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The role of thinking frames in developing teachers' critical thinking skills and dispositions.

机译：思维框架在发展教师的批判性思维技能和性格方面的作用。

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摘要

The purpose of the study was to determine the role of thinking frames in developing teachers' critical thinking skills and dispositions. The subjects were 47 elementary teachers who participated in a ten-week in-service. Treatments were randomly assigned to three groups. The experimental group received instruction in Richard Paul's Critical Thinking Remodeling of Lesson Plans with the inclusion of a thinking frame, a graphic representation of critical reflection. The comparison group received the same instruction with the exclusion of the thinking frame. The base-line group was instructed using a traditional approach which excluded both critical thinking skills and a thinking frame. The major findings of the study were as follows: (1) Teachers who were taught in the experimental group did not obtain statistically different scores on the Ennis-Weir Critical Thinking Essay Test than the teachers taught in the comparison or base-line groups (2) Teachers across groups showed nonsignificant differences in how they perceived themselves as thinkers when measured by Edward's Self-Concept as a Thinker Scale (3) Teachers in the experimental group reached a higher level of reflectivity as assessed by Van Mannen's Levels of Reflectivity than teachers in the comparison and base-line groups. The results of one-way analysis of variance (ANOVA) at the.05 significance level revealed that there were no statistically significant differences. However, in the qualitative analysis of the data the results indicate that teachers in the experimental group reached a higher level of critical reflection. Thinking frames seem to be a process for helping teachers become more critically reflective. They facilitate understanding of the mental constructs and processes that underlie teacher behavior, a must for the portrayal of cognitive theory in teachers' development. The discussion section offers valuable insights for educators interested in studying the complexity of teachers' thought processes and development of critical reflection. Recommendations for further research as well as the limitations of the study are included.
机译：该研究的目的是确定思维框架在发展教师的批判性思维技能和性格中的作用。受试者为47名小学教师，他们参加了为期10周的服役。治疗被随机分为三组。实验小组在Richard Paul的“教学计划的批判性思维重塑”中接受了指导，其中包括一个思维框架（批判性反思的图形表示）。比较组在不考虑思维框架的情况下接受了相同的指导。基线小组是使用传统方法进行指导的，该方法既排除了批判性思维技能，又排除了思维框架。这项研究的主要发现如下：（1）实验组的老师在Ennis-Weir批判性思维作文测试中获得的分数与对照组或基线组的老师没有统计学差异（2 ）各个小组的教师在以爱德华的自我概念作为思想者量表进行衡量时，在看待自己作为思想家的方式上没有显着差异（3）根据范·曼嫩（Van Mannen）的反射率水平评估，实验组的教师达到了更高的反射率水平。比较组和基准组。在.05显着性水平上的单向方差分析（ANOVA）结果表明，没有统计学上的显着差异。但是，在对数据进行定性分析后，结果表明实验组的教师达到了更高的批判性反思水平。思维框架似乎是帮助教师更具批判性反思的过程。它们有助于理解构成教师行为的心理构造和过程，这是在教师发展中刻画认知理论的必要条件。讨论部分为有兴趣研究教师思维过程的复杂性和批判性思考发展的教育者提供了宝贵的见解。包括进一步研究的建议以及研究的局限性。

著录项

  • 作者

    Moreyra, Alicia Amalia.;

  • 作者单位

    University of Miami.;

  • 授予单位 University of Miami.;
  • 学科 Education General.Education Teacher Training.Education Adult and Continuing.
  • 学位 Ph.D.
  • 年度 1991
  • 页码 169 p.
  • 总页数 169
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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