ERIC Number: ED319497
Record Type: RIE
Publication Date: 1990-May
Reference Count: N/A
Critical Thinking: Toward Intellectual Accountability and Social Responsibility. A Research Project on Critical Thinking, Cooperative Learning and Moral Development.
A descriptive study of teacher perceptions of critical thinking skills and implementation of teaching behaviors that foster critical thinking was carried out. Participants were 30 teachers at an elementary school in a small, affluent community in the San Francisco Bay area. Data were gathered by means of a questionnaire administered to a consensus group of classroom teachers, administrators, and others with doctoral degrees and interest, experience, or training in critical thinking skills and strategies. Data were also obtained through a self-study survey of 14 primary school teachers and classroom observation of 80 second graders and 82 kindergartners. Seven 30-minute observation periods were used to gather information on instructional strategies, student involvement, and interaction between teachers and students. Findings indicated that there was a gap between the theory of critical thinking and the instructional strategies that teachers used in their classrooms. Several areas for further investigation are identified. The study's review of literature traces the theoretical relationship between critical thinking, cooperative leaning, problem solving, moral development, and decision making. The critical thinking questionnaire is appended. A total of 45 references are cited. (RH)
Publication Type: Dissertations/Theses - Masters Theses; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Master's Thesis, Dominican College.