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Thinking critically about critical thinking: Developing thinking skills among high school students.

机译:批判性地思考批判性思维:在高中学生中发展思维能力。

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摘要

Secondary school instruction is in a state of crisis; across the United States, over one-third of high school students drop out prior to their senior year and another one-third graduate without the skills needed to succeed in the workplace or in post-secondary school. In school districts serving high minority student populations, the numbers are even more appalling: the high school graduation rate is less than fifty percent. Clearly these figures are linked with socioeconomic status and ethnicity. The negative economic and social consequences of these dismal educational indicators, both nationally and globally, warrant a focused search for and examination of the underlying causes.; Educational researchers, scholars and practitioners have identified the vital need for critical thinking skills in both high school success and life beyond secondary school; it is also evident that a content-driven high school curriculum often fails to provide instruction in specific thinking strategies. The primary goal of this dissertation was to develop and implement a program of instruction in explicit, transferable critical thinking skills at a low-performing school serving a disadvantaged population of high school students using a free, Web-based program. Corollary to this aim was to determine the efficacy of explicit vs. imbedded instruction. Because specific measurement of critical thinking among adolescents has not been well reported in the literature, a key issue was the metric used, The Halpern Critical Thinking Assessment Using Everyday Situations was selected as it requires both constructed responses as well as objective choice selection.; The group that participated in the explicit instructional format had significantly greater positive gains on the posttest of critical thinking. Secondary to the main thesis was the consideration of covariate data, including high-stakes test scores (both achievement tests and the California High School Exit Exam), GPA, English, Math and Science course levels, disposition and basic cognitive skills. Important relationships were identified between those variables and critical thinking. Gender was found to have significant correlations with verbal and spatial abilities, providing further evidence that all instruction should be designed to both build and bridge learning propensities.
机译:中学教学处于危机状态;在美国,超过三分之一的高中生在高三之前就辍学了,另有三分之一的毕业生没有在职场或中学后获得成功所需的技能。在为少数族裔学生群体服务的学区,这一数字更加令人震惊:高中毕业率不到百分之五十。这些数字显然与社会经济地位和种族联系在一起。这些令人沮丧的教育指标在国家和全球范围内对经济和社会造成的消极后果,需要重点研究和调查其根本原因。教育研究人员,学者和从业人员已经确定了在高中成功和中学后生活中对批判性思维技能的迫切需求;同样明显的是,以内容为导向的高中课程通常无法提供有关特定思维策略的指导。本论文的主要目标是,通过免费的基于Web的程序,在服务于弱势群体的高中学生的低绩效学校中,开发并实施针对显性,可转移的批判性思维技能的教学程序。此目标的必然结果是确定显式教学与嵌入式教学的功效。由于未对青少年的批判性思维进行具体的测量,文献中还没有很好的报道,一个关键问题是所使用的度量标准,选择了《使用日常情况进行哈尔彭的批判性思维评估》,因为它既需要结构化的回应,也需要客观的选择。参加显式教学形式的小组在批判性思维的后测中具有明显更大的积极收获。主要论文的次要因素是协变量数据,包括高分测试成绩(成绩测试和加利福尼亚高中毕业考试),GPA,英语,数学和科学课程水平,性格和基本认知技能。在这些变量和批判性思维之间发现了重要的关系。发现性别与语言和空间能力有着显着的相关性,这进一步证明了所有教学都应设计为建立和缩小学习倾向。

著录项

  • 作者

    Burkhart, Lisa Marin.;

  • 作者单位

    The Claremont Graduate University.;

  • 授予单位 The Claremont Graduate University.;
  • 学科 Education Secondary.; Education Curriculum and Instruction.
  • 学位 Ph.D.
  • 年度 2006
  • 页码 215 p.
  • 总页数 215
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 中等教育;教育;
  • 关键词

  • 入库时间 2022-08-17 11:40:23

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