M.S. in Teaching
Language, Literacy, and Sociocultural Education
College of Education
Jorgensen, Donna W.
Critical thinking--Study and teaching (Secondary); Decision making--Study and teaching (Secondary); Problem solving--Study and teaching (Secondary); Reasoning--Study and teaching (Secondary)
Secondary Education and Teaching
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.
Muessig, Anna Schneider, "The use of the Socratic method in a contemporary high school classroom in developing problem-solving, critical thinking, and decision making skills" (2004). Theses and Dissertations. 1198.