Abstract
A variety of thinking skills interventions have been implemented in schools and relative assessments emerged. However, due to inconsistencies of assessment techniques and lack of norms from large-scale samples, it remains problematic to compare the effects of various thinking interventions in general. This study aimed to investigate the current situation of thinking skills of 2096 pupils in 4th, 5th, and 6th grade from six primary schools located in Beijing, Guangzhou, and Xi’an respectively. The “Assessment of Pupils’ Thinking Skills (APTS)” measure developed by Burke and Williams (2012) was translated into Chinese and used as the instrument. Results demonstrated that there were significant improvements in the pupils’ overall thinking skills from 4th to 5th grade and from 5th to 6th grade as well. However, the pupils’ metacognitive reflection did not improve significantly from 4th grade to 5th grade while they increased dramatically from 5th to 6th grade. The pupils’ definition of thinking skills and application of some thinking skills (i.e., Grouping, Finding Reasons and Conclusions, Decision Making and Problem Solving) showed the same trends as metacognitive reflection. Differentiations in thinking skills development were found when compared among schools. Reasons for these differentiations and implications for teaching thinking in primary schools were discussed.
Highlights
IntroductionSince pupils’ thinking skills develop rapidly during this period, it is necessary to provide a relatively objective reference of their development levels across different ages
This study aimed to investigate the current situation of thinking skills of 2096 pupils in 4th, 5th, and 6th grade from six primary schools located in Beijing, Guangzhou, and Xi’an respectively
The “Assessment of Pupils’ Thinking Skills (APTS)” measure developed by Burke and Williams (2012) was translated into Chinese and used as the instrument
Summary
Since pupils’ thinking skills develop rapidly during this period, it is necessary to provide a relatively objective reference of their development levels across different ages. With such references or norms, certain comparisons will be feasible for researchers, especially for those who have difficulties in finding control groups. A relatively large-scale investigation on pupils’ thinking skills, which could provide an insight into pupils’ cognitive development and/or serve as a baseline for intervention and comparison, would be necessary and valuable
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