ERIC Number: ED420794
Record Type: RIE
Publication Date: 1998-Jun
Defining, Teaching, and Evaluating Critical Thinking Skills in Adult Education.
Vaske, Joann M.
This study examined adult educators' perceptions of components related to critical thinking, including definitions of critical thinking, instructional methods used, and methods of measuring students' growth. A self-report survey method elicited responses from adult educators who currently teach or previously taught adult education courses in United States institutions offering graduate degrees in adult education. Of 155 questionnaires, 78 were returned and 68 were usable. Data were summarized using frequencies, percents, means, and standard deviations. Some tests of statistical significance were carried out using the chi-square statistic. No statistically significant results were found. Respondents agreed that one goal of adult education should be to develop students' critical thinking skills. Moreover, they believed they are teaching critical thinking, using an indirect approach. However, they indicated that adult educators do not have a clear idea about what critical thinking is, which suggests that instruction has not been addressed systematically. Although no single definition of critical thinking emerged, results led to development of a conceptual framework of critical thinking for adult educators. Results indicated adult educators used experiential and participatory methods when teaching critical thinking skills. To evaluate gains in students' critical thinking skills, adult educators reported using a variety of qualitative measures. (Appendixes contain 119 references, instrument, and responses.) (YLB)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Specialist in Education thesis, Drake University.