Abstract
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The main objectives of this study were to; investigate the effects of the Cognitive Acceleration approach on the reasoning skills of the prospective teachers at the university level and compare the effects of the Cognitive Acceleration approach and traditional approach concerning reasoning skills of prospective teachers’ at the university level. The study was experimental and followed a pre-test post-test control group experimental design. The sample of the study included the experimental group and control group from the BS Education program in the Department of Education at International Islamic University Islamabad. A simple random sampling technique was used to select the sample after pre-test and pairing of prospective teachers. CTSR (classroom test for scientific reasoning) developed by A.E. Lawson (2000) was used to collect the data through pre-tests and post-tests. The experimental group’s perception about different activities of the experiment was taken through a self-made rating scale. Collected data were analyzed by calculating mean scores and t-test for hypothesis testing by using SPSS. The main findings of the study revealed that the Cognitive Acceleration teaching approach has a significant positive effect on the reasoning skills development of prospective teachers at the university level. Findings also showed that participants found this teaching approach effective and learned many new concepts and skills with the help of thinking activities. Based on findings it has been concluded that the Cognitive Acceleration teaching approach might be encouraged for training prospective teachers at the university level and training sessions about the use of the Cognitive Acceleration approach must be arranged by teacher education programs and institutions. |
Keywords
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Cognitive Acceleration Approach, Prospective Teachers, Reasoning Skills, Traditional Approach |
Article
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Article # 29
Volume # 2
Issue # 4
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DOI info
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DOI Number: 10.47205/jdss.2021(2-IV)29
DOI Link: http://doi.org/10.47205/jdss.2021(2-IV)29
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