Lecture, Cooperative Learning and Concept Mapping: Any Differences on Critical and Creative Thinking Development

Abstract

This study investigated the effects of lecturing, cooperative learning and concept maps on the development of critical and creative thinking skills. A quasi-experimental non-randomized study involved a class of students from the 3rd year of Psychology and two classes from the 3rd year of Pre-service Elementary Teachers. The study ran for 15 weeks, one semester. In one of the Primary School Teaching classes, cooperative learning and concept maps were used and in the other only cooperative learning. The Critical and Creative Thinking test was applied to assess pre and post critical and creative thinking skills. The results show that students from the two classes that used cooperative learning and cooperative learning + concept maps improved further critical and creative thinking skills in relation to the lecturing class, with no significant differences between the first two. Pedagogical recommendations are made according to these results.