Date Approved

7-21-2004

Embargo Period

4-26-2016

Document Type

Thesis

Degree Name

M.S. in Teaching

Department

Language, Literacy, and Sociocultural Education

College

College of Education

First Advisor

Jorgensen, Donna W.

Subject(s)

Critical thinking--Study and teaching (Secondary); Decision making--Study and teaching (Secondary); Problem solving--Study and teaching (Secondary); Reasoning--Study and teaching (Secondary)

Disciplines

Secondary Education and Teaching

Abstract

The purpose of this action research was to attempt to use a modified approach to the Socratic method in a contemporary high school classroom as a means of developing problem-solving, critical thinking, and decision-making skills in high school students. The participants in the study were 16 male students and 13 female students from two sections of an eleventh grade Honors English class at a suburban high school in southern New Jersey. These students were selected as a population of convenience during the researcher's Clinical Internship II experience. As a part of regular classroom instruction, the researcher employed a modified form of the Socratic method, using journal prompts and a subsequent discussion model. Student responses to these prompts were collected and analyzed. Classroom use of the method and some implications of gender are discussed.

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