Abstract
Research has become an integral component of teacher education worldwide. However, studies had indicated that students often harbor negative attitudes and feelings towards research-related courses (Papanastaseiou, 2005; 2014). Therefore, the objective of this study is to examine the impact of concept attainment model based teaching on the development of higher order thinking skills among prospective teachers. The study adopted a quantitative approach, employing a quasi-experimental research design with a pre and posttest control group. The participants for this study consisted of intact groups of master’s students from the Faculty of Education at a public university in District Lahore, Pakistan. A pretest was administered to both the experimental and control groups to assess their initial levels of higher order thinking skills. The experimental group received instruction using the concept attainment model while the control group was taught through traditional methods. Following the intervention, a posttest was conducted for both groups. Descriptive and inferential statistical analyses, such as independent samples t-test and paired sample t-test, were employed to examine the effects of the intervention and assess any changes in attitude. The outcomes of this study aimed to benefit prospective teachers by enhancing their research skills and fostering their abilities as proficient researchers. Moreover, the findings may be valuable to teacher education faculty, enabling them to incorporate the concept attainment model and similar instructional approaches across various courses and concepts. By promoting effective teaching methods and cultivating positive attitudes towards research, this study endeavors to contribute to the overall improvement of teacher education.
Presenters
Aroona HashmiAssistant Professor, Secondary Education, Institute of Education and Research. University of the Punjab, Punjab, Pakistan
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Concept Attainment Model, Higher Order Thinking Skills, Prospective Teachers
