Discrepancy in Conceptualizing Critical Thinking by Scholars and Secondary Students

Autor/in	Wan, Shui Lan
Titel	Discrepancy in Conceptualizing Critical Thinking by Scholars and Secondary Students
Quelle	In: Curriculum and Teaching, 34 (2019) 1, S.71-85 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0726-416X
DOI	10.7459/ct/34.1.06
Schlagwörter	Critical Thinking; Secondary School Students; Student Attitudes; Definitions; Thinking Skills; Factor Analysis; Teacher Education; Grade 11; Foreign Countries; Educational Indicators; Boards of Education; Personality Traits; Teacher Attitudes; Knowledge Base for Teaching; Scholarship; Liberal Arts; Hong Kong + Suchen Sie Ihr Suchwort? Kritisches Denken; Sekundarschüler; Schülerverhalten; Begriffsbestimmung; Denkfähigkeit; Faktorenanalyse; Lehrerausbildung; Lehrerbildung; School year 11; 11. Schuljahr; Schuljahr 11; Ausland; Educational indicato; Bildungsindikator; Ausschuss; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Lehrerverhalten; Teaching theory; Theory of teaching; Unterrichtstheorie; Scholarships; Stipendium; Hongkong
Abstract	Critical thinking has gained much attention in many countries over the past few decades; however, there is no clear definition of what it is due to the richness in meaning of the term 'critical thinking' and the ambiguity of the word 'critical'. In spite of this, many scholars had contributed their conceptions of critical thinking, in which consists of skills and dispositional dimensions. The purpose of the current study was to investigate students conceptions of critical thinking. 480 Secondary 5 (Year 11) students in four Hong Kong secondary schools completed a questionnaire consisting of 40 descriptors of critical thinking. The quantitative data was conducted by principal component analysis (PCA). Results indicated that students conceived critical thinking as one dimension only, contrary to the two-dimensional conceptions of critical thinking from scholars. The results have important implications for teacher education as well as the successful implementation of Liberal Studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01