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1.
Recent educational policies, national reports, and voluminous literature stress that critical thinking (CT) is an essential skill in any stage of schooling for producing critical thinkers and ensuring better learning. The importance of teaching CT has been raised in teacher education programmes because students are supposed to teach this skill in schools in the future. This study therefore assesses the effects of a CT-based pedagogical course on student teachers’ content knowledge and CT disposition. A pre-test–post-test experimental study was carried out in a vocational pre-service teacher education programme in Turkey. Although the students who were exposed to CT-based instruction showed better progress in both academic achievement and CT disposition than in traditional instruction, this result was not statistically significant according to the Mixed Factorial ANOVA and ANCOVA results. 相似文献
2.
The California Critical Thinking Disposition Inventory (CCTDI) was used to assess the disposition of Israeli eleventh-grade science students toward critical thinking according to school type affiliate, scientific level, and gender. Our findings, strongly support (a) the establishment of a baseline reference for disposition toward critical thinking of high school science students; (b) the application of the CCTDI in the context of ongoing science education in different settings; and finally (c) the reliable use of the CCTDI in future research aiming at evaluating the effectiveness of critical thinking (CT) and higher-order cognitive skills (HOCS) oriented instructional goals. 相似文献
3.
Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking 总被引：1，自引：0，他引：1
This longitudinal case-study aimed at examining whether purposely teaching for the promotion of higher order thinking skills
enhances students’ critical thinking (CT), within the framework of science education. Within a pre-, post-, and post–post
experimental design, high school students, were divided into three research groups. The experimental group (n = 57) consisted of science students who were exposed to teaching strategies designed for enhancing higher order thinking
skills. Two other groups: science (n = 41) and non-science majors (n = 79), were taught traditionally, and acted as control. By using critical thinking assessment instruments, we have found
that the experimental group showed a statistically significant improvement on critical thinking skills components and disposition
towards critical thinking subscales, such as truth-seeking, open-mindedness, self-confidence, and maturity, compared with
the control groups. Our findings suggest that if teachers purposely and persistently practice higher order thinking strategies
for example, dealing in class with real-world problems, encouraging open-ended class discussions, and fostering inquiry-oriented
experiments, there is a good chance for a consequent development of critical thinking capabilities. 相似文献
4.
Our meta-analysis investigates the effectiveness of the concept mapping method compared with the traditional teaching method, for the improvement of critical thinking ability and disposition outcomes. We included studies measuring students' critical thinking through standardised tests, comparing an experimental (concept mapping) group with a control (traditional teaching) one. Effect sizes for critical thinking ability and disposition outcomes were pooled with a random-effects model. We included in our meta-analysis 21 studies (108 comparisons) involving 1695 students. The concept mapping method was more effective than the traditional teaching method at posttest for the improvement of critical thinking ability (g = 0.531, 95% CI 0.279 to 0.783) and disposition (g = 0.648, 95% CI 0.266 to 1.031). Heterogeneity was moderate to high, Egger's test did not indicate any evidence of publication bias; however, both visual inspection of the Funnel plot and Duval and Tweedie's trim and fill method indicated potentially three missing studies for critical thinking ability and two for critical thinking disposition. Additionally, we analysed the potential moderating effect of students' demographic characteristics, educational conditions, concept mapping elaboration methods and allocation type. Allocation type was a significant moderator, having a strong effect on concept mapping for critical thinking abilities in randomised studies (g = 0.739, 95% CI 0.356 to 1.122), but its effect is low in non-randomised studies (g = 0.265, 95% CI 0.014 to 0.517). 相似文献
5.
In this article, we propose that guiding teachers to examine the regulative/discursive norms of school mathematics with tools
derived from social semiotics can serve two related goals: (1) to deconstruct the “math is math period!” disposition in prospective
teachers by promoting their critical understanding of the symbolic domination work they often unknowingly perform and (2)
to reconstruct a more socio-political disposition by equipping them with tools for decoding the dominant discursive practices
of school mathematics. After reviewing research on the social semiotics of mathematics education, we discuss two sample teacher
education tasks designed with the above goals in mind. 相似文献
6.
The Interrelation of First-Year College Students’ Critical Thinking Disposition, Perceived Academic Control, and Academic Achievement 总被引：2，自引：0，他引：2
Robert H. Stupnisky Robert D. Renaud Lia M. Daniels Tara L. Haynes Raymond P. Perry 《Research in higher education》2008,49(6):513-530
While a great deal of research has examined students’ critical thinking skills, less is known about students’ tendencies to
use these skills. Specifically, little is known about what factors contribute to students developing a disposition to think
critically or what impact this disposition has on college students’ academic achievement. Perceived control, which has been
found to be an important factor in college students’ academic success, may be an important factor in developing this disposition.
The current longitudinal study examined the reciprocal-effects between critical thinking disposition and perceived academic
control, and their comparative influences on academic achievement in 1196 first-year college students. Using a two-wave, two-variable
cross-lag structural equation model, a reciprocal-effect was found whereby students’ perceived academic control predicted
their subsequent critical thinking disposition, and students’ critical thinking disposition predicted their subsequent perceived
academic control. Furthermore, after controlling for high school academic performance, perceived academic control was found
to have a stronger impact on students’ GPAs than critical thinking disposition. Implications of fostering a critical thinking
disposition and perceived academic control among college students are discussed.
相似文献
| Robert H. StupniskyEmail: |
7.
Critical thinking is a recurrent educational ambition. At the same time, it is not self-evident how that ambition can be realised. This is partly due to the different perspectives from which Critical Thinking can be approached. The literature on critical thinking is extensive and diverse, different meanings and aspects of critical thinking have been explored. However, there is agreement among several researchers that critical thinking entails both ability and attitudinal components. Research in psychology on different types of cognitive processing has similarly pointed to the importance of both skills and attitudes. This article builds on a tripartite notion of disposition that has been proposed in the context of education. The tripartite dispositional perspective on which we elaborate highlights the importance of ability, inclination and sensitivity. We describe and discuss an educational protocol aligned with the tripartite conceptualisation of disposition. The protocol identifies characteristics of powerful learning environments. We propose that the proposed educational protocol—aligned to Critical Thinking education goals, conditions and interventions—can be used for fostering critical thinking. More specifically, the use of four types of interventions are recommended: (1) modelling, (2) inducing, (3) declaring and (4) surveillance. Finally, we underscore that there is a need for further research on the use of the educational protocol. 相似文献
8.
何庄 《湖南师范大学社会科学学报》2001,30(1):101-105
从晚唐诗人杜牧诗歌和生平思想的分析中 ,可以看出其诗歌中存在鲜明的喜秋意识。这种喜秋意识的形成 ,与杜牧的襟怀抱负、心性气质和家世等因素有着直接的渊源关系 相似文献
9.
《Educational Philosophy and Theory》2013,45(4):449-459
Critical thinking has come to be defined as and aligned with ‘good’ thinking. It connects to the value placed on rationality and agency and is woven into conceptions of what it means to become a person and hence deserve respect. Challenges to the supremacy of critical thinking have helped to provoke richer and fuller interpretations and critical thought is prevalent in talk of what it is to become a person and more fundamentally to educate. The capacity for critical thought may indeed be one significant aspect of developed personhood; however an emphasis on critical thought as the main source of respect for persons raises a number of issues about what might therefore be excluded or neglected. A number of alternative views that try to retrieve a more ‘humanised’ view of how we exist in the world are examined and are found to suggest that human consciousness as a mark of personhood should be seen as rooted in bodily senses and a more aesthetic orientation towards the world that moves us away from critical thought and rationality as the single indicators of ‘good’ thinking. 相似文献
10.
批判性思维培养对大学生的创新精神和创造力发展具有十分重要的作用,而对批判性思维能力的评价是培养过程中的一个重要环节。通过采用"加利福尼亚批判性思维倾向测量表"和"加利福尼亚批判性思维技能测试"对一所"双一流"建设高校不同年级学生进行批判性思维能力的调查评价,发现学生广泛具有良好甚至较强的批判性思维技能,但有超过26%的受调查学生不具备批判性思维倾向或气质。因此,建设"双一流"高校在培养大学生批判性思维能力,尤其是批判性思维倾向方面还有较大的提升空间。据此提出培养大学生批判性思维能力的策略和建议。 相似文献
11.
为了了解在校大专护生评判性思维倾向性的现状,为高等护理教学改革提供依据,本文对在校236名全日刺护理大专生运用评判性思维倾向测量表（CTDI-CV）进行问卷调查。结果表明,高职高专护生评判性思维能力强的学生比例很小,在系统化能力、评判性思维的自信心、寻找真相方面的评判性思维特质尤需加强,应进一步加大教学改革力度,进行有针对性的课程设置,以促进学生评判性思维能力的培养。 相似文献
12.
庞进生 《周口师范学院学报》2006,23(5):45-47
根据数学方法论，结合微积分的教学，利用数形结合思想来培养学生的形象思维，使学生熟悉数学发现的思维过程，从而提高学生的创新能力，形成科学素质和科学精神． 相似文献
13.
The purpose of this paper is to articulate a conceptual model of how and why sport organizations engage in environmentally-friendly business practices. In drawing from multiple theoretical frameworks (i.e., institutional theory, upper echelon theory, identity theory), we argue that functional, political, and social pressures are likely to positively influence an organization to adopt green management techniques. These relationships are thought to be moderated by the top management team's disposition toward environmentalism. Possible outcomes of these changed business practices include cost savings, increased competitive advantage, goodwill perceptions among consumers, and increased fan identification. 相似文献
14.
本文采用《加利福尼亚批判性思维倾向问卷调查》对一所地方综合性高校的679名学生进行调查。调查结果表明,该校大学生批判性思维倾向总体缺乏,急需加强批判性思维教育;在批判性思维的七个维度:求真性、思想开放性、分析性、系统性、自信性、好奇性和成熟性中,成熟性的得分相对最高,说明该校学生的批判性思维倾向的形成主要以自然成熟为主。 相似文献
15.
This study examined the relationship between environment‐based education and high school students' critical thinking skills and disposition toward critical thinking. Four hundred four 9th and 12th grade students from 11 Florida high schools participated in the study. A Pretest‐Posttest Nonequivalent Comparison Group Design (9th grade) and a Posttest Only Nonequivalent Comparison Group Design (12th grade) were used. Interviews of students and teachers were used in the classic sense of triangulation. Data collection took place over the 2001–2002 school year. When controlling for pretest score, grade point average (GPA), gender, and ethnicity, environment‐based programs had a positive effect on 9th grade students' critical thinking skills (p=.002). When controlling for GPA, gender, and ethnicity, environment‐based programs had a positive effect on 12th grade students' critical thinking skills (p < .001) and disposition toward critical thinking (p < .001). The results of this study support the use of environment‐based education for improving critical thinking and can be used to guide future implementation. 相似文献
16.
姬沈育 《信阳师范学院学报(哲学社会科学版)》2006,26(5):95-99
虞集文学思想的主要内容为:倡导“宗唐得古”;追求“舒迟而淡泊”的诗风;主张“性情之正”;提倡平淡悠远的文章风格等。虞集是元中期“雅正”文学思潮的集中代表,其文学思想在当时和后世均产生了相当大的影响。 相似文献
17.
Louise L. Polak 《College Teaching》2013,61(3):169-171
AbstractAlthough faculty agree that critical thinking is an important learning outcome for college courses, experts disagree on how to define and conceptualize critical thinking. Some researchers see it as a general skill, similar to reading or mathematics. Others see it as highly specific to each academic discipline, with critical thinking in one discipline being qualitatively different than critical thinking in another discipline. However, researchers to date have not yet tried to conceptualize how critical thinking might systematically vary across disciplines. The purpose of this study was to gather definitions of critical thinking from faculty in a range of disciplines and compare these domain-specific definitions to each other. Across disciplines, faculty defined critical thinking as applying knowledge to new situations, considering different viewpoints, evaluating options and evidence, and having a critical thinking disposition. The article concludes with suggestions for fostering critical thinking skills in general education courses. 相似文献
18.
《Educational Philosophy and Theory》2013,45(6):604-621
The aim of this article is to investigate possibilities for conceptions of critical thinking beyond the established educational framework that emphasizes skills. Distancing ourselves from the older rationalist framework, we explain that what we think wrong with the skills perspective is, amongst other things, its absolutization of performativity and outcomes. In reviewing the relevant discourse, we accept that it is possible for the skills paradigm to be change‐friendly and context‐sensitive but we argue that it is oblivious to other, non‐purposive kinds of rationality that are indispensable to critical thought. Our suggestion is that there is an aporetic element in critical thought that is missing from contemporary educational positions. We consider some other efforts to redeem the surplus of criticality that performativity fails to take into account and conclude that the aporetic element that we highlight accommodates better than other theories do the significance of thematizing the taken‐for‐granted instead of focusing on problem solving. 相似文献
19.
Metacognitive strategies that enhance critical thinking 总被引：1，自引：0，他引：1
The need to cultivate students’ use of metacognitive strategies in critical thinking has been emphasized in the related literature.
The present study aimed at examining the role of metacognitive strategies in critical thinking. Ten university students with
comparable cognitive ability, thinking disposition and academic achievement but with different levels of critical thinking
performance participated in the study (five in the high-performing group and five in the low-performing group). They were
tested on six thinking tasks using think-aloud procedures. Results showed that good critical thinkers engaged in more metacognitive
activities, especially high-level planning and high-level evaluating strategies. The importance of metacognitive knowledge
as a supporting factor for effective metacognitive regulation was also revealed. The contribution of metacognitive strategies
to critical thinking and implications for instructional practice are discussed. 相似文献
20.
基础教育信息化城乡均衡发展:问题与对策——浙江省台州市的实证研究 总被引：1，自引：0，他引：1
目前我国城乡基础教育校园网络建设、教育信息化资源配置以及信息技术课程开设等方面有着巨大的差距。其原因,一是受城市化倾向与重点学校思维定势的影响,二是建设过程中重硬件轻软件、重设备轻应用;三是以传统纸质图书资源的建设思路建设现代网络数字化教育信息资源。为改变现状,应实行以县为中心建设大型数字化教育信息资源库,实现辖区内各级各类学校资源共享;县域以乡镇为单位,周期性划拨基础教育信息化建设资金;保障基础教育信息化硬件、软件两方面同步建设。 相似文献