کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
365912 621243 2009 13 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Instructional effects on critical thinking: Performance on ill-defined issues
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روانشناسی رشد و آموزشی
پیش نمایش صفحه اول مقاله
Instructional effects on critical thinking: Performance on ill-defined issues
چکیده انگلیسی

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.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Instruction - Volume 19, Issue 4, August 2009, Pages 322–334
نویسندگان
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