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Updated: Jun 27, 2025
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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
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University Students' Achievement of Meaningful Learning through Participation in Thinking Routines
Nora Ramos-Vallecillo1, Víctor Murillo-Ligorred1, Raquel Lozano-Blasco2
1Department of Musical, Plastic and Bodily Expression, Area of Didactics of Plastic Expression, University of Zaragoza, 50009 Zaragoza, Spain.
Summary
Integrating thinking routines into primary education degree courses significantly boosts student engagement and participation quality. This pedagogical approach enhances meaningful learning and improves academic performance.
Area of Science:
- Educational Psychology
- Pedagogy
Background:
- Enhancing student participation in theoretical sessions is crucial for meaningful learning.
- Improving academic performance requires effective pedagogical strategies.
Purpose of the Study:
- To enhance and elevate the quality of participation during theoretical sessions.
- To foster meaningful learning and improve academic performance among undergraduate Primary Education students.
Main Methods:
- A quasi-experimental case study design was employed.
- Observation records and anecdotal records were used to monitor participation and session progression.
Main Results:
- Thinking routines significantly enhance student engagement in expository sessions.
- These routines activate prior knowledge and establish meaningful connections to the subject matter.
- Thinking routines elevate the quality of student participation by fostering reflection, inquiry, and collaboration.
Conclusions:
- Thinking routines are an effective pedagogical tool for improving student engagement and participation.
- The integration of thinking routines enriches the educational experience and bolsters academic performance.
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