July 19 2011 Nishtha Pant Module 5 Research
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July 19 2011Nishtha Pant
Module 5 Research
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Critical Thinking Skills
Why Do High School Students need them
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[Critical thinking is a] desire to seek, patience to doubt, fondness to meditate, slowness to assert, readiness to consider, carefulness to dispose and set in order; and hatred for every kind of imposture.
~ Francis Bacon (1605)
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“Appropriately focused metacognitive instruction increases practical intelligence, thus enabling students to gain greater insights into their learning strategies”
(Flavell, 1979; Lambert, 2000)
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Problem StatementLack of Critical Thinking Skills are impeding the growth of High School Students
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What are Thinking Skills
Skills in problem solving Skills in making inquiries Skills in making decisions Skills in making judgments Skills in organizing and managing
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Critical Thinking Skills -
Purposeful Should be taught Not just subject matters
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Benefits of Thinking Skills
Solve problems Make decisions Adapt Be successful
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President Obama’s vision
Promoting world-class academic standards and a curriculum that fosters -
critical thinking, problem solving, and the innovative use of knowledge to prepare students for college and career
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Foundation for Critical Thinking
Socratic teaching- give students questions, not answers
Changing one’s habits of thought is a long-range project
(criticalthinking.org)
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Research in critical thinking demonstrates
Critical Thinking is not presently being effectively taught at the high school, college and university levels, and yet
it is possible to do so.
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Educator Research Researches done in Universities in US, UK and Indonesia point towards the importance of teaching thinking skills to students.
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The purpose of this research is to :
examine impact of teaching critical thinking skills on standardized test scores of students in science classroom.
help Educators improve student learning by incorporating thinking skills activities in every day class
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Significance of study Action research done by teachers in the
classrooms
Control and experimental classes
Students interested in the study
Students motivated and ready to learn
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Results from Benchmark
Group 1 Group 2 Group 356586062646668707274
DecFeb
CLASS
PERCENTILES
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Conclusion
Benchmark test results showed marked improvement in scores
TAKS test results slightly better in “Nature of Science” problems than the control group
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Bibliography Joseph, N. (2010). Metacognition Needed:
Teaching Middle and High School Students to Develop Strategic Learning Skills. [Article]. Preventing school failure, 54(2), 99-102
Guzzetti, B. (2009).Thinking Like a Forensic Scientist: Learning With Academic and Everyday Texts. Journal of Adolescent & Adult Literacy, 53(3), 192-203
Sampson, V & Gleim, L. (2009). Argument- Driven Inquiry to Promote the Understanding of Important Concepts & Practices in Biology. The American Biology Teacher, 71(8), 465-471
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Bibliography Cosgrove, R (2010).Critical Thinking: Lessons from
a Continuing Professional Development Initiative in a London Comprehensive Secondary School. University of Cambridge - Cambridge, UK .Retrieved from http://www.criticalthinking.org/research/index.cfm