiency of the ESL learners was generally also on a Grade level I 0, which is acceptable for ESL learners. Critical thinking skills such as evaluation and interpretation were overall adequately developed. However, most of the learners performed poorly with inferences. Although statistical correlations could not be made, because of the small sample, with 8 of the learners it appears as if there was a link between language proficiency and critical thinking skills. These 8 learners' language proficiency and critical thinking results were either equally good or equally poor. / Thesis (M.Ed. (Learning and Teaching)--North-West University, Vaal Triangle Campus, 2010.

This study was undertaken in the Johannesburg South district (D11). Primary school language teachers in this district (D11) were invited to participate in this study by means of a questionnaire. This study investigated which kind of teaching methods teachers are currently using to develop and enhance critical thinking skills of ESL learners in language classrooms. Teachers' knowledge of Blooms' Taxonomy of cognitive objectives and how to use this taxonomy to develop ESL learners' critical thinking skills were also scrutinized. Since many ESL learners' language proficiency in English is also limited the responses of the teachers indicated that this could have a negative influence on their critical thinking development. This study accentuates the need for the use of a variety of teaching methods to enhance ESL learners' critical thinking skills in language in the Johannesburg South District (D11). / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

The purpose of this study was to investigate the language proficiency and critical thinking abilities of Grade 11 learners in the ACE system. This would aid to direct learners in the FET phase to enhance their critical thinking skills and language proficiency. ACE is referred to as the Accelerated Christian Education or School of Tomorrow. Accelerated Christian Education is the trade name of School of Tomorrow. The School of Tomorrow program is individualised and non-graded. It allows each learner to work on his performance and achievement level which can differ from learning area to learning area (School of Tomorrow, 1995:29). Language proficiency is of utmost importance when it comes to cognitive development within the classroom, the curriculum or life in general, especially when a learner has to learn his subjects in another language of learning and teaching (Donald, Lazarus, & Lolwana, 2005:73). According to Cummins (in McKay, 2007:2) each learner should be taught in his mother-tongue to a threshold level of proficiency in order to transfer the knowledge to the other language and ensure positive cognitive growth. If a learner is not proficient in the Language of Learning and Teaching (LOLT) his academic achievement will be poor as well as his critical thinking skills. South Africa has II official languages in terms of Act 108 of the Constitution (Department of Education, I997). In the Further Education and Training phase, learners have to take two of the 11 official languages as their core majors and other languages can be taken as electives (Department of Education, 2005:11). Since parents have the right to choose their child's language of learning and teaching and are not bound by law to choose their mother-tongue, English is mainly chosen as it is seen as the language of educational and economic empowerment (De Klerk, 1995:28). However, it is emphasised by Schroeder (2004:383) and Woolfolk (2004: 179) that mother-tongue education is by far preferable. Weideman and Van Rensburg (2006:157) are of the opinion that it is better to be taught and be academically successful in one's mother tongue before choosing another language of learning and teaching. De Klerk (1995:50) asserts that a lack of language proficiency in the language of learning and teaching is a main reason for low academic performance. One of the main aims of education is to gain as much information as possible. However, information is gained through communication and communication through a language (De Bono, 1969:9). If, however, the individual is not able to understand the language with all its nuances, certain information is missed. And as information is missed, it is thrown away. A person cannot think about something he does not understand (Strydom & Du Plessis, 2000: 129). Critical thinking is necessary for every day decision making. No matter what one's circumstances, a person with good thinking skills will be more successful in life. Poor thinking causes frustration, a waste of time, ineffective use of energy and pain (Paul & Elder, 2002: xiii). A critical thinker will be able to apply the knowledge he/she has learnt in real life situations. Vygotsky (McGregor, 2007: I 0) asked the question: "Does language mirror thought or thought language or both?" In educational psychology it is generally accepted that language and thinking are interwoven (Donald, et a!., 2005 :219). The descriptive research method was used. For the purpose of this study, 10 Grade 11 learners from the ACE system were conveniently sampled. These learners included six English Mother Tongue (EMT) learners and four English Second Language (ESL) learners. For the empirical research the ELSA test was used for language proficiency and the Watson Glaser Critical Thinking Appraisal Test for testing critical thinking skills. Descriptive statistics were employed to interpret the results since the sample was too small for correlations and inferences. Generally the language proficiency of the EMT learners was on a Grade level 10. The language proficiency of the ESL learners was generally also on a Grade level I 0, which is acceptable for ESL learners. Critical thinking skills such as evaluation and interpretation were overall adequately developed. However, most of the learners performed poorly with inferences. Although statistical correlations could not be made, because of the small sample, with 8 of the learners it appears as if there was a link between language proficiency and critical thinking skills. These 8 learners' language proficiency and critical thinking results were either equally good or equally poor. / Thesis (M.Ed. (Learning and Teaching)--North-West University, Vaal Triangle Campus, 2010.