Titre :	Teachers’ Attitudes towards the Effect of Using Inquiry-based Learning on developing Students’ Critical Thinking The case Study of Third Year Teachers University Frères Mentouri, Constantine
Type de document :	texte imprimé
Auteurs :	Nardjes Chadi, Auteur ; Nora Boudehane, Directeur de thèse
Editeur :	CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine
Année de publication :	2020
Importance :	95 f.
Format :	30cm.
Note générale :	Une copie electronique PDF disponible au BUC.
Langues :	Anglais (eng)
Catégories :	Lettres et Langues Etrangères:Langue Anglaise
Tags :	Attitudes towards  Learning on developing  Developing critical thinking skills.
Index. décimale :	420 Langue anglaise
Résumé :	Developing critical thinking skills is not an easy task for both teachers as well for students and it has been a problem set years ago. For this reason, the use of helpful strategy is needed to enhance students’ critical thinking skills. Hence, the aim of this study is to investigate teachers’ attitudes towards the effectiveness of inquiry based learning in enhancing students’ critical thinking skills. Through this investigation, the researcher also attempts to uncover whether or not teachers use inquiry-based learning to teach critical thinking skills to their learners. Therefore, it is hypothesized that if teachers hold positive attitudes towards Inquirybased learning, they will use it to enhance students’ critical thinking skills. To fulfill the objective, the researcher opted for quantitative research design using a questionnaire as a tool to collect data. This questionnaire was sent to a randomly selected sample of eleven (11) teachers from the target population of third year teachers at the English Department, Frères Mentouri University, Constantine. The results obtained uncover that third year teachers hold positive attitudes towards the use of inquiry-based learning to enhance students’ critical thinking, and that the majority of them use this strategy inside the classroom to enhance their students’ critical thinking, which means that the hypothesis is confirmed.
Diplome :	Master 2
Permalink :	https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=13392

Teachers’ Attitudes towards the Effect of Using Inquiry-based Learning on developing Students’ Critical Thinking The case Study of Third Year Teachers University Frères Mentouri, Constantine [texte imprimé] / Nardjes Chadi, Auteur ; Nora Boudehane, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2020 . - 95 f. ; 30cm.
Une copie electronique PDF disponible au BUC.
Langues : Anglais (eng)

Catégories :	Lettres et Langues Etrangères:Langue Anglaise
Tags :	Attitudes towards  Learning on developing  Developing critical thinking skills.
Index. décimale :	420 Langue anglaise
Résumé :	Developing critical thinking skills is not an easy task for both teachers as well for students and it has been a problem set years ago. For this reason, the use of helpful strategy is needed to enhance students’ critical thinking skills. Hence, the aim of this study is to investigate teachers’ attitudes towards the effectiveness of inquiry based learning in enhancing students’ critical thinking skills. Through this investigation, the researcher also attempts to uncover whether or not teachers use inquiry-based learning to teach critical thinking skills to their learners. Therefore, it is hypothesized that if teachers hold positive attitudes towards Inquirybased learning, they will use it to enhance students’ critical thinking skills. To fulfill the objective, the researcher opted for quantitative research design using a questionnaire as a tool to collect data. This questionnaire was sent to a randomly selected sample of eleven (11) teachers from the target population of third year teachers at the English Department, Frères Mentouri University, Constantine. The results obtained uncover that third year teachers hold positive attitudes towards the use of inquiry-based learning to enhance students’ critical thinking, and that the majority of them use this strategy inside the classroom to enhance their students’ critical thinking, which means that the hypothesis is confirmed.
Diplome :	Master 2
Permalink :	https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=13392