Effects of Critical Thinking and Rote Memorization on Elementary School Students

Running head: CRITICAL THINKING AND ROTE MEMORIZATION 1
Effects of Critical Thinking and Rote Memorization on Elementary School Students: A
Perspective of Students Undertaking Science Classes
Student’s Name
Institutional Affiliation
CRITICAL THINKING AND ROTE MEMORIZATION 2
Effects of Critical Thinking and Rote Memorization on Elementary School Students: A
Perspective of Students Undertaking Science Classes
Introduction
Developing creative thinking is an important aspect of effective learning. Thus, scholars
claim that learners can experience effective cognitive learning process in classrooms (Fata-
Hartley, 2011). Elementary school students are majorly regarded as rote learners. Importantly,
the background in which these schools operate tends to prevent creativity and active learning
among science students. Remarkably, teaching in elementary schools is majorly a teacher-
guided, exercise-based, and text-oriented approach. The subjects taught are dictated and
organized by set curricular objectives. At the end of each semester, the attainment of these goals
and objectives is evaluated through the standard examinations which students take.
The hierarchical organization of the education system and the administration of
examination which determines the achievement level of students determine high-level achievers
in the science classes (Hilgard, Irvine, & Whipple, 1953). Additionally, other measures for
diagnosing the students’ performance include intelligence quotient and ability construct tests.
The instructional variables such as the curriculum, the teaching style, and the assessment
techniques that are used by the school are the environmental presage variables (Iqbal & Ahmad,
2015). These variables influence the learning process of the scholars, their awareness of the
learning environment, their comprehension capacity, and the styles that they apply when
studying scientific disciplines (Rashid & Qaisar, 2016). The repercussions of both the presage
and process variables affect the quality of learning in the attainment of knowledge and the
performance of students in science subjects. Model-based predictions state that elementary pupils
utilize learning approaches such as memorization in scientific disciplines. However, such
CRITICAL THINKING AND ROTE MEMORIZATION 3
approaches impede the acquisition and utilization of complex cognitive techniques such as
creative and critical thinking.
Essentially, scholars have been able to prove that practices such as rote learning leads to
comparatively lower learning achievements when compared to broad and well-established
approaches which necessitate critical thinking and mental deliberation by the learners (Iqbal &
Ahmad, 2015). Moreover, rote learning hinder students from presenting the information acquired
from lessons and textbooks into elaborate personally meaningful knowledgeable structures.
Therefore, learning institutions that utilize student-oriented and constructivist teaching
techniques tend to encourage critical thinking in science-based disciplines (Elder & Paul, 2010).
Remarkably, a systemic contrast of the existing model-based outcomes signposts that elementary
school students record higher grades in examinations that assess the effectiveness of cognitive
abilities on tasks that cannot be simply answered by replicating rote-acquired information.
Statement of Problem
Developing student’s cognitive skills, which are the building block of critical thinking,
such as evaluation, analysis, reflection, and inference, has long been established as the primary
goal of education, especially in scientific disciplines. Essentially, critical thinking has been
regarded as the primary objective of learning outcomes both in terms of pedagogy and academic
accreditation standards. Nonetheless, despite extensive research that has been conducted to
investigate the impact of critical thinking, a limited number of scholars have been able to
evaluate and discuss the concept of critical thinking and rote memorization. They cannot also
determine the influence of the two phenomena on the students learning abilities. Moreover,
systemic teaching approaches are sparsely documented and understood since many top-down
proposals fail to consider the mediating factors and the barriers that arise during the teaching
CRITICAL THINKING AND ROTE MEMORIZATION 4
process. A strong argument among scholars’ claims that the aspect of critical thinking
contributes to academic excellence on science subjects taught in traditional classrooms.
Principally, this study helps to understand the role of critical thinking and rote memorization and
the effect that the two factors have on elementary school students, especially those pursuing
scientific disciplines.
Purpose of the Study
The primary objective of this study is to analyze the aspects of critical thinking and rote
memorization as well as the influence that the two pose on elementary school students
undertaking scientific disciplines. Essentially, this study aims at finding solutions and promising
pathways that are crucial for strengthening creative and critical thinking among elementary
school students as they strive to meet the curricular objectives. Additionally, this paper
investigates the relationship that exists between critical thinking skills and other education-based
variables at different levels of instructional strategy. To achieve this goal, the research will use
pretest and posttest quasi-experimental design to investigate the effects of changing the learning
process. The research design was utilized due to its simplicity and the fact that multiple students
or groups of students could be examined simultaneously (Elder & Paul, 2010). The study will
also discuss instructor’s beliefs about the learning process and analyze the challenges that they
face while teaching scientific disciplines, especially after the implementation of new curriculum.
In addition, the paper intends to examine the extent of alignment between teachers and variables
such as classroom practices and pedagogy that are embodied in the new curriculum. The latter is
specially designed to change the learning process from memorization and rote learning to critical
thinking and practical problem-solving. The main question that will be answered in this research
CRITICAL THINKING AND ROTE MEMORIZATION 5
is the effects of rote memorization and critical thinking on elementary school students
undertaking science-based classes.
CRITICAL THINKING AND ROTE MEMORIZATION 6
References
Elder, L., & Paul, R. (2010). Critical thinking: Competency standards essential for the cultivation
of intellectual skills, part 1. Journal of Developmental Education, 34(2), 38-39.ISSN:
08943907.
Fata-Hartley, C. (2011). Resisting rote: The importance of active learning for all course learning
objectives. Journal of College Science Teaching, 40(3), 36-39.ISSN: 0047231X
Hilgard, E. R., Irvine, R. P., & Whipple, J. E. (1953). Rote memorization, understanding, and
transfer: an extension of Katona's card-trick experiments. Journal of Experimental
Psychology, 46(4), 288-292. Doi: 10.1037/h0062072
Iqbal, J., & Ahmad, A. (2015). Effect of the extensive rote learning experience on subsequent
academic achievement. Pakistan Armed Forces Medical Journal, 65(4), 510-514.ISSN:
00309648.
Rashid, S. p., & Qaisar, S. Q. (2016). Developing critical thinking through questioning strategy
among fourth-grade students. Bulletin of Education & Research, 38(2), 153-168.ISSN:
05557747.

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