What classroom experiences contribute to students’ critical thinking skills, and what are the developmental range of experiences across elementary levels?

I need you to write 2 pages on this discussion answering the discussion questions on one page and 1 page write your opinion on the subject.Week 1 DiscussionCOLLAPSEApplying a Research Problem, Purpose, and Question to a Research ScenarioAs you read in this week’s Introduction, a research problem is derived from what the scholarly community does not know and must be amenable to data collection and analysis. A common problem with research problems is that they claim no (or few) studies have examined a given social problem; that something is understudied within the population or phenomenon; or that there is a “gap” in existing literature. If you claim that the research problem is that there are no (or few) studies—that a population or phenomenon is understudied or constitutes a gap—then, to be a bona fide research problem, the research must be about collecting data to discover why there are no (or few) studies, or why a population or phenomenon is understudied! In other words, a research problem cannot just be a claim; it must contain a specific implicit or explicit relationship or conjecture—the extent of difference in critical thinking skills between graduating seniors from high schools with a problem-based versus lecture-based curriculum, the classroom experiences that contribute to critical thinking.The research purpose logically derives from and mirrors the research problem and is often boilerplate (see page 119 in Creswell), for example:The purpose of this quantitative pre-experimental static group comparison study is to determine the extent of difference in critical thinking skill scores between graduating seniors from high schools with a problem-based versus lecture-based curriculum.The purpose of this qualitative case study is to identify classroom experiences that contribute to students’ critical thinking skills and to map the developmental range of these experiences across elementary grade levels.The research question must also logically derive from, and mirror both, the research problem and research purpose. For example:What is the extent of difference in critical thinking skill scores between graduating seniors from high schools with a problem-based versus lecture-based curriculum?What classroom experiences contribute to students’ critical thinking skills, and what are the developmental range of experiences across elementary levels?Common problems with research questions are framing them such that they have a yes or no answer such as “Is … ?” or “Do … ?” Avoid such framing and, instead, ask “What … ?”In this Discussion, you will articulate and align a research problem, purpose, and question for a potential quantitative and qualitative study. Alignment of these elements is important. See the Examples of Aligned and Misaligned Scenarios document, which can be downloaded from the Week 1 Learning Resources area of the classroom.ReferencesCreswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Thousand Oaks, CA: Sage.To PrepareRead the Weekly Introduction and Chapter 5 of the assigned readings. Focus on how to identify a research problem that is derived from what the scholarly community does not know and the differences between quantitative and qualitative research problems.Read the Lead-In to this Discussion and Chapters 6 and 7 of the assigned reading. Pay particular attention to how to articulate and align a research problem, purpose, and question.Think about a social problem or phenomenon that could be researched using quantitative or qualitative methodology, perhaps something you are considering as a dissertation topic.Identify a quantitative research problem and a qualitative research problem related to the social problem or phenomenon of interest. Consider how you would write a research purpose and question that aligns to each quantitative and qualitative research problem.Discussion posts are pass/fail, but have minimum criteria to pass.