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Undergraduate students in dyads (N = 72) were randomly and equally assigned to four groups, namely three teaching groups (General, Infusion, and Immersion) and the control group. Students were initially administered the California Critical Thinking Skills Test (CCTST). After instruction, each dyad's critical-thinking performance on an ill-defined problem was tested. A one-way ANCOVA, with the mean CCTST score of each dyad as covariate, indicated that the covariate and the teaching method were significant. Post hoc comparisons showed that the Infusion and the Immersion groups outperformed only the control group. Other quantitative and qualitative analyses revealed that students assigned to the different teaching groups exhibited diverse understandings of critical thinking. 相似文献
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Critical Thinking Beyond Skill 总被引：1，自引：0，他引：1
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Charoula Angeli 《Learning, Media and Technology》2004,29(2):139-151
The study examined the extent to which case‐based learning could have an effect on pre‐service teachers' beliefs about the pedagogical uses of ICT in the classroom. One hundred second year early childhood pre‐service teachers enrolled in an ICT course participated in the study. Research data were collected with a questionnaire, reflection papers, course evaluations and focus interviews. The findings showed that initially the majority of pre‐service teachers had negative beliefs and certain misconceptions regarding the pedagogical uses of ICT and that case‐based learning effected their beliefs and conceptions. Future research studies should examine the extent to which a case‐based learning approach for the teaching of ICT in pre‐service teacher training can actually have an effect on appropriately integrating ICT into real classroom practices. 相似文献
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Two hundred and eighty undergraduates from universities in two countries were asked to read didactic material, and then think and write about potential solutions to an ill-defined problem. The writing was conducted within a synchronous or asynchronous computer-mediated communication (CMC) environment. Asynchronous CMC took the form of email exchanges between American learners only, Southern European learners only, and American and Southern European learners together. Synchronous CMC was restricted to dyads consisting of American–American, Southern European–Southern European, and American–Southern European students dialoguing. Additionally, a number of Americans and Southern Europeans were each paired with a content-“mirroring” computer-generated partner to account of the effect of thinking with an unresponsive partner in synchronous CMC. Results revealed that dyadic learners in asynchronous CMC used significantly more reasoning skills to think about solutions to the problem, while dyadic learners in synchronous CMC exchanged significantly more personal knowledge and features of emotion. However, the tendency among dyadic learners to include emotional features in their dialogues was mediated by their cultural background. 相似文献
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Nicos Valanides Maria Papageorgiou Charoula Angeli 《Journal of Science Education and Technology》2014,23(1):26-36
The study provides evidence concerning elementary school children’s ability to conduct a scientific investigation. Two hundred and fifty sixth-grade students and 248 fourth-grade students were administered a test, and based on their performance, they were classified into high-ability and low-ability students. The sample of this study was randomly selected and included 80 students, 40 fourth-grade and 40 sixth-grade students of low and high abilities. Students were specifically instructed to investigate the functioning of a device, to think aloud prior and after any experiment with the device, and to keep a record of their experimental results. The results showed that students were inclined to mainly collect evidence from the experimental space and failed to control variables during their investigation. The majority of the students had difficulties with effectively organizing collected data and failed to coordinate hypotheses with evidence. The significant interaction effect that was found between grade level and ability in terms of students’ investigation ability indicates that the existing gap between high- and low-ability students becomes bigger as students become older. Undoubtedly, ongoing research efforts for identifying patterns of children’s cognitive development will be most valuable as they can have important implications for the design of teaching scenarios and inquiry-based science activities conducive to accelerating students’ cognitive growth and scientific investigation abilities. 相似文献
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This communication discusses an aspect of language and culture that informs the identity of a group of Romany students as
they learn mathematics. Observations were made by the authors in a multicultural community in Athens. We explore how Romany
language roles and features significantly affect the teaching and learning of mathematics. As examples, the use of language
to create belonging, and the centrality of oral traditions are considered. The wider context of this language feature is situated
in, and cannot be separated from, other cultural features such as the everyday economic reality of Romany culture. 相似文献
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Communication in a web-based conferencing system: the quality of computer-mediated interactions 总被引：1，自引：0，他引：1
Charoula Angeli Nicos Valanides Curtis J. Bonk 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(1):31-43
Time constraints and teaching in crowded classrooms restrict in-depth dialogical interaction in teaching and learning. Electronic conferencing systems, however, have the potential to foster online discussions beyond class time. Case-based instruction also constitutes a promising approach in fostering learners' participation and reflection. The purpose of this study was to investigate (a) the extent to which an electronic conferencing system, named COW (“Conferencing on the Web”), facilitates pre-service teachers' communication outside their classroom, when discussing teaching cases from their field experiences, and (b) the potential of COW and case-based instruction to foster quality discourse and promote students' critical-thinking skills. The results showed that students' online discourse was mostly an exchange of personal experiences and did not reflect well-supported reasoning. Future research on the issue of interactivity should address motivational and affective variables related to the implementation of distance-education methods, variations in pedagogical activity and task structure, and the readiness of mentors and learners. 相似文献
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The paper puts forward the argument that critical thinking (and its teaching) should be approached by taking into critical
account operations of authority that blunt the reflective disposition toward written texts. The empirical grounds of this
argument have been examined by means of a specific study. The study explored in a higher-education setting the extent to which
students’ critical thinking was influenced by the authority of textuality. Eighty-two undergraduates were randomly divided
into Group A and Group B. Two passages, extracted from internationally well-known cultural-textual sources, were compiled
into two sets of materials. Set A consisted of an anonymized passage drawn from a text of fascist ideology, and Set B consisted
of an anonymized passage drawn from a text of democratic theory. During the research session, students in Group A received
first Set A and then Set B, and Group B received first Set B followed by Set A. Both sets of materials instructed students
to read each passage, comment upon it, and explain in writing their thinking. The results indicated that students’ critical
thinking was influenced by the authority of textuality per se, that is, by the fact that the distributed excerpts enjoyed the aura of the printed, public, and published text. Also the
very fact that the excerpts were anonymized made the students’ relation to textual authority more direct and unmediated, as
it excluded the impact of the authority of the author on their critical approach. The findings support the basic argument
of the paper as described above and also demonstrate the need to cultivate in schools what the authors describe as the “aporetic”
dimension of critical thinking. 相似文献
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Charoula Angeli Nicos Valanides 《Educational technology research and development : ETR & D》2013,61(3):521-548
The present study investigated the problem-solving performance of 101 university students and their interactions with a computer modeling tool in order to solve a complex problem. Based on their performance on the hidden figures test, students were assigned to three groups of field-dependent (FD), field-mixed (FM), and field-independent (FI) learners, and were instructed to use integrated-format materials and Model-It® in order to solve a problem about immigration policy. The results showed that there were significant differences among the three groups of learners in terms of their problem-solving performance. Consequently, the study employed educational data mining (EDM) methods in order to examine how FD and FI learners actually interacted with Model-It® in order to solve the problem. The EDM methods provided rich analytical information and details about learners’ interactions with the computer tool. Implications for designing effective joint cognitive systems are discussed. 相似文献