Instructional Interventions Affecting Critical Thinking Skills and Dispositions: A Stage 1 Meta-Analysis

Autor/inn/en	Abrami, Philip C.; Bernard, Robert M.; Borokhovski, Evgueni; Wade, Anne; Surkes, Michael A.; Tamim, Rana; Zhang, Dai
Titel	Instructional Interventions Affecting Critical Thinking Skills and Dispositions: A Stage 1 Meta-Analysis
Quelle	In: Review of Educational Research, 78 (2008) 4, S.1102-1134 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654308326084
Schlagwörter	Research Design; Effect Size; Critical Thinking; Faculty Development; Thinking Skills; Meta Analysis; Intervention; Metacognition; Teaching Methods; Skill Development; Inservice Teacher Education; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Forschungsdesign; Kritisches Denken; Denkfähigkeit; Meta-analysis; Metaanalyse; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrerfortbildung; Lehramtsstudiengang; Lehrerausbildung
Abstract	Critical thinking (CT), or the ability to engage in purposeful, self-regulatory judgment, is widely recognized as an important, even essential, skill. This article describes an ongoing meta-analysis that summarizes the available empirical evidence on the impact of instruction on the development and enhancement of critical thinking skills and dispositions. We found 117 studies based on 20,698 participants, which yielded 161 effects with an average effect size (g+) of 0.341 and a standard deviation of 0.610. The distribution was highly heterogeneous (Q[subscript T] = 1,767.86, p less than 0.001). There was, however, little variation due to research design, so we neither separated studies according to their methodological quality nor used any statistical adjustment for the corresponding effect sizes. Type of CT intervention and pedagogical grounding were substantially related to fluctuations in CT effects sizes, together accounting for 32% of the variance. These findings make it clear that improvement in students' CT skills and dispositions cannot be a matter of implicit expectation. As important as the development of CT skills is considered to be, educators must take steps to make CT objectives explicit in courses and also to include them in both preservice and in-service training and faculty development. (Contains 1 note, 17 tables, and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10