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TEACHERS' CRITICAL THINKING AND PERF...

FONTANA, LYNN ANN.

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TEACHERS' CRITICAL THINKING AND PERFORMANCE IN TEACHING SOCIAL STUDIES.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	TEACHERS' CRITICAL THINKING AND PERFORMANCE IN TEACHING SOCIAL STUDIES./
作者:	FONTANA, LYNN ANN.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1980,
面頁冊數:	146 p.
附註:	Source: Dissertations Abstracts International, Volume: 41-07, Section: A.
Contained By:	Dissertations Abstracts International41-07A.
標題:	Social studies education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8029223

TEACHERS' CRITICAL THINKING AND PERFORMANCE IN TEACHING SOCIAL STUDIES.
FONTANA, LYNN ANN.

TEACHERS' CRITICAL THINKING AND PERFORMANCE IN TEACHING SOCIAL STUDIES. - Ann Arbor : ProQuest Dissertations & Theses, 1980 - 146 p.

Source: Dissertations Abstracts International, Volume: 41-07, Section: A.

Thesis (Ph.D.)--Indiana University, 1980.

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

This study explored the relationship between teachers' ability to think critically and their ability to plan and implement instruction toward the goal of critical thinking by testing some of the relationships in a model of cognitive classroom interaction. The classroom interaction model suggested many relationships, but a limited number were examined. Seven hypotheses were tested which suggested positive relationships among teachers' cognitive verbal behavior, teachers' cognitive planning, students' cognitive verbal behavior, teachers' academic success, and teachers' critical thinking. An open-ended question was also pursued regarding differences in teacher-student cognitive verbal behavior unique to high and low cognitive lessons. Data for this study were gathered from a convenience sample of 21 secondary social studies pre-service teachers. Teachers' college gradepoint average was used as an indicator of academic success, and the Cornell Critical Thinking Test was used to measure teachers' critical thinking. Two instruments designed by the researcher were used to gather the remainder of the data. One instrument provided a rating of the cognitive level of teachers' written unit plans. A second instrument facilitated the determination of percent of teacher and student behavior and classroom interaction at high and low cognitive levels by providing a schema for coding cognitive level of classroom verbal behavior in a microteaching setting with small groups of eighth-grade students. Correlations and factor analysis were used to determine the nature, strength, and direction of the relationships. Sequence analysis was used with the observation data to discern teacher and student verbal behavior patterns in high and low cognitive level lessons. The correlational results supported positive relationships between teachers' critical thinking and teachers' cognitive verbal behavior; teachers' critical thinking and teachers' cognitive planning; teachers' cognitive verbal behavior and students' cognitive behavior; and teachers' academic success and teachers' cognitive planning. There were no significant relationships between teachers' cognitive planning and teachers' cognitive verbal behavior, or between teachers' academic success and teachers' cognitive verbal behavior. Sequence analysis highlighted differences in high and low cognitive level lessons. High cognitive lessons were characterized by less teacher talk but more teacher responding behavior and more student talk than lower cognitive level lessons. In higher cognitive lessons, students were more likely to follow their own opinions with reasons, without the prompting of teachers. Orthogonal factor analysis resulted in a two-factor solution. One factor was associated with cognitive verbal abilities and the second with academic and planning performance. Critical thinking loaded highest on the cognitive verbal factor. Overall, the results supported the classroom interaction model and had implications for teacher selecting and training.Subjects--Topical Terms:

3422293
Social studies education.

TEACHERS' CRITICAL THINKING AND PERFORMANCE IN TEACHING SOCIAL STUDIES.
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520 $a This study explored the relationship between teachers' ability to think critically and their ability to plan and implement instruction toward the goal of critical thinking by testing some of the relationships in a model of cognitive classroom interaction. The classroom interaction model suggested many relationships, but a limited number were examined. Seven hypotheses were tested which suggested positive relationships among teachers' cognitive verbal behavior, teachers' cognitive planning, students' cognitive verbal behavior, teachers' academic success, and teachers' critical thinking. An open-ended question was also pursued regarding differences in teacher-student cognitive verbal behavior unique to high and low cognitive lessons. Data for this study were gathered from a convenience sample of 21 secondary social studies pre-service teachers. Teachers' college gradepoint average was used as an indicator of academic success, and the Cornell Critical Thinking Test was used to measure teachers' critical thinking. Two instruments designed by the researcher were used to gather the remainder of the data. One instrument provided a rating of the cognitive level of teachers' written unit plans. A second instrument facilitated the determination of percent of teacher and student behavior and classroom interaction at high and low cognitive levels by providing a schema for coding cognitive level of classroom verbal behavior in a microteaching setting with small groups of eighth-grade students. Correlations and factor analysis were used to determine the nature, strength, and direction of the relationships. Sequence analysis was used with the observation data to discern teacher and student verbal behavior patterns in high and low cognitive level lessons. The correlational results supported positive relationships between teachers' critical thinking and teachers' cognitive verbal behavior; teachers' critical thinking and teachers' cognitive planning; teachers' cognitive verbal behavior and students' cognitive behavior; and teachers' academic success and teachers' cognitive planning. There were no significant relationships between teachers' cognitive planning and teachers' cognitive verbal behavior, or between teachers' academic success and teachers' cognitive verbal behavior. Sequence analysis highlighted differences in high and low cognitive level lessons. High cognitive lessons were characterized by less teacher talk but more teacher responding behavior and more student talk than lower cognitive level lessons. In higher cognitive lessons, students were more likely to follow their own opinions with reasons, without the prompting of teachers. Orthogonal factor analysis resulted in a two-factor solution. One factor was associated with cognitive verbal abilities and the second with academic and planning performance. Critical thinking loaded highest on the cognitive verbal factor. Overall, the results supported the classroom interaction model and had implications for teacher selecting and training.
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