ERIC Number: EJ1368630
Record Type: Journal
Publication Date: 2023-Apr
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1387-1579
EISSN: EISSN-1573-1855
How to Teach Critical Thinking: An Experimental Study with Three Different Approaches
Orhan, Ali; Çeviker Ay, Sule
Learning Environments Research, v26 n1 p199-217 Apr 2023
The aim of this study was to examine the effects of critical thinking (CT) teaching involving general, immersion, and mixed approaches on the CT skills and dispositions of high-school students. The study, which had three experimental groups (EG) and one control group, employed a pretest--posttest control-group quasi-experimental design. CT teaching was initiated with a general approach in EG I, an immersion approach in EG II, and a mixed approach in EG III. The Critical Thinking Skill Test and UF/EMI Critical Thinking Disposition Instrument were used to collect the data. General, immersion, and mixed approaches improved CT skills and dispositions, with a large effect size for the improvement of CT skills. CT teaching with general, immersion, and mixed approaches had large, moderate, and small effects, respectively, on improving CT dispositions. In terms of improving CT skills and dispositions, the most effective approach, respectively, was the general, mixed, and immersion approach.
Descriptors: Critical Thinking, Teaching Methods, Skill Development, High School Students, Thinking Skills, Cognitive Tests, Measures (Individuals), Student Improvement
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Cornell Critical Thinking Test; California Critical Thinking Disposition Inventory
Grant or Contract Numbers: N/A