An Action Research Study Aimed at Designing and Implementing an Innovative Unit of Instruction Within the Context of Developing Innovative Thinking Skills Among Primary School Students

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dc.contributor.author Dalrymple, Karen
dc.date.accessioned 2015-11-02T21:02:38Z
dc.date.available 2015-11-02T21:02:38Z
dc.date.issued 2015-11-02
dc.identifier.uri http://hdl.handle.net/2139/41190
dc.description.abstract Employing an action research approach, this study investigated the effectiveness of the implementation of a unit of instruction that combined the design thinking approach and the new primary curriculum at a primary school in Trinidad and Tobago. Data were collected through the researcher’s journal, student-generated work, and observations of nine Infant-level students during the implementation of the unit. Analysis of the data revealed 10 factors that posed challenges to the implementation of innovative thinking in the classroom, including: 1) teacher training, 2) teacher confidence, 3) teacher’s belief about students’ ability, 4) postcolonial philosophy, 5) learners’ traits and 6) teacher’s misconceptions. en_US
dc.language.iso en en_US
dc.subject Case studies en_US
dc.subject Primary school students en_US
dc.subject Primary school teachers en_US
dc.subject Action research en_US
dc.subject Primary school curriculum en_US
dc.subject Thinking skills en_US
dc.subject Instructional innovation en_US
dc.subject Instructional effectiveness en_US
dc.subject Trinidad and Tobago en_US
dc.title An Action Research Study Aimed at Designing and Implementing an Innovative Unit of Instruction Within the Context of Developing Innovative Thinking Skills Among Primary School Students en_US
dc.type Thesis en_US


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