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The development and field testing of...

Cheak, Marie Jaegle.

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

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The development and field testing of an instrument designed to measure critical thinking in environmental education./
作者:	Cheak, Marie Jaegle.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2000,
面頁冊數:	126 p.
附註:	Source: Dissertations Abstracts International, Volume: 62-07, Section: A.
Contained By:	Dissertations Abstracts International62-07A.
標題:	Literacy. -
電子資源:	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.
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