THE INFLUENCE OF CRITICAL PEDAGOGY EMBEDDED COMPARATIVE LITERATURE COURSE DESIGN ON HIGH SCHOOL STUDENTS’ CRITICAL THINKING DISPOSITIONS: AN EXPERIMENTAL STUDY

2013 ◽

Vol 3 (4) ◽

pp. 83-96

Author(s):

Cemil Yücel ◽

Ufuk Uluçınar

Keyword(s):

High School ◽

High School Students ◽

Critical Thinking ◽

Learning Styles ◽

Learning Style ◽

School Students ◽

Thinking Dispositions ◽

Causal Thinking ◽

Critical Thinking Dispositions ◽

Turkish Language

The purpose of this study is to investigate whether there is a predictive effect of learning styles on critical thinking dispositions of high school students. Thus, it aims to determine how much of learning styles used by high school students depending on the nature of learning settings explain the variance in critical thinking dispositions. The sample of the study is composed of 271 high school students chosen randomly from three high schools. The data was collected using Critical Thinking Dispositions Scale developed by reseachers and Learning Styles Scale developed by Reichmann-Grasha and adapted into Turkish language by Koçak (2007). The findings indicated that while high school students learning styles (systematically study, dependence on teachers and cooperation in classroom) predict significantly causal thinking, courisity and openmindedness dispositions, competitive learning style does not predict significantly the critical thinking dispositions.

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Genre-Based Pedagogy in Paulo Freire’s Country: Teaching Brazilian Students to Write Essays for the National High School Exam

Íkala Revista de Lenguaje y Cultura ◽

10.17533/udea.ikala.v26n01a08 ◽

2021 ◽

Vol 26 (1) ◽

pp. 61-76

Author(s):

Orlando Vian Junior ◽

Fabiane Dalben de Faria

Keyword(s):

High School ◽

High School Students ◽

Critical Pedagogy ◽

Course Design ◽

Written Language ◽

Social Intervention ◽

Appraisal System ◽

School Students ◽

Brazilian Students

From the perspective of the appraisal system, this article discusses how 60 high school students from two private Brazilian schools align with their readers in texts written as preparation for the Brazilian National High School Exam. Adopting a mixed methodology, a corpus of 301 texts produced by the students was analyzed. Results showed that students' commitment to proposals for social intervention increased throughout the analyzed course, which meant that students started to adopt more critical and proactive stances in their essays. In addition, results showed how students align with their readers, confirming the paramount importance of mastering written language for the development of school literacies, as suggested by Halliday (1996). In terms of implications for pedagogy, the experience brought about new insights for course design and improvements in students’ writing, as well as a better understanding of the role of language in literacy projects. Finally, it confirmed the possibility of building an interface between a genre-based pedagogy and Paulo Freire’s critical pedagogy.

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