This paper examines how thinking can be shaped via language and transformative learning. It examines four aspects of higher order thinking viz metacognition, locus of control, self-efficacy and intrinsic values. The s...This paper examines how thinking can be shaped via language and transformative learning. It examines four aspects of higher order thinking viz metacognition, locus of control, self-efficacy and intrinsic values. The study involves a teaching intervention to provide empirical evidence to show that higher order thinking is improved when it is in the learning environment： （1） Provides opportunities for negotiation, shared control, critical voice, personal relevance and uncertainty; and （2） encourage language use in interacting, communicating and constructing meanings. The sample consisted of 77 accounting college students in Malaysia, randomly grouped into the traditional lecture style classroom and the transformative classroom. Four self-report questionnaires were used to measure higher order thinking and to assess whether students＇ perceptions of their learning environment. Split Plot Analysis of Variance （SPANOVA） and t-tests were used to test 3 hypotheses formulated for the study. The results show that when learning environment simulate the true arena for transformative learning and provides ample opportunities to use language, higher order thinking can be empowered.展开更多
文摘This paper examines how thinking can be shaped via language and transformative learning. It examines four aspects of higher order thinking viz metacognition, locus of control, self-efficacy and intrinsic values. The study involves a teaching intervention to provide empirical evidence to show that higher order thinking is improved when it is in the learning environment： （1） Provides opportunities for negotiation, shared control, critical voice, personal relevance and uncertainty; and （2） encourage language use in interacting, communicating and constructing meanings. The sample consisted of 77 accounting college students in Malaysia, randomly grouped into the traditional lecture style classroom and the transformative classroom. Four self-report questionnaires were used to measure higher order thinking and to assess whether students＇ perceptions of their learning environment. Split Plot Analysis of Variance （SPANOVA） and t-tests were used to test 3 hypotheses formulated for the study. The results show that when learning environment simulate the true arena for transformative learning and provides ample opportunities to use language, higher order thinking can be empowered.
