Paper Summary:

The study examines the extent of the effectiveness of the scaffolding critical thinking process, using a computer-supported collaborative learning (CSCL) tool along with primary sources to engage secondary school students in studying history. The paper explains that using this method, the teacher provides the student with some type of assistance to complete a task or learn a concept. Gradually, the "scaffold" is removed until the student is doing it on his or her own. The study refers to literature in two areas; the rapidly growing research base supporting the use of critical thinking in the history classroom and the commentary related to the use of the CSCL tool in the scaffolding critical thinking process.

Outline:
Objective
Statement of the Problem
Purpose of the Study
Introduction
Research Questions
Significance of the Study
Review of the Literature
Overview of Methodology
Results of the Study

From the Paper:

"The work of Gibson and McKay states that: In today's technologically driven society information has taken on a new importance as a commodity (Diem, 1997). The endless, rapid flood of information and disinformation is causing a great deal of confusion and frustration; those who are ill equipped to handle the information overload run the risk of falling behind those who have embraced the latest computer technologies (Titus, 1994) More and more pressure is being placed on schools to ensure mastery of technological skills essential to survival in this new society."

Sample of Sources Used:

• Dias, Laurie B. and Atkinson, Skip (2001) Technology Integration: Best Practices-Where Do Teachers Stand? International Electronic Journal for Leadership in Learning Vol. 5 No. 10 2001 July 10. Online available at: http://www.ucalgary.ca/~iejll/volume5/dias.html.
• Hopson, Michael (1998 ) Effects of a Technology Enriched Learning Environment on Student Development of Higher Order Thinking Skills. Online available at: http://www.tcet.unt.edu/research/dissert/hopson/chapter3.htm.
• McGuinness, Carol (1999) From Thinking Skills to Thinking Classrooms. 1999 April School of Psychology, Queen's University at Belfast. Online available at: http://www.dfes.gov.uk/research/data/uploadfiles/RB115.doc.
• Adey, P. & Shayer, M. (1994). Really raising standards: Cognitive intervention and academic achievement. London: Routledge.
• Blagg, N. (1991). Can we teach intelligence? Hillsdale, N.J.: Lawrence Erlbaum Associates.

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