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A direct approach to teaching critic...

Wolf, Theodore Philip.

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A direct approach to teaching critical thinking skills in secondary social studies.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A direct approach to teaching critical thinking skills in secondary social studies./
Author:	Wolf, Theodore Philip.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1987,
Description:	149 p.
Notes:	Source: Dissertations Abstracts International, Volume: 50-01, Section: A.
Contained By:	Dissertations Abstracts International50-01A.
Subject:	Social studies education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8808111
ISBN:	9798672182445

A direct approach to teaching critical thinking skills in secondary social studies.
Wolf, Theodore Philip.

A direct approach to teaching critical thinking skills in secondary social studies. - Ann Arbor : ProQuest Dissertations & Theses, 1987 - 149 p.

Source: Dissertations Abstracts International, Volume: 50-01, Section: A.

Thesis (Ph.D.)--Georgia State University - College of Education, 1987.

This item must not be sold to any third party vendors.

Purpose. The purpose of this study was to answer the research question: Will instruction in critical thinking produce immediate, long-term, and transfer effects among ninth grade social studies students in a suburban high school? In addition, the study attempted to answer the following secondary questions: (1) What is the meaning of critical thinking? (2) Why should critical thinking be taught in a social studies class? (3) Why should transfer and application effects be measured? Methods and procedure. This study was conducted with 100 ninth grade students at Riverwood High School, Fulton County, Georgia, in 1985. Fifty students were in an experimental group who received instruction in political science and critical thinking. Another 50 served as a control group who only received political science instruction. Improvement in critical thinking was measured by the Watson-Glaser Critical Thinking Assessment (WGCTA), a dialogue analysis, and a parent questionnaire. To determine the political science knowledge of both groups, the Citizenship Knowledge Test (CKT) was administered at the end of the course. The ability of both groups to transfer critical thinking skills was assessed by the Cornell Critical Thinking Test (CCTT). Data from the WGCTA, CKT, and CCTT were analyzed with one-way analysis of variance tests. Results. No statistically significant results were obtained for the following experimental and control group comparisons (alpha of.05): (a) pretest scores on the WGCTA, (b) posttest scores on the WGCTA, (c) scores on the CKT, and (d) scores on the CCTT. Mean scores on the dialogue analysis and parental questionnaire were so similar as to have no practical significance. Conclusions. The instruments which measured critical thinking yielded a consistent pattern. The control and experimental groups did not significantly differ on any test. It clearly appears that critical thinking instruction in the experiment did not result in any gains in critical thinking.

ISBN: 9798672182445Subjects--Topical Terms:

3422293
Social studies education.

A direct approach to teaching critical thinking skills in secondary social studies.
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100 1 $a Wolf, Theodore Philip. $3 3547107
245 1 0 $a A direct approach to teaching critical thinking skills in secondary social studies.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1987
300 $a 149 p.
500 $a Source: Dissertations Abstracts International, Volume: 50-01, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Crosthwait, Charles.
502 $a Thesis (Ph.D.)--Georgia State University - College of Education, 1987.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Purpose. The purpose of this study was to answer the research question: Will instruction in critical thinking produce immediate, long-term, and transfer effects among ninth grade social studies students in a suburban high school? In addition, the study attempted to answer the following secondary questions: (1) What is the meaning of critical thinking? (2) Why should critical thinking be taught in a social studies class? (3) Why should transfer and application effects be measured? Methods and procedure. This study was conducted with 100 ninth grade students at Riverwood High School, Fulton County, Georgia, in 1985. Fifty students were in an experimental group who received instruction in political science and critical thinking. Another 50 served as a control group who only received political science instruction. Improvement in critical thinking was measured by the Watson-Glaser Critical Thinking Assessment (WGCTA), a dialogue analysis, and a parent questionnaire. To determine the political science knowledge of both groups, the Citizenship Knowledge Test (CKT) was administered at the end of the course. The ability of both groups to transfer critical thinking skills was assessed by the Cornell Critical Thinking Test (CCTT). Data from the WGCTA, CKT, and CCTT were analyzed with one-way analysis of variance tests. Results. No statistically significant results were obtained for the following experimental and control group comparisons (alpha of.05): (a) pretest scores on the WGCTA, (b) posttest scores on the WGCTA, (c) scores on the CKT, and (d) scores on the CCTT. Mean scores on the dialogue analysis and parental questionnaire were so similar as to have no practical significance. Conclusions. The instruments which measured critical thinking yielded a consistent pattern. The control and experimental groups did not significantly differ on any test. It clearly appears that critical thinking instruction in the experiment did not result in any gains in critical thinking.
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