Fostering Critical Thinking through Concept-Based Instruction: ORID and the Six Facets of Understanding

Sophon Hieng, Chan Hum, Sopha Soeung, Sela Chen, Sandom Thlang, Rany Sam

National University of Battambang, National Institute of Education, Battambang Teacher Education College

Concept-based instruction (CBI) can help achieve learning objectives and improve 21st-century abilities. This study looks at how well CBI improves student instructors' critical thinking and grammar proficiency. It employed a quasi-experimental research design, where the student teacher sample was divided into two groups: an experimental group of 21 student teachers and a control group of 23 student teachers. The experimental group was taught using CBI, while the control group was taught the traditional teaching methods. The pre-test and post-test were administered to measure their grammatical competence. A self-administered survey questionnaire, modified from Facione (2013), was utilized to assess the critical thinking abilities of student instructors. The finding indicates a statistically significant difference between the mean scores of the two groups in their grammatical competence. The experiment group achieved a higher mean score than the control group. Student teachers enhanced their proficiency in Interpretation, Explanation, Perspective, and Application, while showing a tendency towards competency in Self-knowledge and Empathy. The research highlighted collaborative work, investigation and evaluation, inquiry and dialogue, presentation, and interaction as methods to enhance critical thinking. Additional studies on CBI are suggested to evaluate its effectiveness across different areas within the BTEC program.

Article link: https://www.asianinstituteofresearch.org/EQRarchives/fostering-critical-thinking-through-concept-based-instruction%3A-orid-and-the-six-facets-of-understanding