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How does collaborative media production on tablets enable and foster critical thinking in young children?

Melgoza Navarro, Danielle Marie; (2019) How does collaborative media production on tablets enable and foster critical thinking in young children? Masters thesis (M.Phil), UCL (University College London). Green open access

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Abstract

The lack of critical thinking (CT) in education has been observed for over 30 years. Corporations feel recent college graduates are overall deficient in CT and collaborative problem solving – two qualities deemed the most valuable assets an employee can bring. This is because teaching and assessing CT is challenging; the absence of one, unifying CT paradigm being a contributing factor. Student video production literature proposes to engage producers in CT – yet, the process of how this happens isn’t clear. This work involves a series of case studies in schools conducted across two projects: P1 in Mexico City, then P2 in London, UK. Both sought to identify, develop, and assess the CT process in six small groups of children aged 9-13 by them collaboratively producing a 5-minute video on iPads and iMovie. Compiled videos included images, music, and performed scenes about the topic of media that influences body image, thoughts, and behaviour, comprising content influential to them and their age group. P1 explored methods to achieve these aims, using a CT framework based on Bloom’s revised taxonomy and focusing on facilitating and identifying higher-order thinking skills (HOTS) in their productions. P2 was then informed by P1 and contained various developed methods, including a new, hypothesized model to analyse and evaluate CT in collaborative media production. Employing qualitative content analysis, results indicate how engagement in CT can be developed and assessed through participants’ collaborative productive practice, though facilitation is necessary. This work suggests that co-researching a meaningful video topic that is personally significant to each participant in a heterogeneous group inspires the CT disposition to solve the successive problem-solving scenarios (PSS’s) engendered by the productive practice itself, in which the promise of a future audience and due facilitation maintain the disposition to collectively make interdependent decisions by engaging in CT.

Type: Thesis (Masters)
Qualification: M.Phil
Title: How does collaborative media production on tablets enable and foster critical thinking in young children?
Event: UCL (University College London)
Open access status: An open access version is available from UCL Discovery
Language: English
Additional information: Copyright © The Author 2019. Original content in this thesis is licensed under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0) Licence (https://creativecommons.org/licenses/by/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms.
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10069770
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