DESIGN AND DEVELOPMENT OF A BLENDED SOCIAL COLLABORATIVE LEARNING ENVIRONMENT TO ENHANCE THE CRITICAL THINKING SKILLS OF SCIENCE PRE-SERVICE TEACHERS

Abstract

Designing a blended learning environment to enhance the critical thinking skills of pre-service teachers requires the application of multiple pedagogical approaches, learning theory, and systematic approaches in instructional system design and implementations. The combination of these strategies may greatly assist educators in specifying the needed instruments and pedagogical practice to set up a befitting learning environment; it also helps in providing a solid base from which to build the technology and theoretical approach to enhance the critical thinking skills of learners. The blended learning environment was designed based on Vygotsky’s perception of social learning theory, the Instructional Design Model, Horns and Stalker’s Blended Learning Model, and Dillenbourg’s Collaborative Learning Approach. This paper helps inform educators about how to design and develop an appropriate learning environment and preferences according to enhancing science pre-service teachers’ critical thinking skills.