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.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:BVAU.2429/2801 |
| Date | 11 1900 |
| Creators | Gibson, Lindsay Smith |
| Publisher | University of British Columbia |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
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