Inventory of Instruments of Critical Thinking

Follman, John; Lavely, Carolyn; Berger, Neal

doi:10.22329/il.v18i2.2383

Cited by 8 publications

(8 citation statements)

References 7 publications

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“…Considérant la diversité de point de vue sur la PC, il existe une grande diversité d'outils qui reflètent plus ou moins les présupposés de l'une ou l'autre des définitions. Dès la fin des années 1990, on recensait environ 70 outils prétendant mesurer la PC dont la moitié était difficilement accessibles (Follman et al, 1996). Sur le plan de la mise en forme, les types de questions varient aussi d'un test à l'autre ; on y rencontre des questions à choix multiples, des questions ouvertes ou encore des combinaisons des deux.…”

Section: Une Diversité D'outils De Mesure De La Pensée Critiqueunclassified

“…Les instruments prétendant mesurer la PC reflètent plus ou moins les présupposés des définitions de la PC auxquels ils se réfèrent, mettant soit l'accent sur les habiletés, soit sur les attitudes/dispositions. À la fin des années 1990, on en identifiait environ 70, pour la plupart difficilement accessibles (Follman et al, 1996). Les types de questions varient d'un test à l'autre (questions à choix multiples, questions ouvertes, combinaison des deux).…”

Section: Les Instruments Existants En Françaisunclassified

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Quelles pensée critique et métalittératie des futur·es enseignant·es à l’heure des fausses nouvelles sur le Web social ? Une étude de cas collective en francophonie / What critical thinking and metaliteracy of preservice teachers in an era of fake news on the social web? A collective case study in French-speaking nations

Michelot¹

2021

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This collective case study focuses on critical thinking and literacies (informational, digital, media, etc.), understood with the concept of metaliteracy, for students beginning higher education and destined to be secondary school history teachers. The objective is to present a portrait of critical thinking and metaliteracy among these preservice teachers from the French-speaking world, in an era of social networks. The background of the research includes an increasing number of fake- news and conspiracy theories with proven socio-political and health impacts in election or pandemic contexts. We studied students from Wallonia (Belgium), France and Québec (Canada), especially because of these nation’s approach to train preservice teachers (vocational training vs disciplinary training).To conduct this project, several specific objectives were formulated. These were: i) to analyse the metric quality of French-version tests quantifying critical thinking skills and dispositions as well as metaliteracy self-efficacy; ii) to describe preservice teacher scores in critical thinking, particularly in respect with environmental (type of training, country of study, employment) and personal (self-efficacy in critical thinking and metaliteracy, belief in the likelihood of becoming teacher) factors; iii) to discriminate between critical thinking and metaliteracy strategies used by preservice teacher in Wallonia, France and Quebec when navigating in a social media (here Facebook) used as digital personal learning environment (PLE) with respect to the type of training and some environmental (perception of the educational and digital environment) and personal (self-efficacy) factors. A last specific objective, transversal to the first three, consisted in iv) engaging socio-cultural factors and taking into account the educational path, in perceptions and practices related to metaliteracy and critical thinking, in the social web era. This thesis follows a presentation by article; each one of them is related to one of the first three objectives, the fourth objective is thus discussed in a transversal way.Carried on five establishments (two in Wallonia, one in France and two in Quebec), this research is based on a two-phase mixed methodology. The quantitative phase involved three tests conducted on 245 preservice teachers (N = 245). During the second phase, the qualitative one, 32 students (n = 32, selected among the 245 participants) were interviewed, particularly to describe knownstrategies to evaluate information. In addition, we observed practices and strategies mobilized by nine of them (n = 9) to evaluate information from documentaries and discuss it on a social media.The first article illustrates the complexity of critical thinking measurements but demonstrates the psychometric robustness of the French version of the Halpern Critical Thinking Assessment test, a test for scoring critical thinking skills. Furthermore, we postulate that critical thinking self- efficacy, significant predictor of skills, should be considered as a disposition to critical thinking. We have also developed an indicator measuring self-efficacy in terms of metaliteracy. In a second article, we tried to define the best predictors of critical thinking skills scores. A linear model (including country of study, type of training, employment as well as self-efficacy in critical thinking and metaliteracy) is statistically significant although with limited predictive capability. However, strategies and practices described in the third article and observed in real-life context show only minimal differences between used strategies: it seems that students following a vocational training would more likely mobilize metacognitive and self-critical strategies when their counterparts in disciplinary training use more criterion-referenced strategies.The research highlights the positive role of relationship to current and prospective employment of preservice teachers in defining critical thinking skills and dispositions, combined with specific strategies for dealing with information. The results support the increase of preservice teacher training integration into educational practice and suggests the support of career planning to develop critical thinking skills. Strength and limitations of the research are discussed and several recommendations are offered for research project and educational system, in terms of educational policy and school practices.

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Section: Une Diversité D'outils De Mesure De La Pensée Critiqueunclassified

Section: Les Instruments Existants En Françaisunclassified

Quelles pensée critique et métalittératie des futur·es enseignant·es à l’heure des fausses nouvelles sur le Web social ? Une étude de cas collective en francophonie / What critical thinking and metaliteracy of preservice teachers in an era of fake news on the social web? A collective case study in French-speaking nations

Michelot¹

2021

Preprint

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“…Many P4C programs have since being held around the globe and today there is a lot of empirical research claiming that philosophy programs deliver their goals (Daniel & Delsol, 2005;Daniel & Gagnon, 2011;Follman et al, 1997;Reznitskaya et al, 2008;Reznitskaya et al, 2009;Reznitskaya, 2012;Reznitskaya et al, 2012;Riley, 2013). Many inventories have been developed for measuring critical thinking, performance in dialogue and argumentation, linguistic skills etc.…”

Section: Introductionmentioning

confidence: 99%

Students’ Views about Their Participation in a Philosophy Program

Gasparatou¹,

Ergazaki²

2015

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This paper reports on a phenomenological study that aims at exploring students' own perception of their participation in a "Philosophy for/with Children" program. The program was comprised of eight philosophy sessions designed for stimulating interesting and fairly disciplined discussions. The implementation of the program took place at a village high school in a rural part of west Greece, with 16 teenager students (age 14 -16). The students gave us individual semi-structured post-interviews concerning (a) the expectations they had from the program, (b) their experience from it, (c) their understanding about its purpose and outcomes, and (d) their suggestions for possible changes with regard to it. The qualitative analysis of students' interviews showed that they had a very positive view of the program, as thoroughly discussed in the paper.

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“…There are several definitions of critical thinking (and instruments for its measurement), but there seems to be some common grounds around the ideas of analysis, evaluation, inference, and interpretation of CT. Follman et al, (1997) provides a comprehensive list and associated discussion. In our study presented in this article, we define critical thinking around this simpler construct as follows: "critical thinking is the process of analysis, evaluation, inference, and interpretation of resources and activities (gathered via online experiences with course material)."…”

Section: Introductionmentioning

confidence: 99%

Activities and Resources in Online Learning: From a Critical Thinking View

Morin¹,

Molson²,

Thomas³

et al. 2012

InSITE Conference

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This article investigates the relationship between Web-based learning and Critical thinking (CT) in a web-based course on the fundamentals of Information Technology at a university in Montreal, Canada. In particular, it will identify what part(s) of the course and to what extent, critical thinking is perceived to occur. The course contains two categories of learning modules namely resources and interactive activity components. The study aimed at answering the following questions: (1) What is the effect of the learning modules on Critical Thinking? and (2) What is the relative contribution of the various learning modules on Critical Thinking skills requirements?

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Inventory of Instruments of Critical Thinking

Cited by 8 publications

References 7 publications

Students’ Views about Their Participation in a Philosophy Program

Activities and Resources in Online Learning: From a Critical Thinking View

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