Research to Practice: Testing a Tool for Assessing Critical Thinking in Art Museum Programs

Luke, Jessica J.; Stein, Jill; Foutz, Susan; Adams, Marianna

doi:10.1080/10598650.2007.11510564

Cited by 27 publications

(10 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

Section: The Potential Benefits Of Arts Exposurementioning

confidence: 99%

“…Using Luke et al's (2007) critical-thinking skills checklist, two researchers independently coded each student's written response and then tallied the total number of observations, interpretations, evaluations, associations, instances of problem finding, comparisons, and instances of flexible thinking. In order to limit coder bias, coders were kept unaware of students' characteristics, including the student's grade level and whether he or she was in the treatment or control group.…”

Section: Critical Thinking Assessmentmentioning

confidence: 99%

“…VTS is a curriculum and teaching method developed by Visual Understanding in Education. As a major component of the evaluation, the study authors were charged with developing a valid rubric for measuring critical thinking skills (Luke, Stein, Foutz, & Adams, 2007). Seven individual critical thinking skills comprised the final version of the rubric: observation, interpretation, evaluation, association, problem-finding, comparison, and flexible thinking.…”

Section: The Potential Benefits Of Arts Exposurementioning

confidence: 99%

See 2 more Smart Citations

Learning to Think Critically

Bowen

Greene

Kisida

2014

Educational Researcher

View full text Add to dashboard Cite

This article examines whether exposure to the arts has an effect on the ability of students to engage in critical thinking. We conduct a randomized controlled trial involving 3,811 students who were assigned by lottery to participate in a School Visit Program at the newly opened Crystal Bridges Museum of American Art. Students who participated in the School Visit Program demonstrated significantly stronger critical thinking skills when analyzing a new painting. These effects were larger for students from more disadvantaged backgrounds. In light of recent declines in the availability of the arts for disadvantaged populations, our results have important policy implications for efforts to restore and expand access to the arts.

show abstract

Section: The Potential Benefits Of Arts Exposurementioning

confidence: 99%

Section: Critical Thinking Assessmentmentioning

confidence: 99%

Section: The Potential Benefits Of Arts Exposurementioning

confidence: 99%

See 1 more Smart Citation

Learning to Think Critically

Bowen

Greene

Kisida

2014

Educational Researcher

View full text Add to dashboard Cite

show abstract

“…The museum programs/workshops mainly aimed to facilitate the development of young people's critical-thinking skills (e.g. Burchenal and Grohe 2007;Luke et al 2007). The dominant activity in facilitating children's learning in art museums/galleries was hands-on activity (see Burchenal and Grohe 2007;Krakowski 2012;Mallos 2012;Milutinović and Gajić 2010).…”

Section: Art Museums/galleriesmentioning

confidence: 99%

Museums as avenues of learning for children: a decade of research

Andre

Durksen

Volman

2016

Learning Environ Res

141

View full text Add to dashboard Cite

In this review, we focus on the museum activities and strategies that encourage and support children's learning. In order to provide insight into what is known about children's learning in museums, we examined study content, methodology and the resultant knowledge from the last decade of research. Because interactivity is increasingly seen as essential in children's learning experiences in a museum context, we developed a framework that distinguishes between three main interactivity types for facilitating strategies and activities in children's learning: child-adults/peers; child-technology and child-environment. We identify the most promising strategies and activities for boosting children's learning as situated in overlapping areas of these interactivity types. Specifically, we identify scaffolding as a key to enhanced museum learning. Our review concludes by highlighting research challenges from the last decade and recommendations for practice and future research on how to design, evaluate and guide theoretically-grounded educational programs for children in museums.

show abstract

“…That is, a sensitive facilitator enables a form of instruction that acts as a guide, yet also supports the opportunity for participants to think independently and critically and gives participants the space to build skills and personal mastery (Holloway & LeCompte, 2001;Vygotsky, 1971). For example, a facilitator may provide participants with guidance and tools to complete particular tasks, with the ultimate goal of enabling these participants to increase their skills in independent decision-making and critical thinking (Holloway & LeCompte, 2001;Luke et al, 2007). Thus, the facilitator poses as a model or mediator that supports participant growth, and not only a supplier of knowledge.…”

Section: The Important Role Of the Artist Facilitatormentioning

confidence: 99%

A multi-method study of youth development and wellbeing: a meta-narrative analysis and program evaluation study

Puente-Duran¹

2021

Preprint

View full text Add to dashboard Cite

Youth are embedded within multiple environmental systems, developing within families, neighbourhoods, and multicultural communities. Such systems influence the formation of identity and wellbeing. It is important to monitor the wellbeing of youth across their environments, given the complexities of diverse youth experiences. Accordingly, the present dissertation comprises two studies to address the topic of youth development and wellbeing using multiple data collection techniques. In Study 1, a meta-narrative analysis was undertaken examining concepts of youth wellbeing across multidimensional indices. A search was performed across the grey literature base and seven indices fit the search criteria. Data were extracted using a codebook to guide a thematic analysis and critical appraisal to compare, contrast, and critique indices. Results showed three key findings. (1) Indices had some overlap to conceptualize wellbeing, using an average of six dimensions. (2) Data collection used similar levels of population-level statistics and self-reported data. (3) A large proportion of measures focused on youth deficits, with less focus placed on positive attributes. In Study 2, an evaluation was conducted assessing the impact of a school-based art program on the socio-emotional wellbeing of adolescents from three grade 8 classrooms, within one inner-city, multicultural neighbourhood. A mixed-method, multi-informant evaluation design was employed, and implementation processes of the program were assessed. Survey data and open-ended responses were collected from 74 students at three time-points (pre, post, follow-up), using multilevel modeling to examine time-points nested within students. Responses were also collected post-program from six artist facilitators and three teachers. Program implementation results showed high levels of fidelity, and high quality ratings. Results from multilevel models showed significant variation at the between-student level. Across students, significant improvements were found over time for art skill, self-expression, and confidence presenting. Qualitative data revealed themes across informants regarding the positive impact of the program on student growth. Findings also indicated the importance of a safe space for adolescents to learn about themselves, and be vulnerable. These two studies shed light on the multiple ways in which youth development and wellbeing are assessed, and the ways in which a local-level community program can support their wellness.

show abstract

Research to Practice: Testing a Tool for Assessing Critical Thinking in Art Museum Programs

Cited by 27 publications

References 1 publication

Learning to Think Critically

Learning to Think Critically

Museums as avenues of learning for children: a decade of research

A multi-method study of youth development and wellbeing: a meta-narrative analysis and program evaluation study

Contact Info

Product

Resources

About