The Use of Pop Culture Artifacts to Foster Critical Thinking in a Group of 11th Grade
ABSTRACT: This action research project reports on a study carried out in a public school in Medellín, Colombia. Its main objective is to analyze the effectiveness of pop culture artifacts to foster critical thinking in an eleventh-grade classroom. To conduct this research some data collection instru...
- Autores:
-
Garcés Monroy, Jose Dorance
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2022
- Institución:
- Universidad de Antioquia
- Repositorio:
- Repositorio UdeA
- Idioma:
- eng
- OAI Identifier:
- oai:bibliotecadigital.udea.edu.co:10495/33415
- Acceso en línea:
- https://hdl.handle.net/10495/33415
- Palabra clave:
- Action research
Popular culture
Public schools
Critical Thinking
Discussion
Reflections
http://id.loc.gov/authorities/subjects/sh85000722
http://id.loc.gov/authorities/subjects/sh85104904
http://id.loc.gov/authorities/subjects/sh85108801
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
| Summary: | ABSTRACT: This action research project reports on a study carried out in a public school in Medellín, Colombia. Its main objective is to analyze the effectiveness of pop culture artifacts to foster critical thinking in an eleventh-grade classroom. To conduct this research some data collection instruments were employed such as work samples, journals, focus groups, and a survey. Findings suggest that the use of pop culture artifacts is effective to foster students’ critical thinking through critical discussion, evaluation, and reflection. Also, it benefits students’ empowerment to comment and share their points of view. |
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