Effects of a Teacher-Training Program for Developing Critical-Thinking Skills in University Students of Southeast Mexico
Keywords:
Critical thinking, in-service teacher training, teaching methods, higher education.Abstract
The purpose of the present study was to obtain evidence about the effect of a teacher-training program at an institution of higher education in southeastern Mexico: the University of Mayab (Unimayab). The experimental group was composed of the students of nine teachers who, during the spring semester of 2003, took a course at the Unimayab (n = 219). Nine others were invited to participate as a control group of (n = 218). At the beginning and end of the semester, participants completed the California Critical Thinking Skills Test (CCTST). The results show significant differences in the dimensions measured by this test, except for the capability for analysis. Observations of teaching practice also showed better strategies for teachers who had taken the training program. It is concluded that teacher-training can improve the development of critical-thinking skills in students. Discussed are limitations of the study, as well as the implications for teacher-training at the university undergraduate level.Downloads
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References
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Bandura, A. (1997). Self efficacy: The exercise of control. NY: Freeman.
Bloom, B. S. (1990). Taxonomía de los objetivos de la educación. Buenos Aires: El Ateneo.
Bracey, G. W. (2000). The timss final year study and report: a critique. Educational Researcher Online, 29 (4), 4-10. Retrieved June 25, 2006, from: http://edtech.connect.msu.edu/aera/pubs/er/pdf/vol29_04/AERA290402.pdf
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Costa, A. (1985). Developing Minds: A resource book for teaching thinking. Alexandria, VA: ASCD.
Distler, S. (1998). Becoming a critical thinker: a user friendly manual. Upper Saddle River, NJ: Prentice Hall.
Ennis, R. H. (1993). Critical thinking assessment. Theory into practice, 32 (3), 179-186.
Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction: Executive summary. The Delphi Report. Millbrae, CA: California Academic Press.
Facione, N. (1996). Externalizing the critical thinking in knowledge development and clinical judgment. Nursing Outlook, 44, 129-136.
Facione, P. A. (1998). Critical thinking: What it is and why it counts. Millbrae, CA: California Academic Press.
Gallagher, A. M. & De Lisi, R. (1994). Gender differences in scholastic aptitude test mathematics problem solving among high-ability students. Journal of Educational Psychology, 86 (2), 204-211.
Giancarlo, C. A. & Facione P. A. (2001). A look across four years at the disposition toward critical thinking among undergraduate students. The Journal of General Education, 50, (1), 29-55.
Halpern, D. (1996) Thougth and knowledge: An introduction to critical thinking. Hillsdale, NJ: Erbaum Associates.
Hannel G. & Hannel, L. (1998). Seven steps to teach critical thinking: A practical application of critical thinking skills. NASSP Bulletin, 82, (598), 87-93.
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Laskey, M. L. & Gibson, P. W. (1997). College study strategies: Thinking and learning. Needham Heights, MA: Allyn and Bacon.
Leming, J. S. (1998). Some critical thoughts about the teaching of critical thinking. The Social Studies, 89 (2), 61-66.
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Marzano, R. J. (2003). What works in school, translating research into action. Alexandria, VA: ASCD.
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Marzano, R. J., Pickering, D., & McTighe, J. (1993). Assessing student outcomes. Alexandria, VA: ASCD.
Mayer R. E. (1998). Cognitive, metacognitive, and motivational aspects of problem solving. Instructional Science, 26, 49-63.
Nickerson, R. S. (1994). The teaching of thinking and problem solving. In R. J. Sternberg (Ed.), Thinking and problem solving, (pp. 409-449). San Diego, CA: Academic Press.
Palomba, C. A. & Banta, T. W. (1999). Assessment essentials: Planning, implementing and improving assessment in higher education. San Francisco: Jossey-Bass.
Potts, B. (994). Strategies for teaching critical thinking. ERIC/AE Digest (ERIC Document Reproduction Service No. ED385606).
Slavin, R. E., (2003). Educational Psychology: Theory and practice. Boston, Massachusets: Allyn and Bacon.
Sormunen, C. & Chalupa, M. (1994). Critical thinking skills research: developing evaluation skills. Journal of Education for Business, 69 (3), 172-177.
Sternberrg, R. (1985). Beyond IQ: A triadic theory of human intelligence. NY: Cambridge University Press.
Tiedemann, J. (2000). Gender related beliefs of teachers in elementary school mathematics. Educational Studies of Mathematics, 41, 191-207.
Wigfield, A. & Byrnes, J. P. (1999). Does math-factor retrieval explain sex differences in mathematical test performance? A commentary. Contemporary Educational Psychology, 24, 275-285.
Bandura, A. (1997). Self efficacy: The exercise of control. NY: Freeman.
Bloom, B. S. (1990). Taxonomía de los objetivos de la educación. Buenos Aires: El Ateneo.
Bracey, G. W. (2000). The timss final year study and report: a critique. Educational Researcher Online, 29 (4), 4-10. Retrieved June 25, 2006, from: http://edtech.connect.msu.edu/aera/pubs/er/pdf/vol29_04/AERA290402.pdf
Brandsford, J. & Stain, B. (2000). The ideal problem solver. San Francisco: Freeman.
Brookfield, S. D. (1987). Developing critical thinkers. San Francisco: Jossey-Bass.
California Academic Press (n.d.). The California Critical Thinking Skills Test. Retrieved July 16, 2002, from: http://www.insightassessment.com/test-cctst.html
Cambers, A., Carter-Wells, K. B. A., Bagwell, J., Padget, J. G. D., & Thomson, C. (2000). Creative and active strategies to promote critical thinking. In Yearbook of the Claremont Reading Conference (pp. 58-69). Claremont, CA: The Claremont Graduate School. Retrieved march 9, 2002, from: http://vnweb.hwwilsonweb.com/hww/Journals/getIssues.jhtml?sid=HWW:OMNIS&issn=0886-6880
Costa, A. (1985). Developing Minds: A resource book for teaching thinking. Alexandria, VA: ASCD.
Distler, S. (1998). Becoming a critical thinker: a user friendly manual. Upper Saddle River, NJ: Prentice Hall.
Ennis, R. H. (1993). Critical thinking assessment. Theory into practice, 32 (3), 179-186.
Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction: Executive summary. The Delphi Report. Millbrae, CA: California Academic Press.
Facione, N. (1996). Externalizing the critical thinking in knowledge development and clinical judgment. Nursing Outlook, 44, 129-136.
Facione, P. A. (1998). Critical thinking: What it is and why it counts. Millbrae, CA: California Academic Press.
Gallagher, A. M. & De Lisi, R. (1994). Gender differences in scholastic aptitude test mathematics problem solving among high-ability students. Journal of Educational Psychology, 86 (2), 204-211.
Giancarlo, C. A. & Facione P. A. (2001). A look across four years at the disposition toward critical thinking among undergraduate students. The Journal of General Education, 50, (1), 29-55.
Halpern, D. (1996) Thougth and knowledge: An introduction to critical thinking. Hillsdale, NJ: Erbaum Associates.
Hannel G. & Hannel, L. (1998). Seven steps to teach critical thinking: A practical application of critical thinking skills. NASSP Bulletin, 82, (598), 87-93.
Kerka, S. (1992). High order skills in vocational education. ERIC Digest, 127. (ERIC Document Reproduction Service No. ED350487).
Kronberg, J. R. & Griffin,M. S. (2000). Analysis problems. A means to developing students? critical-thinking. Journal of College Science Teaching, 29 (5), 348-352.
Laskey, M. L. & Gibson, P. W. (1997). College study strategies: Thinking and learning. Needham Heights, MA: Allyn and Bacon.
Leming, J. S. (1998). Some critical thoughts about the teaching of critical thinking. The Social Studies, 89 (2), 61-66.
Manual de Filosofía Legionaria. (2002). Unpublished document, Universidad del Mayab, Yucatan, Mexico.
Marzano, R. J. (1999). A different kind of classroom: Teaching with dimensions of learning. Alexandria,VA: ASCD.
Marzano, R. J. (2001). Designing a new taxonomy of educational objectives. California: Corwing Press.
Marzano, R. J. (1992). The many faces of cooperation across of dimensions of learning. In N. Davidson & T. Worsham (Eds.), Enhancing thinking through cooperative learning (Chapter II). NY: Teachers College Press.
Marzano, R. J. (2003). What works in school, translating research into action. Alexandria, VA: ASCD.
Marzano, R. J. & Pickering, D. J. (1997). Dimensions of learning. VA: ASCD.
Marzano, R. J., Brand, R., Hughes, C., Jones, B., Presseinsen, B., Ranking, S. et al. (1988). Dimensions of thinking. Alexandria, VA: ASCD.
Marzano, R. J., Pickering, D., & McTighe, J. (1993). Assessing student outcomes. Alexandria, VA: ASCD.
Mayer R. E. (1998). Cognitive, metacognitive, and motivational aspects of problem solving. Instructional Science, 26, 49-63.
Nickerson, R. S. (1994). The teaching of thinking and problem solving. In R. J. Sternberg (Ed.), Thinking and problem solving, (pp. 409-449). San Diego, CA: Academic Press.
Palomba, C. A. & Banta, T. W. (1999). Assessment essentials: Planning, implementing and improving assessment in higher education. San Francisco: Jossey-Bass.
Potts, B. (994). Strategies for teaching critical thinking. ERIC/AE Digest (ERIC Document Reproduction Service No. ED385606).
Slavin, R. E., (2003). Educational Psychology: Theory and practice. Boston, Massachusets: Allyn and Bacon.
Sormunen, C. & Chalupa, M. (1994). Critical thinking skills research: developing evaluation skills. Journal of Education for Business, 69 (3), 172-177.
Sternberrg, R. (1985). Beyond IQ: A triadic theory of human intelligence. NY: Cambridge University Press.
Tiedemann, J. (2000). Gender related beliefs of teachers in elementary school mathematics. Educational Studies of Mathematics, 41, 191-207.
Wigfield, A. & Byrnes, J. P. (1999). Does math-factor retrieval explain sex differences in mathematical test performance? A commentary. Contemporary Educational Psychology, 24, 275-285.
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Published
2006-11-01
