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A Phenomenological Study of Middle School Teachers' Perceptions of the Definition of Critical Thinking.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Phenomenological Study of Middle School Teachers' Perceptions of the Definition of Critical Thinking./
Author:	Lovegreen, Valerie Ann.
Description:	1 online resource (206 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 81-06, Section: A.
Contained By:	Dissertations Abstracts International81-06A.
Subject:	Educational psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27548738click for full text (PQDT)
ISBN:	9781392854105

A Phenomenological Study of Middle School Teachers' Perceptions of the Definition of Critical Thinking.
Lovegreen, Valerie Ann.

A Phenomenological Study of Middle School Teachers' Perceptions of the Definition of Critical Thinking. - 1 online resource (206 pages)

Source: Dissertations Abstracts International, Volume: 81-06, Section: A.

Thesis (Ph.D.)--Northcentral University, 2019.

Includes bibliographical references

Critical thinking is valued across the lifespan, necessary at every stage of academic development and considered important for success in the workforce. Students with strong critical thinking skills have been shown to have higher academic achievement than those who struggle to use critical thinking during classroom instruction. Throughout the ages, scholars have developed definitions to aid in understanding the meaning of the phenomenon of critical thinking. Despite these scholarly tools, teachers report that although they are interested in ensuring the critical thinking development of their students, they do not feel prepared to teach critical thinking. The struggle may be due to a lack of a practical definition of critical thinking that can be used during classroom instruction. The purpose of this qualitative phenomenological study was to identify teachers' perceptions of the definition of critical thinking necessary for classroom success. Driven by the constructivist theoretical framework, the study collected information from teachers who are active participants in teaching critical thinking and developed a collective essence of their experience. The results showed that teachers use some scholarly terms to define critical thinking, but they incorporate a vast number of other terms and phrases not identified by scholars. When asked to differentiate critical thinking from other phenomena, the teachers used some of the same terms that defined critical thinking, suggesting confusion with regard to the meaning of various constructs. Results suggested that teachers' responses offer the beginnings of a practical definition of critical thinking for classroom use and further research is needed to parcel out a definition of critical thinking that could improve student academic success.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9781392854105Subjects--Topical Terms:

517650
Educational psychology.
Subjects--Index Terms:

Critical thinkingIndex Terms--Genre/Form:

542853
Electronic books.

A Phenomenological Study of Middle School Teachers' Perceptions of the Definition of Critical Thinking.
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500 $a Source: Dissertations Abstracts International, Volume: 81-06, Section: A.
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502 $a Thesis (Ph.D.)--Northcentral University, 2019.
504 $a Includes bibliographical references
520 $a Critical thinking is valued across the lifespan, necessary at every stage of academic development and considered important for success in the workforce. Students with strong critical thinking skills have been shown to have higher academic achievement than those who struggle to use critical thinking during classroom instruction. Throughout the ages, scholars have developed definitions to aid in understanding the meaning of the phenomenon of critical thinking. Despite these scholarly tools, teachers report that although they are interested in ensuring the critical thinking development of their students, they do not feel prepared to teach critical thinking. The struggle may be due to a lack of a practical definition of critical thinking that can be used during classroom instruction. The purpose of this qualitative phenomenological study was to identify teachers' perceptions of the definition of critical thinking necessary for classroom success. Driven by the constructivist theoretical framework, the study collected information from teachers who are active participants in teaching critical thinking and developed a collective essence of their experience. The results showed that teachers use some scholarly terms to define critical thinking, but they incorporate a vast number of other terms and phrases not identified by scholars. When asked to differentiate critical thinking from other phenomena, the teachers used some of the same terms that defined critical thinking, suggesting confusion with regard to the meaning of various constructs. Results suggested that teachers' responses offer the beginnings of a practical definition of critical thinking for classroom use and further research is needed to parcel out a definition of critical thinking that could improve student academic success.
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