Constructivist Model for Teaching Problem-Solving and Critical Thinking Skills

Abstract

This study compared the effects of the constructivist and the traditional models of teaching problem-solving strategies on the students’ problem solving and critical thinking skills. The constructivist model included small-group discussion, modeling and thinking aloud, and journal writing while the traditional model was mainly lecture type.

The study used the quasi-experimental method of research and employed both qualitative and quantitative analyses. Two intact classes consisting of a total of 52 second-year Bachelor of Elementary Education (BEEd) students who specialize in mathematics were the subjects of the study. These students were classified as high ability and low ability on the basis of their average grades in three mathematics subjects. The study used a researcher-made Problem Solving and Critical Thinking test which had a reliability of coefficient of 0.82.