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Teaching Critical Thinking in STEM: A Qualitative Study of Practices.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching Critical Thinking in STEM: A Qualitative Study of Practices./
Author:	Evangelisto, Christa.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	155 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
Contained By:	Dissertations Abstracts International82-06A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28155156
ISBN:	9798691283260

Teaching Critical Thinking in STEM: A Qualitative Study of Practices.
Evangelisto, Christa.

Teaching Critical Thinking in STEM: A Qualitative Study of Practices. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 155 p.

Source: Dissertations Abstracts International, Volume: 82-06, Section: A.

Thesis (D.Ed.)--Capella University, 2020.

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

This doctoral-level qualitative research study was conducted to discover what strategies and techniques 10 community college teachers in science, technology, engineering, and mathematics believe are useful for teaching critical thinking skills. This dissertation research was also conducted to discover what obstacles the participating teachers face in attempting to teach critical thinking skills in their classrooms. The research was conducted using a basic qualitative research design that employed interviews to uncover and illuminate the instructional experiences of community college teachers currently teaching in science, technology, engineering, or mathematics (STEM) disciplines. Participants were asked what techniques they find useful or not useful, what obstacles teachers face, and what supports are available for teachers to teach critical thinking. Interview transcripts were analyzed using a constant comparative method to determine common themes. Findings of the study included descriptions of modeling critical thinking skills, allowing students to practice using the skills, and assessing the critical thinking skills using a skills-based assessment. The described useful practices also included the requirement of analysis throughout, including analysis of data, analysis of process, and analysis of thinking. The most significant obstacles for teachers in community college STEM courses were found to be support and pedagogical education. Further research is needed to discover what teachers at other educational levels are doing to teach critical thinking, and to discover how to support and provide professional development for community college STEM teachers.

ISBN: 9798691283260Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Critical thinking skills

Teaching Critical Thinking in STEM: A Qualitative Study of Practices.
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500 $a Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
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520 $a This doctoral-level qualitative research study was conducted to discover what strategies and techniques 10 community college teachers in science, technology, engineering, and mathematics believe are useful for teaching critical thinking skills. This dissertation research was also conducted to discover what obstacles the participating teachers face in attempting to teach critical thinking skills in their classrooms. The research was conducted using a basic qualitative research design that employed interviews to uncover and illuminate the instructional experiences of community college teachers currently teaching in science, technology, engineering, or mathematics (STEM) disciplines. Participants were asked what techniques they find useful or not useful, what obstacles teachers face, and what supports are available for teachers to teach critical thinking. Interview transcripts were analyzed using a constant comparative method to determine common themes. Findings of the study included descriptions of modeling critical thinking skills, allowing students to practice using the skills, and assessing the critical thinking skills using a skills-based assessment. The described useful practices also included the requirement of analysis throughout, including analysis of data, analysis of process, and analysis of thinking. The most significant obstacles for teachers in community college STEM courses were found to be support and pedagogical education. Further research is needed to discover what teachers at other educational levels are doing to teach critical thinking, and to discover how to support and provide professional development for community college STEM teachers.
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