東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The development and field testing of...

Cheak, Marie Jaegle.

Linked to FindBook

Google Book

Amazon

博客來

The development and field testing of an instrument designed to measure critical thinking in environmental education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The development and field testing of an instrument designed to measure critical thinking in environmental education./
Author:	Cheak, Marie Jaegle.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2000,
Description:	126 p.
Notes:	Source: Dissertations Abstracts International, Volume: 62-07, Section: A.
Contained By:	Dissertations Abstracts International62-07A.
Subject:	Literacy. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9982046
ISBN:	9780599885646

The development and field testing of an instrument designed to measure critical thinking in environmental education.
Cheak, Marie Jaegle.

The development and field testing of an instrument designed to measure critical thinking in environmental education. - Ann Arbor : ProQuest Dissertations & Theses, 2000 - 126 p.

Source: Dissertations Abstracts International, Volume: 62-07, Section: A.

Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2000.

This item must not be sold to any third party vendors.

The purpose of this study was to develop and field test an instrument designed to measure students' critical thinking, as they engage in literacy tasks in the specific domain of environmental education. Recent educational reform movements have spawned drafting and revision of goals and standards of academic achievement at national and state levels. Current educational reform initiatives call for national and state standards that incorporate critical thinking skills into the broader curriculum. The Critical Thinking Test in Environmental Education (CTTEE) was field tested on a sample of students from the eighth-grade, eleventh-grade and the college level. Intact classes were comprised of students engaged in particular inquiry-based model of instruction in the domain of environmental education. Subjects were ranked by their respective teachers to a status of master, non-master or neither based on the teacher's perception of an individual student's level of sophistication of critical thinking ability. The CTTEE is composed of three sections representative of critical thinking abilities in three areas: Conclusions, Inferences and Identifying Bias. Results were analyzed to gauge the quality of individual test items, establish reliability estimates and establish validity. Point-biserial correlations and descriptive statistics were conducted on individual test items for two levels, high school and college. Reliability estimates, using the Cronbach alpha for the high school and college groups were .87 and .70, respectively. Measures of validity included expert judges' opinion on content validity, point-biserial correlations on the status and an analysis of covariance. Point-biserial correlations gave a measure of concurrent validity with statistically significant coefficients for both the high school and college groups. The ANCOVA question asked if grade level and status were predictive of scores obtained on the CTTEE over and above overall academic achievement. It was found that both independent variables were predictive at a .05 level of significance. Further evidence of validity was suggested by the means of the groups, with masters scoring higher than non-masters and older more sophisticated subjects scoring higher than younger less sophisticated subjects. Also included are educational implications and recommendations for further research.

ISBN: 9780599885646Subjects--Topical Terms:

528342
Literacy.
Subjects--Index Terms:

Critical thinking

The development and field testing of an instrument designed to measure critical thinking in environmental education.
LDR:03769nmm a2200409 4500 001 2282972
005 20211022115813.5
008 220723s2000 ||||||||||||||||| ||eng d
020 $a 9780599885646
035 $a (MiAaPQ)AAI9982046
035 $a AAI9982046
040 $a MiAaPQ $c MiAaPQ
100 1 $a Cheak, Marie Jaegle. $3 3561860
245 1 4 $a The development and field testing of an instrument designed to measure critical thinking in environmental education.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2000
300 $a 126 p.
500 $a Source: Dissertations Abstracts International, Volume: 62-07, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Erickson, Lawrence G.
502 $a Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2000.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The purpose of this study was to develop and field test an instrument designed to measure students' critical thinking, as they engage in literacy tasks in the specific domain of environmental education. Recent educational reform movements have spawned drafting and revision of goals and standards of academic achievement at national and state levels. Current educational reform initiatives call for national and state standards that incorporate critical thinking skills into the broader curriculum. The Critical Thinking Test in Environmental Education (CTTEE) was field tested on a sample of students from the eighth-grade, eleventh-grade and the college level. Intact classes were comprised of students engaged in particular inquiry-based model of instruction in the domain of environmental education. Subjects were ranked by their respective teachers to a status of master, non-master or neither based on the teacher's perception of an individual student's level of sophistication of critical thinking ability. The CTTEE is composed of three sections representative of critical thinking abilities in three areas: Conclusions, Inferences and Identifying Bias. Results were analyzed to gauge the quality of individual test items, establish reliability estimates and establish validity. Point-biserial correlations and descriptive statistics were conducted on individual test items for two levels, high school and college. Reliability estimates, using the Cronbach alpha for the high school and college groups were .87 and .70, respectively. Measures of validity included expert judges' opinion on content validity, point-biserial correlations on the status and an analysis of covariance. Point-biserial correlations gave a measure of concurrent validity with statistically significant coefficients for both the high school and college groups. The ANCOVA question asked if grade level and status were predictive of scores obtained on the CTTEE over and above overall academic achievement. It was found that both independent variables were predictive at a .05 level of significance. Further evidence of validity was suggested by the means of the groups, with masters scoring higher than non-masters and older more sophisticated subjects scoring higher than younger less sophisticated subjects. Also included are educational implications and recommendations for further research.
590 $a School code: 0209.
650 4 $a Literacy. $3 528342
650 4 $a Reading instruction. $3 2122756
650 4 $a Educational evaluation. $3 526425
650 4 $a Curricula. $3 3422445
650 4 $a Teaching. $3 517098
653 $a Critical thinking
653 $a Environmental education
653 $a Instrument validation
653 $a Reform
690 $a 0535
690 $a 0535
690 $a 0288
690 $a 0727
690 $a 0727
710 2 $a Southern Illinois University at Carbondale. $3 718932
773 0 $t Dissertations Abstracts International $g 62-07A.
790 $a 0209
791 $a Ph.D.
792 $a 2000
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9982046