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The use of moral dilemmas in teachin...

Thill, Lowell Lambert.

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The use of moral dilemmas in teaching American history: Strategies for improving critical thinking, moral reasoning, and learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The use of moral dilemmas in teaching American history: Strategies for improving critical thinking, moral reasoning, and learning./
Author:	Thill, Lowell Lambert.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1990,
Description:	188 p.
Notes:	Source: Dissertations Abstracts International, Volume: 52-09, Section: A.
Contained By:	Dissertations Abstracts International52-09A.
Subject:	American history. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9105744

The use of moral dilemmas in teaching American history: Strategies for improving critical thinking, moral reasoning, and learning.
Thill, Lowell Lambert.

The use of moral dilemmas in teaching American history: Strategies for improving critical thinking, moral reasoning, and learning. - Ann Arbor : ProQuest Dissertations & Theses, 1990 - 188 p.

Source: Dissertations Abstracts International, Volume: 52-09, Section: A.

Thesis (D.A.)--Illinois State University, 1990.

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

The field of moral/values education was surveyed and the models of inculcation, values clarification, values analysis, and Lawrence Kohlberg's cognitive moral development were sketched. The tradition of moral education in American public schools was delineated. A survey of the literature traced the development of Kohlberg's theory, chronicled the adaptation of his theory to the classroom, and summed research which explored the efficacy of employing dilemma discussions to improve critical thinking and to increase learning. Two experiments were conducted in consecutive school years, examining the effect that dilemma discussions and critical thinking discussions had when employed in four class periods of a unit of United States history instruction which focused on the relationship between religion and reform during the ante-bellum era. Teaching materials and a critical thinking discussion methodology were developed and data were collected with pretest and post test instruments. The analysis of the data indicated that no significant differences existed, before or after the experiment, between the two discussion groups for either year for the variables of critical thinking, moral reasoning, and learning. Some trends towards significance were found and conclusions were drawn from the research. A proposal was made for a replication of the experiment which would have more discussion time and would last at least one semester.Subjects--Topical Terms:

2122692
American history.

The use of moral dilemmas in teaching American history: Strategies for improving critical thinking, moral reasoning, and learning.
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100 1 $a Thill, Lowell Lambert. $3 3561366
245 1 4 $a The use of moral dilemmas in teaching American history: Strategies for improving critical thinking, moral reasoning, and learning.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1990
300 $a 188 p.
500 $a Source: Dissertations Abstracts International, Volume: 52-09, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Holsinger, M. Paul.
502 $a Thesis (D.A.)--Illinois State University, 1990.
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 field of moral/values education was surveyed and the models of inculcation, values clarification, values analysis, and Lawrence Kohlberg's cognitive moral development were sketched. The tradition of moral education in American public schools was delineated. A survey of the literature traced the development of Kohlberg's theory, chronicled the adaptation of his theory to the classroom, and summed research which explored the efficacy of employing dilemma discussions to improve critical thinking and to increase learning. Two experiments were conducted in consecutive school years, examining the effect that dilemma discussions and critical thinking discussions had when employed in four class periods of a unit of United States history instruction which focused on the relationship between religion and reform during the ante-bellum era. Teaching materials and a critical thinking discussion methodology were developed and data were collected with pretest and post test instruments. The analysis of the data indicated that no significant differences existed, before or after the experiment, between the two discussion groups for either year for the variables of critical thinking, moral reasoning, and learning. Some trends towards significance were found and conclusions were drawn from the research. A proposal was made for a replication of the experiment which would have more discussion time and would last at least one semester.
590 $a School code: 0092.
650 4 $a American history. $3 2122692
650 4 $a Religious history. $3 2122824
650 4 $a Secondary education. $3 2122779
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690 $a 0320
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710 2 $a Illinois State University. $3 1019455
773 0 $t Dissertations Abstracts International $g 52-09A.
790 $a 0092
791 $a D.A.
792 $a 1990
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9105744