Strategies for Teaching Students to Think Critically: A Meta-Analysis

Autor/inn/en	Abrami, Philip C.; Bernard, Robert M.; Borokhovski, Eugene; Waddington, David I.; Wade, C. Anne; Persson, Tonje
Titel	Strategies for Teaching Students to Think Critically: A Meta-Analysis
Quelle	In: Review of Educational Research, 85 (2015) 2, S.275-314 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654314551063
Schlagwörter	Critical Thinking; Teaching Methods; Meta Analysis; Instructional Effectiveness; Academic Achievement; Thinking Skills; Effect Size; Educational Research; Quasiexperimental Design; Elementary Secondary Education; Higher Education; Adult Education; Personality; Statistical Analysis; Cornell Critical Thinking Test; California Critical Thinking Disposition Inventory; California Critical Thinking Skills Test (College); Watson Glaser Critical Thinking Appraisal + Suchen Sie Ihr Suchwort? Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Meta-analysis; Metaanalyse; Unterrichtserfolg; Schulleistung; Denkfähigkeit; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Personalität; Statistische Analyse
Abstract	Critical thinking (CT) is purposeful, self-regulatory judgment that results in interpretation, analysis, evaluation, and inference, as well as explanations of the considerations on which that judgment is based. This article summarizes the available empirical evidence on the impact of instruction on the development and enhancement of critical thinking skills and dispositions and student achievement. The review includes 341 effects sizes drawn from quasi- or true-experimental studies that used standardized measures of CT as outcome variables. The weighted random effects mean effect size (g+) was 0.30 (p < 0.001). The collection was heterogeneous (p < 0.001). Results demonstrate that there are effective strategies for teaching CT skills, both generic and content specific, and CT dispositions, at all educational levels and across all disciplinary areas. Notably, the opportunity for dialogue, the exposure of students to authentic or situated problems and examples, and mentoring had positive effects on CT skills. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01