Thesis (Ph.D.)--University of Melbourne, Dept. of Applied Linguistics, 2009. / Typescript. Includes bibliographical references (p. 261-271)

Thesis (M. Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 104-107).

Thesis (M.Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 104-107). Also available in print.

Thesis (Ph. D.)--Illinois State University, 2005. / Title from title page screen, viewed September 26, 2006. Dissertation Committee: George Padavil, Dianne Gardner (co-chairs), James Palmer, Norma Kelly. Includes bibliographical references (leaves 190-198) and abstract. Also available in print.

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This thesis contains multiple-case studies of how critical thinking was conceptualised and operationalised by five academics from different disciplines in a university in Hong Kong. In response to the current literature that is characterised by prevalent dependence on academics’ self-reports to investigate perceptions and pedagogical practice for promoting critical thinking, the data in this research were obtained through non-participant observations, semi-structured interviews, and document collection. Using a framework underpinned by Argyris and Schön’s (1974) theory of action as well as Lave and Wenger’s (1991) notion of situated activity, the espoused beliefs and actual practice of case participants were analysed inductively through the constant comparison method. The findings contribute to a model of pedagogical engagement with critical thinking that elucidates the relationship between academics’ conceptions and practice. Pedagogy that encourages thinking development can be understood as engagement with critical thinking in three forms, namely, critical thinking as integral, critical thinking as incidental, and critical thinking as instrumental. These forms of engagement are associated with three factors, which are dimensions of academics’ implicit theories: expectations of students, the perceived relevance of critical thinking, and knowledge of critical thinking. The model of pedagogical engagement advances the argument that instruction for critical thinking development is individual academics’ personal constructions that are constantly negotiated between their latent beliefs and awareness of context. The thesis concludes with implications for policy planners, practitioners, and researchers, offering suggestions towards promoting critical thinking both as a key learning outcome in universities and the hallmark of higher education. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

This thesis is, in part, a defence of a broad-based approach to epistemology. We should be wary of taking too narrow a focus and thus neglecting important aspects of knowledge. If we are too focused on one methodology then we are likely to miss insights that can come about from a different perspective. With this in mind, I investigate two particular methodologies in detail: Kornblith’s naturalism and Craig’s ‘genealogical’ approach. Kornblith emphasises the importance of looking at knowledge in the context of the natural world, thus stressing the continuity between animal and human knowledge. Craig, on the other hand, focuses on a distinctly human aspect of knowledge: the importance of enquiry and the sharing of information. As such, the two theories of knowledge that are developed have different emphases. I argue that by bringing them together we can better understand what knowledge is. This leads us to the other main contribution of this thesis, which is a defence of the role of reflection in epistemology. This has often been neglected in contemporary epistemology, primarily because of the effectiveness of externalist theories of knowledge. The focus on externalism has lead to reflection being sidelined. I do not argue that reflection is necessary for knowledge, but rather want to bring back attention to the important role that it plays in human life. Reflectively accessible justification is necessary for our knowledge claims and therefore plays a vital role in enquiry. If we add reflectively accessible justification to knowledge then it is both more stable and more valuable. Even if it is not necessary for knowledge, reflection should not be neglected.

In 1997, NLNAC added critical thinking as a required outcome for accreditation of associate degree nursing (ADN) programs. Until recently general critical thinking tests were the only available standardized critical thinking assessment tools. The emphasis has shifted to discipline specific tools. This concurrent validity study explored the correlation between two critical thinking tests, a general skills test, the California Critical Thinking Skills Test (CCTST) and a discipline specific test, the Arnett Critical Thinking Outcome Evaluation (CTOE). Both tests are based on the same definition of critical thinking. The CCTST, developed in 1990, covers discipline neutral content in multiple choice items. The CTOE, a free entry, written response test developed in 1998, assesses critical thinking in nursing situations using a partial credit model. A convenience sample of 434 sophomore ADN students from 9 programs in Texas completed the demographic survey and critical thinking tests in 1999. The sample was 87.9% female and 74.2% Caucasian, with a mean age of 31, mean GPA of 3.13, mean 3.7 years healthcare employment experience, mean CCTST score of 15.0023 and mean CTOE of 82.69. The sample also included 22.4% current LVNs, 15.7% with prior degrees and 53.5% in the first generation of their family to go to college. With Pearson correlation, three of four hypotheses concerning correlation between CCTST and CTOE scores were accepted, showing weak but significant correlation. GPA positively correlated but healthcare employment experience, first generation and minority status negatively correlated with CCTST scores. GPA correlated positively with CTOE scores. Stepwise multiple linear regression with CCTST scores retained GPA, healthcare employment experience, prior degree, and first generation in college status. The significant, positive correlation between CCTST and CTOE scores was weaker than expected. This may be due to the different formats of the tools, or a fundamental difference between a general critical thinking skills test and a discipline specific tool. Critical thinking is highly contextually sensitive and disciplines emphasize skills differently. Both tests may be useful in a critical thinking assessment program since they measure different aspects and contribute to a composite picture of critical thinking. Research should continue on discipline specific tools.

Doctor of Philosophy / Department of Educational Leadership / Royce Ann Collins / Higher learning institutions identify the teaching of critical thinking skills to students as a goal of the academic programs offered. This study examined faculty perceptions for teaching critical thinking skills at the U.S. Army’s Command and General Staff College (CGSC). CGSC is charged with educating the nation’s mid-career military officers for the world’s complexities that will challenge them during the next 5 to 10 years of their career. To accomplish this task, CGSC has a dedicated faculty development program to expose new faculty to critical thinking concepts and principles, and a curriculum that integrates critical thinking throughout the lesson plans designed to improve the students’ critical thinking skills during the course of the academic year. An exploratory mixed methods approach was used to examine the research questions. Faculty participated in a survey providing quantitative results (n = 83), and eight volunteers were interviewed expanding upon the quantitative results. Analysis of the quantitative results showed that instructors believe the most effective teaching techniques for fostering critical thinking skills are small group facilitated discussion, role play/simulation – which is manifested in planning exercises – and the use of case studies. Instructors identified monitoring classroom discussions and providing feedback on argumentative essays as the most effective techniques for assessing critical thinking. Analysis of the qualitative results uncovered three themes for effective teaching of critical thinking skills–use of instructional strategies, effectiveness in teaching, and faculty development–and four areas viewed as inhibitors to fostering critical thinking skills among students–faculty development, doctrine as a constraint, student experience, and time restraints in the curriculum. Those interviewed believed the institution has an effective program for fostering critical thinking skills among students, but identified areas for improvement in the faculty development program and the curriculum. Instructors considered the faculty development program at CGSC an effective program that provides a foundation for teaching critical thinking skills, and offered recommendations to improve the existing program. The study showed that faculty perceptions for fostering critical thinking skills among students are positive, with a belief that critical thinking skills may be taught at the graduate level.

Traditionally, education in Saudi Arabia has tended to lay considerable emphasis on the correct recall of memorised information. In the early years of the 21st century, education policy in Saudi Arabia began to consider the introduction of the concept of critical thinking into the curriculum. At the same time, the role and place of the sciences in the curriculum have increasingly been emphasized, the aim being to equip future generations with the skills thought important in taking the country forward. This study is, therefore, set in Saudi Arabia and focuses on the nature and development of critical thinking in the context of the current curriculum in the sciences. After describing the educational scene in Saudi Arabia, the thesis focuses on what is known about thinking in general and critical thinking in particular. The aim here is to move towards the development of a model of critical thinking and some kind of operational description against which test material can be developed. At that stage, it was recognised that, while critical thinking might be conceptualized as a set of cognitive skills, there is a strong attitudinal element. In simple terms, the learner needs to know how to think critically but also be willing to use these skills. There is a very brief review of some key research in the area of attitudes, including the principles of measurement which underpin the way the perceptions and attitudes of the learners are considered in this study. The cognitive nature of critical thinking is then related to two key research contributions of the 20th century: the work of Jean Piaget and David Ausubel. Critical thinking takes place in the working memory and the insights from information processing are discussed, looking at the ways information moves around the brain and the implications for the development of critical thinking are discussed. This study aims to explore how to measure critical thinking and to determine whether critical thinking skills can be developed in science subjects in school pupils. To achieve this aim, a model of critical thinking was first developed representing that thinking critically basically involves asking the questions how, what and why of new sources of information, the information itself and the linking processes involved in understanding. A test of critical thinking was developed based on this model. The data from this test were related to several other educational measures: student perceptions, working memory capacity, understanding science, school marks in science. Interviews with teachers and school inspectors were also conducted to explore their perceptions. The researcher is confident that the model and test make a contribution to the literature, as well as being of benefit to Saudi Arabia and to other countries. Critical thinking was measured with a total of 240 pupils, 120 girls and 120 boys, aged between 13 and 15, in classes 1, 2 and 3, in six Intermediate Schools in Saudi Arabia in the academic year 2009-2010. The questions in the test were designed so that success in the test relied on one or more of the aspects of critical thinking. The outcomes were related to working memory capacity and school science performance while student perceptions were measured. Principal Components analysis using Varimax rotation showed that the test designed to measure critical thinking was not measuring either science knowledge or understanding nor was it a measure of working memory capacity, but the school marks were highly correlated with working memory capacity. It was found that the measured critical thinking grew from year 1 to year 3; possible reasons are suggested. While the validity of the critical thinking test is not certain, it is not simply a measure of knowledge and understanding or of working memory capacity although any critical thinking would take place in the working memory. The survey offered many insights but, in particular, it revealed that most pupils had a negative attitude to science and showed broadly negative perceptions of science. The following experiment aimed to determine whether critical thinking skills could be developed in science subjects in school pupils. A fresh sample for the second experiment consisted of 1,600 pupils, from 12 schools, 800 girls and 800 boys, 400 of each in grade 1 (aged 13) and 400 in grade 3 (aged 15). Of these 400, 200 were in control groups and 200 in experimental groups. The pupils in the experimental groups were taught critical thinking skills using teaching material specifically developed for this research (which took 9 weeks to complete) and with a method proposed for it, while those in the control groups were taught in the normal way. The following were measured: student perceptions, working memory capacity, critical thinking, and understanding. The first two tests were identical to those used in experiment 1 and the critical thinking test was only slightly modified. In addition, their school marks were taken to make a fifth data set. Analysis of the data showed that critical thinking skills grew significantly after use of the new materials, with year 3 showing greater growth. Despite attempts to make the material gender neutral, boys were found to be better at critical thinking skills, although this may simply reflect gender-separated education. Principal components analysis again showed that critical thinking test data is unrelated to measured working memory capacity, measures of recall, and measures of understanding. The student survey was carried out with the purpose of examining pupils’ attitudes towards various aspects of thinking and critical thinking in the context of science teaching and some unexpected gender differences were observed. In the test of critical thinking skills, girls and boys in the experimental groups both performed better than did the control groups but the girls did not appear to be convinced that this is the case.A total of 98 science teachers and science inspectors were interviewed in order to explore their perceptions of critical thinking in science education. A range of themes was explored and there were some differences in their views which, in turn, did not seem to match the views of the students. Implications are discussed. The overall conclusions are that critical thinking can be measured and that it can be enhanced with school learners aged in the range 13 to 15. However, it is vital that educational policies, resources, national assessment and teacher training be adjusted if the development of critical thinking is to make much progress in Saudi Arabia. The limitations and implications of the study are outlined.