Abstract
In this article, the aim of teaching experiment was to investigate the usefulness of role play strategy in the development of critical thinking among elementary students. Evidence was collected in a usual classroom context in the form of observation (audio and video recording), questionnaire. The results of such teaching were evaluated through students discourse emerged during student-student and teacher-student interaction and by the change of their thinking analyzed through pre- and post- questionnaire. Findings suggest that role playing is a productive teaching approach in promoting critical thinking in Pakistani context.
Keyword(s)
Critical thinking, role play, teaching approach, design base research, discourse