Promoting a community of inquiry in a civics and citizenship education class through the pedagogy of philosophical inquiry
In realising the development of ethics and values among Malaysian school-going students, depicted in Shift 3 Aspirations of the MalaysianEducational Blueprint 2013-3025, the study examined how the pedagogy of philosophical inquiry helped in the development of a community of i...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | en |
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IIUM Press
2020
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| Subjects: | |
| Online Access: | http://irep.iium.edu.my/93193/7/93193_Promoting%20a%20community%20of%20inquiry.pdf http://irep.iium.edu.my/93193/ https://journals.iium.edu.my/ijes/index.php/iejs/article/download/328/142/1341 |
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| Summary: | In realising the development of ethics and values among Malaysian school-going students, depicted in Shift 3 Aspirations of the MalaysianEducational Blueprint 2013-3025, the study examined how the pedagogy of philosophical inquiry helped in the development of a community of inquiry (CI) in the Civics and Citizenship Education classroom. The study employed a qualitative action research design, where the researcher used the observational method, which is based on the Lipman’s CI checklist, to identify seven elements of CI in the classroom; namely, participation, quest for meaning, shared cognition, challenging as a procedure, deliberation, impartiality and thinking for oneself. Findings of the study showed that the philosophical inquiry pedagogy and the community of inquiry assisted in the effective teaching of CCE as students discovered a more meaningful learning experience, became more empowered in their thinking and views, and more sensitive to the current issues, paving the way to become good citizens of the nation |
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