Group work and the learning of critical thinking in the Hong Kong secondary liberal studies curriculum

Fung, Dennis; Howe, Christine

doi:10.1080/0305764x.2014.897685

Cited by 60Education and Critical Thinking DevelopmentInnovative Teaching and Learning MethodsEducational Strategies and Epistemologies

Group work and the learning of critical thinking in the Hong Kong secondary liberal studies curriculum

Fung, Dennis, Howe, Christine·2014·Cambridge Journal of Education

DOI 10.1080/0305764x.2014.897685

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Abstract

This article reports the findings of a one-year longitudinal study that investigated the impact of group work on the development of students’ critical thinking in Hong Kong secondary schools. It explores whether the participation of teachers in a group-based teaching intervention adapted from an earlier study conducted in the United Kingdom (UK) facilitated students’ use of critical arguments in Liberal Studies lessons. In addition to examining students’ critical thinking skills through test performance and the use of reasoned justifications in written class-work, the article also discusses the applicability to the Hong Kong context of the programme on which the intervention was based. In general, the results of the study indicate that group work is more effective than whole-class instruction in developing students’ critical-thinking skills and that students make better progress in ‘teacher-supported’ than ‘student self-directed’ group work.

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From Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes? (2019) · cites this paper as Fung & Howe, 2014

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Liberal Studies in Hong Kong: A new perspective on critical thinking through group work
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Group work and the learning of critical thinking in liberal studies in Hong Kong secondary schools
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Has Critical Thinking Been Fruitfully Married to Group Work in Hong Kong?
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Authors: Fung, D., & Howe, C.
Affiliations: University of Hong Kong (HK)
University of Cambridge (GB)
Corresponding author: Fung, Dennis
ORCID: Fung, Dennis
Howe, Christine
Venue: Cambridge Journal of Education
Publisher: Informa UK Limited
Published: 2014-04-03
Volume: 44
Issue: 2
Pages: 245-270
ISSN: 0305-764X (ISSN-L)
1469-3577
DOI: 10.1080/0305764x.2014.897685
OpenAlex: W2080366674
Cited by: 60
References: 78
Citations by year: 2026: 2 · 2025: 6 · 2024: 4 · 2023: 5 · 2022: 3 · 2021: 4 · 2020: 5 · 2019: 5 · 2018: 8 · 2017: 8 · 2016: 6 · 2015: 4
FWCI: 30.76
Type: journal article
Language: en
Open access: closed
Locations: Cambridge Journal of Education (publishedVersion)
Hong Kong Education Bibliographic Database (submittedVersion)
The HKU Scholars Hub (University of Hong Kong) (submittedVersion)
Topics: Social Sciences › Education › Education and Critical Thinking Development
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
Keywords: group work, critical thinking, secondary education, Hong Kong, whole-class instruction, critical argumentation, educational intervention, curriculum reform

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Group work and the learning of critical thinking in the Hong Kong secondary liberal studies curriculum

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