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Teaching critical thinking in a comm...

Leonard, Michael.

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Teaching critical thinking in a community-college art-history learning environment: A comparison of implicit instruction versus a combination of implicit and explicit instruction.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Teaching critical thinking in a community-college art-history learning environment: A comparison of implicit instruction versus a combination of implicit and explicit instruction./
作者:	Leonard, Michael.
面頁冊數:	151 p.
附註:	Adviser: Mathew Mitchell.
Contained By:	Dissertation Abstracts International68-08A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3280031
ISBN:	9780549207726

Teaching critical thinking in a community-college art-history learning environment: A comparison of implicit instruction versus a combination of implicit and explicit instruction.
Leonard, Michael.

Teaching critical thinking in a community-college art-history learning environment: A comparison of implicit instruction versus a combination of implicit and explicit instruction. - 151 p.

Adviser: Mathew Mitchell.

Thesis (Ed.D.)--University of San Francisco, 2007.

This study explored if implicit critical-thinking instruction in a community-college art-history course was preferable to a combination of implicit and explicit critical-thinking instruction in encouraging students to think critically about art history. Critical thinking is generally associated with the evaluative processes of intelligent behavior (Mayer 1983, 1992).

ISBN: 9780549207726Subjects--Topical Terms:

1018432
Education, Art.

Teaching critical thinking in a community-college art-history learning environment: A comparison of implicit instruction versus a combination of implicit and explicit instruction.
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245 1 0 $a Teaching critical thinking in a community-college art-history learning environment: A comparison of implicit instruction versus a combination of implicit and explicit instruction.
300 $a 151 p.
500 $a Adviser: Mathew Mitchell.
500 $a Source: Dissertation Abstracts International, Volume: 68-08, Section: A, page: 3253.
502 $a Thesis (Ed.D.)--University of San Francisco, 2007.
520 $a This study explored if implicit critical-thinking instruction in a community-college art-history course was preferable to a combination of implicit and explicit critical-thinking instruction in encouraging students to think critically about art history. Critical thinking is generally associated with the evaluative processes of intelligent behavior (Mayer 1983, 1992).
520 $a The sample population for this quasi-experimental comparative study was drawn from two consecutive Contemporary Art History classes taught by the researcher at a California community college. One class was assigned to be the control group (n=14) which received implicit critical-thinking instruction only and one class the experimental group (n = 18) which received a combination of explicit and implicit critical-thinking instruction. Two researcher-constructed instruments were employed in this study: (1) a slide-comparison essay exam given as a pretest and posttest designed to measure students' growth in their ability to think critically about art history, and (2) a self-report questionnaire designed to measure students' self-perceived growth in their ability to think critically about art history.
520 $a Mean comparisons and one-way analyses of variance (ANOVAs) were employed to measure between-group differences. No statistically significant differences were found. The researcher concluded that limitations of sample size and time may have masked some significant between-group differences. The researcher suggested, however, that implicit critical-thinking instruction could actually be more powerful than a combination of implicit and explicit critical-thinking instruction in encouraging students to think critically about art history because the explicit instruction may have distracted students from focusing on the subject matter at hand. Furthermore, one of the explicit critical-thinking tools used for this study may have unintentionally reinforced implicit critical thinking. The researcher concluded that more research is needed in this field and that teachers who consider infusing explicit critical-thinking instruction into their pedagogy should do so with caution because of the time and effort it takes before positive results become noticeable.
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