The curiosity for source criticism was something that sparked in us during our internships. We discovered that students, even at an early age, frequently use digital sources and social media to find information and news. The purpose of this meta-study is to find out how the Swedish school system teaches the younger students about critical thinking and source criticism. The current Swedish curriculum mentions in the introductory chapters, along with the core content for Swedish and civics education, that the students should get the opportunity during their education in compulsory school to develop a source-critical approach. The research question posed was therefore “Are the younger students in compulsory school given the right tools and conditions to develop their critical thinking in civics education, to thus understand contemporary society?”. To find answers to this question, a qualitative textual analysis was conducted to determine a selection of related literature. The results showed that the schools lacked practical work regarding critical thinking and source criticism. As a result the teachers find it difficult to determine how it should be incorporated, along with which subject is responsible for it. Studies have shown confusion mainly among Swedish and civics teachers, since both teachers considered source criticism to be the other teacher's area of responsibility. The results also included which abilities are needed for a student to be able to develop a source-critical approach to thinking, also how a phenomenon can be interpreted differently depending on the experiences of the observer. The primary conclusion drawn was that there is a significant lack of research focusing on students in elementary school and how they relate to media and other information they meet every single day. It was also concluded that there is a lack of communication regarding this topic in the Swedish school system and how important it is for young students to develop critical thinking skills to be able to participate in our society as democratic citizens.

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Thesis (D.Tech.: Postgraduate Nursing Studies)-Dept. of Postgraduate Nursing Studies, Durban Institute of Technology, 2006 2 v. (920 leaves) / An educational course for post-basic multi-cultural South African nurses, based on a model for critical reflective practice, forms the case study for a participatory action research paradigm that frames this qualitative study

本研究旨在探討教學者以及學習者對使用繪本學習批判性思考能力的想法，並且了解學生使用Law於2012年提出的六個策略 學習批判性思考能力後有何看法。此外，本研究也整理教學以及學習過程中遇到的困難，同時間提出如何調整教案以解決問題。 本研究採用質性個案研究。研究對象為某高中二年級的四十四位學生。這些學生為研究者某一任教班級。他們透過兩本繪本進行為期八週的批判性思考課程。本課程的核心為四項能力：(1) 能把各類訊息加以比較、歸類、排序、(2) 能根據上下語境釐清不同訊息間的因果關係、(3) 能分辨客觀事實與主觀意見和(4) 能評估不同資訊，提出合理的判斷或建議。研究者透過課室錄影觀察、學習單、學習/教學日誌和焦點團體訪談等蒐集資料。 研究結果顯示繪本教學不僅能夠提升學生的批判性思考和英文能力，還可以維持他們強烈的學習動機。此外，雖然繪本中的圖片造成學生一些理解上的問題，教師還是可以利用多元感官教學方式以及有目的性的引導學生來解決困難。另外，Law於2012年提出的六項策略也大大地幫助學生學習批判性思考能力。然而，在使用這六項策略時，老師必須注意給予充足的待答時間，加入學生小組討論，並選用貼近生活以及適合學生程度的繪本。最後，本研究發現互動式朗讀和提問作者法也能幫助高中學生發展批判性思考能力。 本研究顯示遵照台灣普通高級中學英文科98課綱，教師可以將批判性思考納入繪本閱讀課程中，並創造一個良好的學習環境，培養學生成為有素養的公民。此外，本研究亦提供教師教學現場以及未來研究方向之建議。 / This study aims to examine how the teacher and students respond to cultivating critical thinking skills through picture books and to the six strategies suggested by Law (2012). Besides, it also explores what problems occur in the teaching/learning process and how to adjust the lessons to solve the problems. This study adopted a qualitative case study design. The participants were forty-four eleventh graders in one class taught by the teacher researcher. They learned critical thinking through two picture books in an eight-week study. The foci of the teaching were the four critical thinking skills, namely, (1) being able to compare, classify and sequence various information, (2) being able to identify the causal relationship between information based on the context, (3) being able to distinguish facts from opinions and then one advanced ability, and (4) being able to assess different pieces of information and propose reasonable judgments or suggestions. The students’ and the teacher researcher’s responses were collected from video-taped classroom observations, worksheets, learning/teaching logs, and focus group interviews. The important findings are listed as follows. First, picture books were helpful in the enhancement of critical thinking skills, the improvement of English skills and a high level of learning motivation. Second, the nature of illustrations in picture books resulted in some comprehension problems, which could be solved through a multi-sensory approach and teachers’ purposeful guidance. Third, the six strategies recommended by Law (2012) assisted the students a lot in promoting critical thinking skills. It is noted that when implementing these six strategies, the teacher were advised to give sufficient wait time for students, join students’ discussion, and select picture books with real-life themes and suitable difficulty levels. Fourth, interactive read-alouds and questioning the author were also proved to be useful strategies for high school students to develop their critical thinking through picture books. This study suggests that following the 2010 New Guidelines of English Curriculum in Taiwan, teachers can integrate critical thinking skills into picture book reading and create a good learning environment for students to become productive citizens. Pedagogical implications and suggestions for future studies were presented as well.

Thesis (PhD)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: Effective use of thinking skills and processes affects every aspect of our lives. This study investigates the nexus between an alternative approach to science teaching with an emphasis on teaching thinking skills, and the special needs of learners in two South African classrooms. Two cycles of intervention programmes with an emphasis on thinking skills were introduced to learners with special needs and evaluated. The aims of this study are to critically explore whether and to what extent teaching science to learners with special needs using selected Instrumental Enrichment instruments can: • Contribute to the development of basic and science thinking skills and the transfer of these thinking skills and processes to other disciplines; • Provide learners with special needs with an interactive science programme that is suitable for their special needs; and • Increase student engagement in the science classroom as well as positively influence the classroom learning environment. The study was conducted using action research as a method for teachers-researchers to investigate the teaching-learning situation in situ for the purpose of improvement and change of practice as well as for the benefit of the learners who participate in the intervention. Cross-referencing triangulation was used, in which different perspectives obtained from different sources - the teacher's, the observer's and the learners' -were combined as a way to increase the validity, credibility and dependability of the findings. This research report offers insights into science instruction, the acquisition of science content knowledge and the improvement of thinking skills in learners with special needs. The research also deals with the transfer of thinking skills taught in one discipline into another, and raises questions about the assumptions regarding this issue in Curriculum 2005. It also throws light on the inclusive approach, underpinning the South African educational policy of inclusive education and its suitability for learners with special needs. / AFRIKAANSE OPSOMMING: Die effektiewe gebruik van denkvaardighede en -prosesse het 'n invloed op elke aspek van ons lewens. Hierdie studie ondersoek die verband tussen 'n alternatiewe benadering tot wetenskaponderrig met 'n klem op die onderrig van denkvaardighede en die spesiale behoeftes van leerders in twee Suid-Afrikaanse klaskamers. Twee siklusse van intervensieprogramme, met 'n klem op denkvaardighede, is aan leerders met spesiale behoeftes bekendgestel en geëvalueer. Die doel van die studie is om krities ondersoek in te stelof, en tot watter mate die gebruik van geselekteerde Instrumentele Verrykking in wetenskaponderrig aan leerders met spesiale behoeftes: • 'n bydrae kan maak tot die ontwikkeling van basiese en wetenskaplike denkvaardighede en die oordrag van hierdie denkvaardighede en prosesse na ander dissiplines • 'n interaktiewe wetenskapprogram, gepas vir hul behoeftes, kan voorsien • leerderbetrokkenheid in die wetenskapklas kan verhoog en ook die klaskamerleeromgewing positiefte beïnvloed. Die studie is gedoen deur aksie-navorsing te gebruik as 'n metode vir die onderwysernavorsers om ondersoek in te stel na die onderrig-leer situasie in situ met die doelom praktyk te verbeter en te verander en om ook tot voordeel te wees van die leerders wat aan die intervensie deelneem. Kruisverwysende triangulasie is gebruik waarin verskillende perspektiewe wat verkry is uit verskillende bronne - van die onderwyser, die waarnemer en die leerders - gekombineer is as 'n manier om geldigheid, geloofwaardigheid en betroubaardheid van die bevindings te verhoog. Die navorsingsverslag bied insig in wetenskaponderrig, die verwerwing van wetenskapinhoudkennis en die verbetering van denkvaardighede by leerders met spesiale behoeftes. Die navorsing handelook oor oordrag van denkvaardighede wat in een dissipline onderrig is na 'n ander en bevraagteken die aannames rakende hierdie kwessie in Kurrikulum 2005. Dit belig ook die inklusiewe benadering wat onderlê word deur die Suid-Afrikaanse onderwysbeleid oor inklusiewe onderwys en die geskiktheid daarvan vir leerders met spesiale behoeftes.

The problem for this study was to enhance the development of higher order thinking skills and improve attitudes toward computers for fifth and sixth grade students. The purpose of this study was to determine the impact of a Technology Enriched Classroom on student development of higher order thinking skills and student attitudes toward the computer. A sample of 80 sixth grade and 86 fifth grade students was tested using the Ross Test of Higher Cognitive Processes. The Ross Test was selected because of its stated purpose to judge the effectiveness of curricula or instructional methodology designed to teach the higher-order thinking skills of analysis, synthesis and evaluation as defined by Bloom. The test consisted of 105 items grouped into seven subsections. In addition, the students were surveyed using the Computer Attitude Questionnaire developed by the Texas Center for Educational Technology. The questionnaire assessed sixty-five questions combined to measure eight attitudes.

Since the passage of No Child Left Behind, the output of education has been measured through student achievement on standardized tests. School ratings, student graduation, teacher jobs and school charters are all tied to these tests. This study analyzes the extent to which math and science public high school teachers in New Orleans focus on critical thinking and creativity, skills needed to be successful in the future. Through a framework of Richard Paul’s model of critical thinking and Theresa Amabile’s social psychology of creativity, this study evaluates support for critical thinking and creativity through classroom observations, analysis of instructional materials and teacher interviews. Findings indicate that teachers at academically selective schools are more likely to support critical thinking and creativity in their classrooms than teachers at open enrollment schools. Classroom tests of participating teachers mainly focus on assessing basic knowledge and skills, not critical thinking and creativity.

This essay will present a discussion about why critical thinking is crucial for student’s long-term development with the subject religion and science in high school religion as an example of how this can be fulfilled. Three different theories will be applied in this essay in order to form a comprehensive discussion. The three different theories presented in the theoretical framework are, John Dewey ‘s pragmatism, Hannah Arendt’s Natality and Paulo Freire’s Marxist theory. The subject religion and science was only recently added to the most updated curriculum, which has led to teachers taking it more seriously. Prior to that it was only a topic, which could or could not have been excluded. Now that it is included in the curriculum, new teaching approaches and learning strategies are necessary because of its density. The relationship between religion and science has several different perspectives and attitudes meaning that student’s can freely adapt their own because basically, no opinion or answer is wrong. Student’s can analyze, think critically and then develop his or her own understandings of the topic. The teacher must remain unbiased when teaching this topic so student’s can eventually develop his or her own creative views and opinions on the subject being studied. The schools curriculum emphasizes the fact that student’s are to develop his or her own creative opinions in life that will eventually contribute to society. The curriculum also stresses the importance of developing critical thinking and the ability to reflect. Critical thinking is a useful skill for all subject and matter and life however, it is not something that can develop on its own. Through reflection, and sufficient amount of guidance, the student’s ability to think critically will develop and progress into life long knowledge. Moreover, new knowledge that is reflected upon and critically analyzed will be memorized competently.

Made available in DSpace on 2016-04-28T18:23:00Z (GMT). No. of bitstreams: 1 Silvia Beraldo.pdf: 2156436 bytes, checksum: 4b81027202b60dd51368777bb067c6b2 (MD5) Previous issue date: 2015-01-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper aims at suggesting a new way of organizing a material planning for the English classes for students in the Elementary School, in order to encourage the development of the students critical and reflexive thinking. The theoretical basis for this dissertation is Boaventura de Souza Santos ecology of knowledge theory and Banks multicultural education theory. Both theories principles may help students develop their way of looking at the community where they live in, since these theories are based on the fight against prejudice and alienation. In addition to it, the Socio- Historical-Cultural Activity Theory, as well as the Argumentation theory (LIBERALI, 2013) are the backgrounds of the research and of the analysis here presented. By doing so, this dissertation aims at answering the following questions: (1)How to develop a material planning based on the theory of ecology of knowledge?, and (2) How does the material planning have the potential to develop the multicultural position of the students towards the theme presented during the classes? The data of this research was collected and produced during the classes on prejudice in the fifth grade of the Elementary school in a private school in São Paulo. The Argumentation Theory was applied as a way to analyze the data to find out if there was a change in the development of the critical thinking and position of the students after the material planning was taught. The results of this research show us that we could help develop the students critical thinking. It can be noticed based on the lexical choice the students made and on the use of the scientific knowledge, instead of the ordinary knowledge, to support their opinions about the topic studied: prejudice / Este trabalho objetiva elaborar uma proposta didática de Língua Inglesa do Ensino Fundamental 1 baseada na teoria da ecologia de saberes (SANTOS, 2010), além de analisar como essa proposta pode ajudar no desenvolvimento do posicionamento crítico-reflexivo dos alunos ante o mundo em que vivem. O recorte teórico deste trabalho está embasado na teoria da ecologia de saberes, proposta por Boaventura Souza e Santos (2010), e na teoria da Educação Multicultural proposta por Banks (1999). O que nos leva a organizar uma nova visão de elaboração de propostas didáticas que permitam desenvolver atividades que proporcionem aos alunos momentos de reflexão e que resultem no desenvolvimento de um posicionamento crítico e multicultural do aluno frente à comunidade em que vive. Essas teorias são perpassadas pela Teoria da Atividade Sócio-Histórica e Cultural (TASHC), para apresentarmos questões da historicidade do desenvolvimento do sujeito que se transforma ao ser inserido na sociedade e ao interagir com o outro para a produção de conhecimento. Os dados desta pesquisa foram produzidos e coletados durante as aulas de inglês dos quintos anos do Ensino Fundamental 1baseadas em uma proposta didática de cinco aulas acerca do tema preconceito. A teoria da Argumentação (LIBERALI, 2013) foi utilizada para a análise desses dados coletados e produzidos por meio de questionários aplicados aos alunos, o que me permitiu perceber como os alunos articularam suas ideias, a fim de observar a mudança de posicionamento crítico e multicultural após a proposta didática trabalhada. Os resultados da pesquisa apontam para o fato de que houve melhora no posicionamento crítico-reflexivo dos alunos, especialmente no que se refere à transição do uso de conhecimento cotidiano para o uso de conhecimento científico, a fim de embasarem os argumentos apresentados nas respostas dos questionários. Esse fato demonstra um enriquecimento do repertório do aluno e, consequentemente, o desenvolvimento da postura crítica e multicultural em relação à sociedade em que os alunos vivem.

Na cena contemporânea, a questão ambiental tem sido foco de atenção da comunidade científica de diferentes países, subsidiando a formulação de políticas que permitam conciliar a produção com a satisfação de necessidades humanas e a conservação e uso racional dos recursos naturais. No âmbito rural, a agricultura é uma das atividades que mais deterioram o meio ambiente e cujas conseqüências sociais e ambientais adquirem proeminência no debate mundial. Desde a década de 60 do século passado, quando a crise ambiental ganhou espaço na agenda das discussões internacionais da ONU, surgem mundialmente diversas iniciativas que se colocam como alternativas ao padrão tecnológico da agricultura industrial, resultado da chamada revolução verde. Atualmente a visibilidade dessas iniciativas tem se ampliado e, junto com a sua projeção mundial, observa-se o uso indiscriminado de termos como "agricultura sustentável", "agricultura orgânica", "agricultura natural", "agricultura ecológica" a "agroecologia", seja por desconhecimento de suas distinções, seja motivado por interesses fundamentalmente econômicos na apropriação dessas iniciativas. A presente dissertação propõe-se a um esclarecimento conceitual sobre a Agroecologia considerando os problemas rurais como expressões da sociedade capitalista e do padrão de desenvolvimento hegemônico, cujas interpretações sofrem refrações da atual crise paradigmática da ciência. A pesquisa apresenta uma retrospectiva histórica dos marcos fundantes da Agroecologia no âmbito da Ecologia agrícola através da análise do seu processo de desenvolvimento e enriquecimento teórico, tomando como referenciais os trabalhos de Miguel A. Altieri e de Eduardo Sevilla Guzmán devido a sua projeção internacional e complementaridade das abordagens. A pesquisa identifica um processo de continuidades e rupturas no desenvolvimento histórico da Agroecologia, o que indica a riqueza e, ao mesmo tempo, a complexidade do processo de sua constituição e do tema que abrange, e para além de concepções puramente técnicas e ahistóricas. As continuidades se expressam na incorporação e desenvolvimento do acervo de fundamentos teóricos e conhecimentos técnicos especializados acumulados ao longo de seu processo de formação; e as rupturas encontram-se consubstanciadas na subordinação dessas conquistas ao direcionamento social das pesquisas e ações empreendidas no marco dessa orientação teórica, direcionadas ao desenvolvimento rural. A Agroecologia nessa abordagem, mais que como uma ferramenta para o estabelecimento de sistemas produtivos sustentáveis, afirma a possibilidade de potencializar os processos sociais, resgatando formas de conhecimento e de práticas dos próprios agricultores mediante estratégias metodológicas voltadas ao desenvolvimento rural sustentável. Ela implica a afirmação de um pensamento social crítico - junto a estudantes, profissionais e agricultores - para além da racionalidade instrumental vigente na comunidade científica ocidental. / In the contemporary context, the environmental issue has been the main focus for the scientific community of different countries. They provide background to new policies that join production and satisfaction of human needs together with preservation and rational management of natural resources. In the countryside, agriculture is responsible for most environmental damage, and its socioenvironmental consequences are drawing attention of global debates. Since the1960´s, when the environmental subject was brought up to international discussions at UN, worldwide initiatives have been set in motion to stand for alternatives to the technological pattern of industrial agriculture - result of the so-called Green Revolution. Nowadays, as the visibility of these enterprises increases, along with its worldwide projection, we notice an indiscriminate use of terms such as "sustainable agriculture", "organic agriculture", "natural agriculture", "ecological agriculture" and "agroecology", due to an unclear distinction of these terms or due to economical interests in appropriating them. The present dissertation proposes a conceptual elucidation about Agroecology, considering rural problems as expressions of the capitalist society and the hegemonic development model, whose interpretations suffer refractions from the present science paradigmatic crisis. This research presents a historical retrospective of the beginning of Agroecology, in the Agricultural Ecology field, through the analysis of its development process and theoretical enrichment, taking as backgrounds the works of Miguel A. Altieri and Eduardo Sevilla Guzmán, due to their international recognition and complementary approaches. This research identifies a process of "continuums" and "ruptures" in the historical development of Agroecology, which indicates the richness and complexity of its development and of the subject it embraces, beyond purely technological and ahistorical conceptions. The "continuums" are expressed by the incorporation and development of the theoretical basis and of specialized technical knowledge, gathered along its development; and the "ruptures" are found in the subordination of these conquers to the social aim of research and initiatives taken in the mark of this theoretical orientation, concerning rural development. In this approach, Agroecology means more than simply a tool to design sustainable productive systems, but it represents a possibility to empower social processes, rescuing peasants’ knowledge and practices through methodological strategies aimed at the sustainable rural development. It implies the affirmation of a critic social thought - by students, professionals and peasants - beyond the operational rationality reigning over occidental scientific community.