This thesis uses analytic philosophical inquiry and autobiographical narrative inquiry to identify a conception of critical thinking (CT) that is “most adaptable” for teaching History 12, and then discusses the strengths and limitations. The CT literature includes several conflicting conceptions of CT, and I use two specific types of analytic philosophical inquiry, (conceptual analysis and conceptual structure assessment), to identify which conception is “most adaptable” for teaching History 12. After considering the degree to which each conception meets the criteria developed for the “most adaptable” conception of CT, I conclude that the Critical Thinking Consortium’s (TC²) conception is the most adaptable. Of all the conceptions developed thus far, the TC² approach is unique because it is designed solely as a pedagogical model for embedding CT throughout the curriculum of each subject and grade level. In the second section of the thesis, I use autobiographical narrative inquiry to reflect on the strengths and limitations of the TC² model after using the model to teach History 12 for a year. One of the foundational principles of the TC² conception is the notion that embedding CT throughout the curriculum is a powerful way of improving understanding. I determine that this contention is accurate because students improved their knowledge of the curriculum, the epistemology of history, and the adoption of CT in their everyday lives. Furthermore, use of the TC² conception helped improve my planning and assessment practices, and initiated a positive change of my role in the classroom. / Education, Faculty of (Okanagan) / Graduate

Critical thinking has received much attention among educators, yet remains largely undeveloped in traditional teacher-centred classrooms. Critical thinking is used in at least three major contexts: (1) the media and general public, (2) teacher pedagogy, and (3) academic discourse. Critical thinking must be better understood by individuals within all three levels. The purposes of this study were (1) to obtain an overall sense of what secondary school teachers believed critical thinking to entail; (2) to compare and contrast B.C. and Japanese secondary teachers' conceptions of critical thinking; (3) to investigate the nature of B.C. and Japanese secondary teachers' conceptions of critical thinking with respect to gender, age, teaching experience and subject taught; and (4) to determine whether critical thinking is a significant part of B.C. and Japanese teaching and the curriculum at the secondary level. Over 150 secondary teachers from B.C. and Japan were asked to (1) sort through 50 potential definers denoting possible attributes of critical thinking; (2) rank the 10 most significant to critical thinking; and (3) answer a questionnaire about the nature of critical thinking. The quantitative data, effectively reduced through factor analysis, yielded a five factor solution: Scientific Reasoning, Cognitive Strategizing, Conscientious Judgements, Relevance, and Intellectual Engagement. B.C. teachers conceptualized critical thinking through Cognitive Strategizing and Relevance, while Japanese teachers favoured Conscientious Judgements and Intellectual Engagement. From a synthesis of quantitative and qualitative data from teachers surveyed as well as expert opinion, critical thinking was found to be a process in which an individual is actively engaged in analyzing, reasoning, questioning, and creatively searching for alternatives in an effort to solve a problem or to make a decision or judgement. Teachers indicated that critical thinking was not rote memorization, demonstrating factual knowledge, comprehension or application. It was more than following a given algorithm or set of procedures. While over half the teachers surveyed indicated critical thinking was part of the curriculum and their teaching, many were unable to articulate how to teach it effectively. There were significant differences in teachers' conceptions of critical thinking. Culture accounted for more differences than gender, age, teaching experience, subject area, or the teaching of critical thinking. Using discriminant analysis, 27 definers distinguished between B.C. and Japanese teachers. While B.C. teachers tended to choose "Decision making," "Problem solving," "Divergent thinking," "Metacognitive skills," "Higher order thinking," "Deductive reasoning," and "Identifying/removing bias," Japanese teachers tended to chose "Fairness," "Adequacy," "Objective," "Consistency," "Completeness," Precision," and "Specificity." Over 96 percent of the teachers were correctly classified by culture. Further research is necessary on how to teach critical thinking across the curriculum and successfully integrate it with B.C. and Japanese educational reforms in areas such as curriculum development and teacher training. Critical thinking is a Western expression, yet the concept is not confined to the West. The author proposes the use of a new term for critical thinking with less emphasis on "critical" and more emphasis on "thinking"—kangaeru chikara or "powerful thinking" better encompasses the nature of critical thinking as it is conceived by B.C. and Japan's teachers. Teacher training must incorporate powerful thinking and teachers must model critical thinking, for any effort to reform the structure or organization of education ultimately depends on the effectiveness of the teacher. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Proposes a new model for teaching inquiry and critical thinking in the middle school science classroom. This model will assist students in learning the evidence for evolution for themselves, as well as assisting them in developing skills in critical thinking and inquiry. The objective of this model is to create a more scientifically literate student body who can go on to pursue an even greater understanding of the nature of science.

Developing critical thinking and mastering its skills has been a vital priority for the curriculum in Swedish upper-secondary school. The National Curriculum for upper-secondary school and the syllabus for the English subject emphasize the importance of implementing and enhancing the development of the students’ critical thinking which leads to having active learners who are able to think creatively and keeps them away from becoming narrow-minded. The purpose of this study is to explore the prospect of teaching critical thinking through reading literature. Guided by the critical thinking skills that are defined in The Delphi Report including (1) interpretation, (2) analysis, (3) evaluation, (4) inference, (5) explanation and (6) self-regulation, this study explores the possibility of promoting critical thinking skills through reading literature. The study also examines the efficacy of the reader-response approach in helping the students to be critical thinkers and active readers. Using qualitative data from conducting interviews, this study analyses teachers’ perspectives and considered the implications for teaching literature in terms of fostering the students’ critical thinking. The study showed that the teachers’ awareness of the significance of integrating literature in teaching English was found to play a great role in fostering the students as critical thinkers. The study also showed that teachers emphasized the importance of in-class discussions about literary works in order to expand the students’ thinking horizons and enhance their sense of self-confidence as contributors to the learning process. It also showed that the reader-response theory has a significant role in fostering the students’ critical thinking even though it is not clearly stated in the teachers’ perspectives on teaching literature.

Recent reforms in the South African health care and educational system were founded in the ideal that the country would produce independent, critical thinkers. Nurses need to cope with diversity in a more creative way, defining their role in a complex, uncertain, rapidly changing health care environment. Learning facilitators are held accountable for finding adequate learning experiences to prepare nursing students for such practice demands so that newly qualified nurses do meet expectations for entry level clinical judgement ability. Quality clinical judgement is therefore imperative as an identified characteristic of newly qualified professional nurses. There is a scarceness of information on the concept of clinical judgement especially within the South African nursing environment. Relevant information in this regard can assist in clarifying the meaning, which will facilitate a common understanding of the concept within the clinical nursing environment. This in turn can lead to the formulation of a teaching-learning strategy to facilitate clinical judgement in undergraduate nursing students, which would be of benefit in the nursing care environment. The objective of this study was addressed in three phases. The first phase of this research analysed the concept of clinical judgement through various data sources and a review of literature to clarify the meaning and facilitate a common understanding through identification of the characteristics and to develop a connotative (theoretical) definition of the concept. The second phase of the research investigated professional nurses‟ understanding of the meaning of clinical judgement, as well as the factors that influence the development of clinical judgement within the nursing environment. During the third phase a conceptual framework for an enabling teaching-learning environment was constructed from a modern day constructivist approach to facilitate clinical judgement. The section included a description and diagrammatic presentation of the framework. The conceptual framework formed the scientific basis from which a teaching-learning strategy for the creation of an enabling teaching-learning environment to facilitate clinical judgement in undergraduate nursing students within the South African nursing environment was synthesised. A qualitative design was used for the study. During the first phase (manuscript 1) an explorative, descriptive qualitative design was used to discover the complexity and meaning of the phenomenon. Multiple data sources and search engines were consulted for the time frame 1982-2013. An extensive concept analysis resulted in a theoretical definition of the concept „clinical judgement‟, a complex cognitive skill to evaluate patient treatment alternatives within the clinical nursing environment. The second phase (manuscript 2) is qualitative in nature and explored professional nurses‟ understanding of clinical judgement, as well as the factors influencing the development of clinical judgement in undergraduate nursing students. The findings emphasised clinical judgement as skill within the nursing environment. This assisted in the development of teaching-learning strategy for the creation of an enabling teaching-learning environment to facilitate clinical judgement in undergraduate nursing students within the South African Nursing environment as the third phase (manuscript 3). Such an environment should impact positively to promotion of autonomous and accountable nursing care. / PhD (Nursing), North-West University, Potchefstroom Campus, 2015

Recent reforms in the South African health care and educational system were founded in the ideal that the country would produce independent, critical thinkers. Nurses need to cope with diversity in a more creative way, defining their role in a complex, uncertain, rapidly changing health care environment. Learning facilitators are held accountable for finding adequate learning experiences to prepare nursing students for such practice demands so that newly qualified nurses do meet expectations for entry level clinical judgement ability. Quality clinical judgement is therefore imperative as an identified characteristic of newly qualified professional nurses. There is a scarceness of information on the concept of clinical judgement especially within the South African nursing environment. Relevant information in this regard can assist in clarifying the meaning, which will facilitate a common understanding of the concept within the clinical nursing environment. This in turn can lead to the formulation of a teaching-learning strategy to facilitate clinical judgement in undergraduate nursing students, which would be of benefit in the nursing care environment. The objective of this study was addressed in three phases. The first phase of this research analysed the concept of clinical judgement through various data sources and a review of literature to clarify the meaning and facilitate a common understanding through identification of the characteristics and to develop a connotative (theoretical) definition of the concept. The second phase of the research investigated professional nurses‟ understanding of the meaning of clinical judgement, as well as the factors that influence the development of clinical judgement within the nursing environment. During the third phase a conceptual framework for an enabling teaching-learning environment was constructed from a modern day constructivist approach to facilitate clinical judgement. The section included a description and diagrammatic presentation of the framework. The conceptual framework formed the scientific basis from which a teaching-learning strategy for the creation of an enabling teaching-learning environment to facilitate clinical judgement in undergraduate nursing students within the South African nursing environment was synthesised. A qualitative design was used for the study. During the first phase (manuscript 1) an explorative, descriptive qualitative design was used to discover the complexity and meaning of the phenomenon. Multiple data sources and search engines were consulted for the time frame 1982-2013. An extensive concept analysis resulted in a theoretical definition of the concept „clinical judgement‟, a complex cognitive skill to evaluate patient treatment alternatives within the clinical nursing environment. The second phase (manuscript 2) is qualitative in nature and explored professional nurses‟ understanding of clinical judgement, as well as the factors influencing the development of clinical judgement in undergraduate nursing students. The findings emphasised clinical judgement as skill within the nursing environment. This assisted in the development of teaching-learning strategy for the creation of an enabling teaching-learning environment to facilitate clinical judgement in undergraduate nursing students within the South African Nursing environment as the third phase (manuscript 3). Such an environment should impact positively to promotion of autonomous and accountable nursing care. / PhD (Nursing), North-West University, Potchefstroom Campus, 2015

This study sets out to answer the call for explicit instruction in critical thinking for ELL. Using action research and qualitative methodology, I examine the effect of implementing the cognitive apprenticeship paradigm with ELL studying in a mainstream secondary English class using the American curriculum. I center instruction on authentic texts and scaffold critical literacy and thinking tasks for instructional interventions. The data generated by the study includes written responses and reflections by the participants. This data is analyzed using research into cognitive theory and critical thinking pedagogy. The results support the cognitive apprenticehip model as one means for improving the higher literacy of ELL, regardless of level and background. The findings of this study contribute to the discussion of how to bridge the achievement gap between ELL and their native speaking peers and provide an avenue to advance their academic success. / English Studies / M.A. (with specialisation in TESOL (Teaching English to Speakers of other languages))

This thesis studies how students do projects in a Swedish upper secondaryschool. The students have to produce products and at the same time provethem self as independent in relation to the teachers, and negotiate therequirements of the project setting and the written instructions within thegroup. The study focuses on what comes out as problematic for the students,how they solve these dilemma situations and what resources are used in orderto do so.A choice was made only to analyse student group interaction in parts ofthe project process where the teachers were not physically present thus fillinga research gap.The empirical material was collected during three years in sex secondaryschool classes through filmed sessions of groups or pairs working with theirproject.Each of the four articles primarily focuses a special dilemma; structure,independence, instructions and critical thinking. By combining Goffman’sframe analysis with the concepts of risk and uncertainty from a Risk – societyperspective, issues related to what it means to do project work asindependent, critical 21st-century learner are illustrated and discussed.The choice to look only at situations in which students have to managewithout the aid of a physically present teacher illuminates several practicalconsequences like an unwillingness to go to the teacher and ask questions andan increased concentration on and interpretation of the written instructions. Adevelopment of Miller and Parlett’s (1974) discussion of student approach tocues are suggested. The concept of the cue choosing student are constructedin order to better respond to demands from an individualised interactionsociety. The study also emphasises how the students have to balance differentframeworks in order to be both authors and assessed students. Byimplementing a risk society perspective new ways of analysing andunderstanding independence and classroom interaction is suggested and arecontextualization of critical thinking proposed.

Thesis (MA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: Critical thinking and critical citizenship are generally considered to be desirable outcomes of the educational process as they enable students to make thoughtful choices. Citizenship Education does not currently form a separate part of the National Curriculum Statement (NCS), but is rather one of the main objectives and principles that shape the whole curriculum. In this research study, students took part in a project where the aim was to promote critical thinking and critical citizenship through the investigation of contemporary South African artworks. The purpose of the research was to firstly establish how students’ participation in the project affected their ability to think critically about Post-1994 South African art and the issues it conveys. Secondly the aim was to establish how effective the teaching strategies employed were in facilitating critical thinking and critical citizenship. An interpretative approach was followed in this case study. The nature of this research is predominantly qualitative, but is used in conjunction with quantitative methods to measure the increase of critical thinking applied. During the base-line assessment, students’ initial critical thinking skills were measured through the analysis of previously unseen images. Their ability to critically analyse artworks was assessed by utilising the Artful Citizenship Visual/Critical Literacy Scoring Rubric compiled by Rawlinson et al (2007). In the post-project assessment, the same visual examples and rubric were used, to detect possible changes in the students’ ability to apply critical thinking. Main themes and sub-themes were identified during the project. The main themes were knowledge, power and identity. The subthemes were meaningful knowledge, citing of evidence, experience, multiple opinions, exclusion of voices, power versus rights, binary oppositions and self in relation to other. With these themes, I aimed to unpack and explain the differences that occurred in the results from the pre- and post-project assessment. The findings of the post-project assessment showed a 39% improvement of critical thinking applied subsequent to the project. The teaching strategies followed during this project proved to be effective as the ability of the students to think critically was positively affected. The research indicated that activities which exposed students to multiple perspectives were conducive to the development of critical thinking. / AFRIKAANSE OPSOMMING: Kritiese denke en kritiese burgerskap word beskou as gunstige uitkomste van die opvoedingsproses omrede dit studente toerus om deurdagte besluite te neem. Burgerskapopvoeding vorm nie deel van die Nasionale Kurrikulum Verklaring (NKV) nie, maar is eerder een van die hoofdoelwitte en beginsels wat die hele kurrikulum uitmaak. In hierdie navorsingstudie het studente deelgeneem aan ‘n projek wat kontemporêre Suid-Afrikaanse kunswerke ondersoek. Die projek het beoog om daardeur kritiese denke en kritiese burgerskap aan te moedig. Die doel van hierdie navorsing was eerstens om te wys hoe studente se deelname in hierdie projek hulle vaardigheid beïnvloed om krities te dink oor Post-1994 Suid-Afrikaanse kunswerke, asook die kwessies wat dit kommunikeer. Dit was verder die doelwit om te wys hoe effektief die geïmplimenteerde onderrigstrategiӫe was in die fasilitering van kritiese denke en kritiese burgerskap. ‘n Interpreterende benadering is gevolg in hierdie gevallestudie. Die navorsing is oorwegend kwalitatief, maar word in kombinasie met kwantitatiewe metodes gebruik om die verbetering in aanwending van kritiese denke te bepaal. Gedurende die grondlynassessering is die studente se aanvanklike kritiese denkvaardighede bevestig deur die analise van onbekende kunswerke. Hulle vaardigheid om kunswerke krities te analiseer is gemeet deur middel van die Vaardige Burgerskap Visuele / Kritiese Geletterdheid-Telling-Rubriek saamgestel deur Rawlinson et al (2007). Dieselfde visuele voorbeelde en rubriek was gebruik in ‘n na-projekassessering om moontlike veranderinge in die studente se kritiese denke te bespeur. Hooftemas en subtemas was geïdentifiseer gedurende die projek. Die hooftemas is kennis, mag, en identiteit. Die subtemas is betekenisvolle kennis, ervaring, verwysing na bewyse, meervuldige opinies, uitsluiting van stemme, mag teenoor regte, binêre opposisies en die self in verhouding tot ander. Met hierdie temas het ek gepoog om die verskil in die resultate tussen die grondlyn- en na-projekassessering te verstaan en te verduidelik. Die bevindinge toon ‘n 39% verbetering in die aanwending van kritiese denke na afloop van die projek. Die onderrigstrategiӫe wat aangewend is in hierdie projek was effektief omrede die vaardigheid van die studente om krities te dink positief beïnvloed was. Die navorsing het aangedui dat aktiwiteite wat die studente blootstel aan meervuldige perspektiewe, bydra tot die ontwikkeling van kritiese denke.

Thesis (MEd)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: Many students that embark on higher education do not have study and thinking skills that are sufficiently well developed in order for them to become autonomous, selfdirected learners. This is partly due to the fact that the historically authoritarian and rigid approaches to teaching in some schools have discouraged independent thought. Other contributory factors such as negative beliefs, attitudes and dispositions, and distorted concepts of the self and of learning, also prevent effective learning from taking place. The focus of this research is a study and thinking skills programme. This programme is part of a four week bridging course for freshmen at the University of Stellenbosch. It is based on a comprehensive rationale derived from cognitive education theory, comprising a number of well known theorists such as Piaget, Vygotsky, Feuerstein and Lozanov. This is further supplemented by instruments from authors in the field of thinking skills (de Bono, Buzan). The purpose of this research was to identify elements of the programme which might be responsible for aspects of transformative learning, as defined by Mezirow in his Transformative Learning Theory. These aspects initially became apparent from students' responses in post-programme evaluations. The responses represented an unexpected outcome, as Mezirow's theory was not represented in the programme's rationale. Eight criteria were developed from Mezirow's theory, operationalised as questions, and then utilized to assess transformative learning in the context of the programme. In a conceptual analysis, four categories of the programme (the rationale, the objectives, the course material and implementation procedures) were compared and contrasted with criteria from Transformative Learning Theory. From this analysis it was apparent that several criteria of Transformative Learning Theory were present in the programme: it facilitated learning in both instrumental and communicative domains; it provided opportunities to explore meaning structures and to investigate distorted meaning perspectives; and it instigated disorientating or conflicting experiences with regard to these. Some criteria were absent from the programme in that it failed to promote rational discourse according Mezirow's definition, it did not adequately promote reflection on premises, and it did not intentionally address the transformation of meaning perspectives. These three omissions may be traced to the lack of an "adult learning" focus in the programme's theoretical structure. Despite this, a number of parallels were identified which may explain the representation of Mezirow's criteria in the programme, and hence the students' responses. Conclusions are drawn regarding a theoretically justified view of transformative learning in the context of the Study and Thinking Skills (S&TS) programme, and practical implications for educators are explained. Finally, recommendations are made for enhancing trans formative learning within the Study and Thinking Skills (S&TS) programme, and for the design of similar programmes. Recommendations are also proposed for further research in this area which, in the contemporary South African educational context, clearly deserves more attention in adult education and related settings. / AFRIKAANSE OPSOMMING: Talle studente wat tot hoer onderwys toetree se studie en denkvaardighede is me voldoende ontwikkeld om as outonome, selfgerigte leerders sukses te kan behaal nie. Dit is deels toe te skryf aan die outoritere en rigiede benaderings tot onderwys in sommige skole, wat selfstandige denke ontmoedig. Daar is egter ook ander belemmerende faktore soos studente se negatiewe houdings en verkeerde opvattings van leer en van hulself wat verhinder dat effektiewe leer plaasvind. Die fokus van hierdie navorsing is 'n Studie- en Denkvaardigheidprogram (S&TS). Hierdie program vorm deel van 'n vier week lange oorbruggingsprogram vir eerstejaarstudente aan die Universiteit van Stellenbosch. Die program is gebaseer op 'n omvattende rasionaal vanuit die kognitiewe opvoedkunde perspektief wat die werk van 'n aantal bekende teoretici (Piaget, Vygotsky, Feuerstein en Lozanov) insluit en word aangevul met oefeninge deur outeurs in die veld van denkvaardighede (De Bono en Buzan). Die doel van die navorsmg was om elemente van die program te identifiseer wat verantwoordelik kon wees vir aanduidings van transformatiewe leer, soos gedefinieer deur Mezirow in sy Transformatiewe Leerteorie. Hierdie aanduidings spruit uit studente se response tydens evalueringsessies na afloop van die program. Transformatiewe leeruitkomste was onverwags, omdat Mezirow se teorie nie verteenwoordig was in die rasionaal waarvolgens die program ontwerp is nie. Agt kriteria wat uit Mezirow se teorie ontwikkel kon word, is geoperasionaliseer en in vraagvorm gebruik om die inhoud van die program te analiseer. Die kriteria is as verteenwoordigend van transformatiewe leer in die konteks van 'n studie en denkvaardigheidsprogram beskou. In die analise van die inhoud is vier kategoriee van die program (die rasionaal, die doelstellings, die kursusmateriaal en die implementerings-prosedures) vergelyk en gekontrasteer met die kriteria vanuit die Transformatiewe Leerteorie. Uit hierdie analise het geblyk dat die program aan sekere kriteria voldoen, naamlik dat dit leer in be ide die kommunikatiewe en intrumentele domeine fasiliteer; geleenthede skep om betekenisstrukture te verken en versteurde betekenisperspektiewe te ondersoek; en dat dit disorienterende of konflikterende ervarings veroorsaak met betrekking tot bestaande betekenisstrukture en -perspektiewe. Sommige kriteria was glad nie verteenwoordig in die program nie. Die program het nie daarin geslaag om rasionele diskoers, volgens Mezirow se definisie daarvan, te ontlok nie.; dit het nie voldoende reflektering met betrekking tot onderliggende aannames aangemoedig nie en dit het nie doelbewus die transformasie van betekenisprespektiewe bevorder nie. Hierdie drie weglatings uit die program mag verband hou met die feit dat die teoretiese onderbou van die program nie op volwassene leer fokus nie. Ten spyte hiervan is daar egter steeds 'n aantal ooreenkomste tussen die kognitiewe ontwikkelingsteoriee en Mezirow se transformatiewe leerteorie geidentifiseer wat die verteenwoordiging van Mezirow se teorie in die program en dus die studente se response moontlik kan verklaar. Gevolgtrekkings met betrekking tot 'n teoreties geregverdigde beskouing van transformatiewe leer in die konteks van die Studie- en Denkvaardigheidprogram en die praktiese implikasies hiervan vir opvoeders, word beskryf. Ten slotte word aanbevelings gemaak om transformatiewe leer in die program te bevorder en vir die ontwerp van soortgelyke progamme.