語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
A measure of middle school students'...
~
Gueguen, Michelle.
FindBook
Google Book
Amazon
博客來
A measure of middle school students' ability to think critically when exposed to historical thinking pedagogy.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
A measure of middle school students' ability to think critically when exposed to historical thinking pedagogy./
作者:
Gueguen, Michelle.
出版者:
Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:
156 p.
附註:
Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.
Contained By:
Dissertation Abstracts International77-11A(E).
標題:
Middle school education. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10118407
ISBN:
9781339797380
A measure of middle school students' ability to think critically when exposed to historical thinking pedagogy.
Gueguen, Michelle.
A measure of middle school students' ability to think critically when exposed to historical thinking pedagogy.
- Ann Arbor : ProQuest Dissertations & Theses, 2016 - 156 p.
Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.
Thesis (Ed.D.)--Loyola University Chicago, 2016.
Promoting critical thinking is arguably one of the unifying goals and purpose of education (Bain, 2008; Brophy, 1990; Kuhn, 1999). The primary purpose of this study was thus to gain a deeper understanding of how students think critically about history. Student products were analyzed to look for evidence of critical thinking and deconstructed utilizing Dick's Taxonomy of Critical Thinking (1991) to determine which components of critical thought were most prevalent in student work. While research has shown that critical thinking is feasible in a classroom setting, little empirical evidence exists regarding which aspects of critical thought are most prevalent in student work and how this impacts history instruction.
ISBN: 9781339797380Subjects--Topical Terms:
969762
Middle school education.
A measure of middle school students' ability to think critically when exposed to historical thinking pedagogy.
LDR
:03086nmm a2200325 4500
001
2124626
005
20171031101037.5
008
180830s2016 ||||||||||||||||| ||eng d
020
$a
9781339797380
035
$a
(MiAaPQ)AAI10118407
035
$a
AAI10118407
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
Gueguen, Michelle.
$3
3286631
245
1 2
$a
A measure of middle school students' ability to think critically when exposed to historical thinking pedagogy.
260
1
$a
Ann Arbor :
$b
ProQuest Dissertations & Theses,
$c
2016
300
$a
156 p.
500
$a
Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.
500
$a
Adviser: Ann Marie Ryan.
502
$a
Thesis (Ed.D.)--Loyola University Chicago, 2016.
520
$a
Promoting critical thinking is arguably one of the unifying goals and purpose of education (Bain, 2008; Brophy, 1990; Kuhn, 1999). The primary purpose of this study was thus to gain a deeper understanding of how students think critically about history. Student products were analyzed to look for evidence of critical thinking and deconstructed utilizing Dick's Taxonomy of Critical Thinking (1991) to determine which components of critical thought were most prevalent in student work. While research has shown that critical thinking is feasible in a classroom setting, little empirical evidence exists regarding which aspects of critical thought are most prevalent in student work and how this impacts history instruction.
520
$a
The present study confirmed that middle school students are capable of communicating certain elements of critical thinking in their writing when exposed to primary sources in history instruction. The results underscored the importance of the types of questions instructors ask in requiring students to think about history. Teaching students to think critically requires modeling and practice, and therefore, implementing critical thinking pedagogy in a history classroom must be intentional (Bailin et al, 1999). The lack of evidence of some elements of critical thinking in this study may be useful to educators who wish to incorporate these findings in their everyday lessons. The results indicate that some assignments are more effective than others in soliciting critical thinking, and the types of questions asked strongly influence student responses. In addition, the results indicate that students are consistently able to identify an argument according to Dick's Taxonomy of Critical Thinking (1991). They demonstrate students' ability to raise issues, draw conclusions, and support their claims when dissecting a historical argument. However, students fell short in terms of their ability to analyze arguments throughout the data. Moreover, the data collection provided no evidence of historical empathy demonstrated in student artifacts.
590
$a
School code: 0112.
650
4
$a
Middle school education.
$3
969762
650
4
$a
Pedagogy.
$3
2122828
650
4
$a
Cognitive psychology.
$3
523881
650
4
$a
Social sciences education.
$3
2144735
690
$a
0450
690
$a
0456
690
$a
0633
690
$a
0534
710
2
$a
Loyola University Chicago.
$b
School of Education.
$3
1679291
773
0
$t
Dissertation Abstracts International
$g
77-11A(E).
790
$a
0112
791
$a
Ed.D.
792
$a
2016
793
$a
English
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10118407
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9335238
電子資源
01.外借(書)_YB
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入