DEVELOPING STUDENTS CRITICAL THINKING THROUGH INTRODUCING VIDEO MATERIALS INTO EDUCATIONAL PROCESS
The article deals with the problem of teaching critical thinking in course of English learning. Critical thinking is one of the main principles of successful professional work. The educational process in Ukraine having long been marred by routine procedures, outdated information and old methods now undergoes a series of changes moving to European standards of Bologna process. The research of using video materials in educational process has already been studied by many scientists and philologists. The advantages of English teaching with the help of visibility, including audio, text and pictures, are proven and widely asserted by many teachers. Therefore, the video materials produce both practical and theoretical information; moreover, they provide additional motivation and can be used for interdisciplinary connections. The research shows that students taking regular tasks based on video materials are progressing faster and develop not only language skills of audition and speaking but also critical thinking skills. The tasks for developing critical thinking can be connected with teaching academic writing and speaking, namely, producing presentations and discussions. There is much to be done for developing a system or special storage of video materials that can give benefits to development students’ critical thinking and therefore productivity of educational process.
Bailin, S., Case, R., Coombs, J. R., & Daniels, L. B. (1999). Conceptualizing critical thinking. Journal of Curriculum Studies, Canada. 31(3), 285–302.
Brantlinger, A., Sherin, M.G., and Linsenmeier, K.A. (2011). Discussing Discussion: A Video Club in the Service of Math Teachers National Board Preparation [Abstract]. Teachers and Teaching: Theory and Practice, UK. Cambridge University Press. 17 (1), 5-33pp.
Donkor, F. (2010). The comparative instructional effectiveness of print-based and video-based instructional materials for teaching practical skills at a distance. International Review of Research in Open and Distance Learning, 11 (1), 96-116. Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/792/1486
Hager, P., & Kaye, M. (1992). Critical Thinking in Teacher Education: A Process-Oriented Research Agenda. Australian Journal of Teacher Education, 17(2). Austria. Retrieved from: http://dx.doi.org/10.14221/ajte.1992v17n2.4
Lai, E.R. (2011) Critical Thinking: A Literature Review. UK. Pearson. Retrieved from: http://www.pearsonassessments.com/hai/images/tmrs/CriticalThinkingReviewFINAL.pdf
McPeck, John E. (1983). Critcal Thinking and Education. John Wiley, New York Teachers College Record, Volume 85 (1), 154-157.
Mejia, E., Xiao, M.K., & Kennedy, J. (1994). 102 very teachable films: A teacher's reference guide to using movies. Englewood Cliffs, NJ: Pearson ESL. UK.
Roth, K.J., Garnier, H.E., Chen, C., Lemmens, M., Schwille, K., and Wickler, N.I.Z. (2011). Videobased Lesson Analysis: Effective Science PD for Teacher and Student Learning [Abstract]. Journal of Research in Science Teaching, 48(2), 117-148. Retrieved from: http://onlinelibrary.wiley.com/doi/10.1002/tea.20408/abstract
Sherin, M.G., and Han, S.Y. (2004). Teacher Learning in the Context of a Video Club (PDF). Teaching and Teacher Education, 20(2), 163-183. Retrieved from: http://professional-vision.org/pdfs/SherinHan_TATE.pdf
Stempleski, S. and Arcario, P. (Eds.) (1990). Video in Second Language Teaching: Using, selecting and producing video for the classroom. Alexandria, VA: TESOL. UK.
Barmenkova, O.I. (1999) Video lessons in the foreign language teaching system. Scientific and methodical journal “Foreign languages in school”, Iss.3., 20-25. [in Russian].
- There are currently no refbacks.
Copyright (c) 2015 Advanced Education
This work is licensed under a Creative Commons Attribution 4.0 International License.
ISSN 2410-8286 (Online), ISSN 2409-3351 (Print)