Critical Thinking Efficacy and Transfer Skills Defend against 'Fake News' at an International School in Finland

Autor/inn/en	Horn, Shane; Veermans, Koen
Titel	Critical Thinking Efficacy and Transfer Skills Defend against 'Fake News' at an International School in Finland
Quelle	In: Journal of Research in International Education, 18 (2019) 1, S.23-41 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-2409
DOI	10.1177/1475240919830003
Schlagwörter	Foreign Countries; Information Literacy; Media Literacy; Transfer of Training; Critical Thinking; Thinking Skills; Advanced Placement Programs; Skill Development; Course Content; Curriculum Design; Credibility; Outcomes of Education; Instructional Effectiveness; Social Media; Public Schools; Common Core State Standards; High School Students; Evidence; Information Sources; Internet; Adults; News Media; International Schools; Cross Cultural Studies; Finland; California; Program for the International Assessment of Adult Competencies (PIAAC) + Suchen Sie Ihr Suchwort? Ausland; Informationskompetenz; Media skills; Medie competence; Medienkompetenz; Training; Transfer; Ausbildung; Kritisches Denken; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Kursprogramm; Lehrplangestaltung; Glaubwürdigkeit; Lernleistung; Schulerfolg; Unterrichtserfolg; Soziale Medien; Public school; Öffentliche Schule; Common core curriculum; Curriculum; Kerncurriculum; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Evidenz; Information source; Informationsquelle; Nachrichtenwesen; International school; Internationale Schule; Cultural comparison; Kulturvergleich; Finnland; Kalifornien
Abstract	In this study, tasks measuring digital media literacy developed by Stanford University were administered at a school in Finland to consider the efficacy and transfer of critical thinking (CT) skills of a 'pre-IB' cohort preparing to enter the two year International Baccalaureate Diploma Programme (IBDP) and a graduating 'IB2' cohort. While the IB2 cohort outperformed the pre-IB cohort, both outperformed Stanford's U.S. cohorts to a statistically significant degree. Utilising a framework of curricular approaches to facilitating CT skills development as a variable of interest for causal-comparison, it was determined that the Finnish curricula and the IBDP explicitly facilitate CT skills as a separate course while embedding CT into subject coursework, whereas the curriculum in the U.S. implicitly embeds CT into subject coursework only. Implications for improving facilitation of CT in curricula design, professionalising CT across the field, and the benefits of replicating existing studies in differing socio-educational environments are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01