Effectiveness of the multidimensional curriculum model in developing higher-order thinking skills in elementary and secondary students

The study aimed to assess the effectiveness of the multidimensional curriculum model (MdCM) in the development of higher-order thinking skills in a sample of 394 elementary and secondary school students in Israel. The study employed a quantitative quasi-experimental pre-post design, using a study mo...

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Bibliographic Details
Published in:Curriculum journal (London, England) England), 2018-03, Vol.29 (1), p.95-115
Main Author: Vidergor, Hava E.
Format: Article
Language:English
Subjects:
Control Groups
Creative Thinking
Creativity
Critical thinking
Curricula
Curriculum
Curriculum Design
Elementary School Students
Factor Analysis
Foreign Countries
future thinking
Higher-order thinking
innovative teaching strategies
Intervention
Learning Strategies
Pretests Posttests
Problem Solving
Quasi-experimental methods
Quasiexperimental Design
Questionnaires
Secondary School Students
Secondary schools
Skill Development
Statistical Analysis
Teaching
Thinking Skills
Time Perspective
Time perspectives
twenty-first century skills
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Summary:The study aimed to assess the effectiveness of the multidimensional curriculum model (MdCM) in the development of higher-order thinking skills in a sample of 394 elementary and secondary school students in Israel. The study employed a quantitative quasi-experimental pre-post design, using a study module based on MdCM, comparing intervention group to control group. Thinking skills were measured using a thinking questionnaire comprising three dimensions: Scientific thinking - focusing on inquiry skills; creative thinking - relating to problem finding and problem-solving; and future thinking - concerning personal and time perspectives. Findings indicate improvement in measured thinking skills in the intervention group by 40% compared to 4% in control group. Most improved skills were future thinking and creative thinking. Differences were detected according to the type of school. It is suggested that when used regularly the MdCM incorporating innovative teaching-learning strategies and embedded thinking tools could improve thinking skills among students from different age groups. General implications for curriculum design are discussed.
ISSN:0958-5176
1469-3704
DOI:10.1080/09585176.2017.1318771