Using interactive management to facilitate a student-centred conceptualisation of critical thinking: a case study     

Christopher P. Dwyer  Michael J. Hogan  Owen M. Harney  John O’Reilly 《Educational technology research and development : ETR & D》2014,62(6):687-709

Critical thinking (CT) is a metacognitive process, consisting of a number of sub-skills and dispositions, that, when used appropriately, increases the chances of producing a logical solution to a problem or a valid conclusion to an argument. CT has been identified as a fundamental learning objective of third-level education; however, students often report not being given the opportunity to adequately understand and cultivate CT skills. Though most CT interventions are designed based on academic or expert definitions of CT skills, students are rarely, if ever, asked to guide their instruction by describing their perspectives on what constitutes CT. The current case study investigated students’ conceptualisations of what constitutes good CT using a collective intelligence methodology, interactive management. Interactive management (IM) is a computer-assisted process that allows a group to build a structural model describing relations between elements in a system. Though decades of research on group decision-making in educational and social psychology highlight the many limitations associated with group problem solving (e.g. as a result of an over-reliance on heuristics, cognitive biases and ‘groupthink’), a fundamental skill for making decisions and solving problems is the ability to collectively visualise the structure of a shared problem, and use this knowledge to design solutions and strategies for collective action. Results of IM group work from the current case study revealed five core CT skills (clarity of expression, conversational skill, inference, evaluation, and explanation), five CT dispositions (detachment, listening, systematicity, recognising uncertainty, and self-questioning) and fourteen structural relationships among them. The ability to detach, listen and engage in conversation with others, were seen as fundamental drivers of all other competencies in the system. Results are discussed in light of research and theory on CT and best practice for CT instruction.  相似文献   

Assessing Outcomes: Practical Methods and Evidence          下载免费PDF全文

Jon Moore  Jesse Owen 《Journal of College Counseling》2014,17(2):175-185

University counseling center clients’ (N = 52) perceptions of precounseling functioning were highly correlated with their actual well‐being scores at intake. The magnitude of change based on perceptions of precounseling functioning to current well‐being was approximately double of what is found from the difference of actual precounseling well‐being to current well‐being scores. Retrospective methods for assessing precounseling functioning are best suited for comparison among clients or counseling processes.  相似文献   

Psychometric reevaluation of the scientific attitude inventory‐revised (SAI‐II)     

Michael J. Lichtenstein  Steven V. Owen  Cheryl L. Blalock  Yan Liu  Kacy A. Ramirez  Linda A. Pruski  Carolyn E. Marshall  Mary Anne Toepperwein 《科学教学研究杂志》2008,45(5):600-616

The central purposes of this study were to review the development and evolution of the Scientific Attitude Inventory (SAI) and then reevaluate the psychometric properties of the revised form of the SAI, the Scientific Attitude Inventory II (SAI‐II). The SAI‐II was administered to a convenience sample of 543 middle and high school students from five teachers in four schools in four school districts in San Antonio, Texas, at the beginning of the 2004–2005 school year. Confirmatory factor analysis on the full data set failed to support the existence of a 12‐factor structure (as proposed by the scale developers) or a one‐factor structure. The data were then randomly divided into exploratory [exploratory factor analysis (EFA)] validation and confirmatory [confirmatory factor analysis (CFA)] cross‐validation sets. Exploratory and confirmatory models yielded a three‐factor solution that did not fit the data well [χ² (321) = 646, p < .001; RMSEA = .061 (.90 CI = .054–.068); and CFI = .81]. The three factors were labeled “Science is About Understanding and Explaining” (13 items), “Science is Rigid” (6 items), and “I Want to Be a Scientist” (8 items). The α‐coefficients for these three factors ranged from 0.59 to 0.85. Whether these identified subscales are valid will require independent investigation. In this sample, and consistent with prior publications, the SAI‐II in its current form did not have satisfactory psychometric properties and cannot be recommended for further use. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 600–616, 2008  相似文献   

The Université in France after 1968: as seen from Britain     

T.A. Owen 《Compare》1978,8(2):129-140

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Documenting the world’s sociological literature:Sociological abstracts     

Miriam Chall  Terry M. Owen 《Publishing Research Quarterly》1995,11(3):83-95

Since its founding in 1953,Sociological Abstracts has abstracted and indexed the worldwide literature of sociology and the related social sciences. Growth and specialization within the field are reflected in the number of publications screened, the addition of new document types, the range of languages covered, and the increased specificity of indexing and classication.  相似文献   

An interview with Dr David Owen.     

D Owen 《Special education: forward trends》1975,2(3):25-26

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The florentine and sienese renaissance: A monopsonistic explanation     

Virginia Lee Owen 《Journal of Cultural Economics》1977,1(1):33-55

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ICT for education: a conceptual framework for the sustainable adoption of technology-enhanced learning environments in schools     

David Owen  Brian Hudson  Tarja Tervola 《Technology, Pedagogy and Education》2013,22(3):291-306

The paper presents an evaluation of student and tutor experiences in the introductory module of a European Masters programme in e‐Learning, Multimedia and Consultancy. The aims and outline of the Masters programme are described, together with the pedagogical approach adopted in the introductory module which explores open and flexible learning environments with students and tutors from four European countries. The second part of the paper evaluates the success of the teaching and learning that occurred in this unit, from the perspective of both the students and tutors. Data collected include student and tutor written evaluations, reflections on the authors’ own roles in the programme, and analysis of the products contained in the environment. The paper concludes by detailing future developments in the Masters programme that have been influenced by this cycle of evaluation.  相似文献   

A Teacher‐centred Model of Development in the Educational Use of Computers     

Martin Owen 《Technology, Pedagogy and Education》2013,22(1):127-137

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Conceptualizing Justice: Revising the Introductory Criminal Justice Course*     

Stephen S. Owen  Henry F. Fradella  Tod W. Burke  Jerry Joplin 《Journal of Criminal Justice Education》2013,24(1):3-22

Criminal justice is often criticized for lacking theoretical grounding. This article argues that the introductory criminal justice course should be reconceptualized in such a way that permits a critical assessment of theoretical bases underlying crime, law and justice. Doing so would better prepare students to understand key questions in the study of criminal justice and would also help give criminal justice greater credibility as a stand‐alone academic discipline. In addition to presenting the benefits of a theory‐driven introductory course, possible content and pedagogy are described.  相似文献