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A measure of middle school students'...

Gueguen, Michelle.

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A measure of middle school students' ability to think critically when exposed to historical thinking pedagogy.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A measure of middle school students' ability to think critically when exposed to historical thinking pedagogy./
Author:	Gueguen, Michelle.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	156 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.
Contained By:	Dissertation Abstracts International77-11A(E).
Subject:	Middle school education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10118407
ISBN:	9781339797380

A measure of middle school students' ability to think critically when exposed to historical thinking pedagogy.
Gueguen, Michelle.

A measure of middle school students' ability to think critically when exposed to historical thinking pedagogy. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 156 p.

Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.

Thesis (Ed.D.)--Loyola University Chicago, 2016.

Promoting critical thinking is arguably one of the unifying goals and purpose of education (Bain, 2008; Brophy, 1990; Kuhn, 1999). The primary purpose of this study was thus to gain a deeper understanding of how students think critically about history. Student products were analyzed to look for evidence of critical thinking and deconstructed utilizing Dick's Taxonomy of Critical Thinking (1991) to determine which components of critical thought were most prevalent in student work. While research has shown that critical thinking is feasible in a classroom setting, little empirical evidence exists regarding which aspects of critical thought are most prevalent in student work and how this impacts history instruction.

ISBN: 9781339797380Subjects--Topical Terms:

969762
Middle school education.

A measure of middle school students' ability to think critically when exposed to historical thinking pedagogy.
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245 1 2 $a A measure of middle school students' ability to think critically when exposed to historical thinking pedagogy.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 156 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.
500 $a Adviser: Ann Marie Ryan.
502 $a Thesis (Ed.D.)--Loyola University Chicago, 2016.
520 $a Promoting critical thinking is arguably one of the unifying goals and purpose of education (Bain, 2008; Brophy, 1990; Kuhn, 1999). The primary purpose of this study was thus to gain a deeper understanding of how students think critically about history. Student products were analyzed to look for evidence of critical thinking and deconstructed utilizing Dick's Taxonomy of Critical Thinking (1991) to determine which components of critical thought were most prevalent in student work. While research has shown that critical thinking is feasible in a classroom setting, little empirical evidence exists regarding which aspects of critical thought are most prevalent in student work and how this impacts history instruction.
520 $a The present study confirmed that middle school students are capable of communicating certain elements of critical thinking in their writing when exposed to primary sources in history instruction. The results underscored the importance of the types of questions instructors ask in requiring students to think about history. Teaching students to think critically requires modeling and practice, and therefore, implementing critical thinking pedagogy in a history classroom must be intentional (Bailin et al, 1999). The lack of evidence of some elements of critical thinking in this study may be useful to educators who wish to incorporate these findings in their everyday lessons. The results indicate that some assignments are more effective than others in soliciting critical thinking, and the types of questions asked strongly influence student responses. In addition, the results indicate that students are consistently able to identify an argument according to Dick's Taxonomy of Critical Thinking (1991). They demonstrate students' ability to raise issues, draw conclusions, and support their claims when dissecting a historical argument. However, students fell short in terms of their ability to analyze arguments throughout the data. Moreover, the data collection provided no evidence of historical empathy demonstrated in student artifacts.
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10118407