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Meeting the Demands of the 21st Century Workplace: Effects of Critical Thinking Instruction on the Application of Critical Thought.

机译：满足21世纪工作场所的需求：批判性思维指导对批判性思维的应用的影响。

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摘要

One of the primary goals of education is to foster critical thinking. Since approximately 1980, both educators and employers have questioned whether the educational system in the United States has adequately prepared students in the area of critical thinking sufficient to meet the demands of 21st century workforce. The problem addressed, therefore, is that students consistently continue to graduate from the U.S. educational system with inadequate critical thinking skills. This problem prompted the researcher to question the transformational effects, if any, of teaching critical thinking within higher education. The intent of explicit critical thinking instruction is not only to increase students' critical thinking skills, but equally important is to enhance their ability to consistently apply those skills in a myriad of situations. The purpose of this quantitative, quasi-experimental study was to examine the change, if any, in critical thinking skills and application of critical thinking among undergraduates based on whether they receive explicit critical thinking instruction throughout an introductory Physics course. The study explored the effects of deliberately teaching critical thinking skills and the application of those skills to real-world situations. Participants included 85 freshman and sophomore cadets enrolled in an introductory physics course at the U.S. Air Force Academy in Colorado Springs, Colorado during the fall semester of 2015. Cadets were randomly sampled from a possible 218 cadets. Data were collected with two instruments: the Halpern Critical Thinking Assessment and a Real World Outcomes (RWO) inventory. Although the raw data revealed increases in participants' critical thinking skills and their ability to apply critical thinking, results of statistical analyses were not consistent with existing literature on critical thinking skills. Of the intended sample size n=85, only 36 participants completed all pre- and post- intervention assessments. With a low sample size all statistical tests indicated no significant relationship between the explicit critical thinking instruction and participants' critical thinking skills or their ability to apply critical thought to real-world situations. Replication of this study, with a larger sample size, is recommended to further examine whether teaching critical thinking would have a transformative effect on participants' critical thinking skills and, more importantly, on their ability to consistently apply those skills in real-world situations.
机译：教育的主要目标之一是培养批判性思维。自大约1980年以来，教育工作者和雇主都开始质疑美国的教育系统是否已在批判性思维领域充分准备了足以满足21世纪劳动力需求的学生。因此，解决的问题是，学生不断地以不足的批判性思维技能从美国教育系统毕业。这个问题促使研究人员质疑高等教育中批判性思维教学的变革效果（如果有）。明确批判性思维教学的目的不仅在于提高学生的批判性思维能力，而且同等重要的是增强他们在各种情况下始终如一地运用这些技能的能力。这项定量，半实验研究的目的是，根据学生是否在整个物理入门课程中都接受了明确的批判性思维指导，来研究其批判性思维技能和批判性思维的应用（如果有）的变化。该研究探索了故意教授批判性思维技能的影响以及这些技能在现实世界中的应用。参与者包括2015年秋季学期在科罗拉多州科罗拉多斯普林斯市美国空军学院攻读物理入门课程的85名新生和大二学员。从可能的218名学员中随机抽取了军校生。使用两种工具收集了数据：哈尔彭批判性思维评估和现实结果（RWO）清单。尽管原始数据显示出参与者的批判性思维技能和他们运用批判性思维的能力有所提高，但统计分析的结果与有关批判性思维技能的现有文献不一致。在预期的样本数量n = 85中，只有36位参与者完成了干预前和干预后的所有评估。由于样本量较小，所有统计测试均表明，明确的批判性思维指导与参与者的批判性思维技能或其将批判性思维应用于现实世界的能力之间没有显着关系。建议以更大的样本量复制该研究，以进一步检查教学批判性思维是否会对参与者的批判性思维技能，以及更重要的是，他们在现实世界中始终如一地运用这些技能的能力产生变革性影响。

著录项

  • 作者

    Grieco, L. Nery.;

  • 作者单位

    Northcentral University.;

  • 授予单位 Northcentral University.;
  • 学科 Educational leadership.;Cognitive psychology.;Educational evaluation.;Higher education.
  • 学位 Ph.D.
  • 年度 2016
  • 页码 145 p.
  • 总页数 145
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:42:44

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