9 jun 001 measuring students’ critical thinking: problems and possible solutions aggi tiwari rn...
TRANSCRIPT
9 Jun 00 1
Measuring Students’ Critical Thinking: Problems and Possible Solutions
Aggi Tiwari RN PhD
Department of Nursing Studies
The University of Hong Kong
9 Jun 00 3
Conceptualization of CTDiverse:
problem-solving (Watson & Glaser, 1980) deductive-inductive reasoning (Ennis, 1962, 1987) reflective skepticism (McPeck, 1981) questioning assumptions (Brookfield, 1987) dialectical thinking (Paul, 1993) purposeful, self-regulatory judgment (Facione &
Facione, 1997)
Lack of universal agreement
9 Jun 00 5
Justifications for adopting a particular conception of CT
Is the definition broad enough to encompass the key features of CT?
Is the definition relevant for the study?What is the scientific basis for the
conception?Is direct testing possible?
9 Jun 00 6
Conception of CT adopted: An example
“purposeful self-regulatory judgment manifests itself in giving reasoned consideration to the evidence, context, standards, methods, and conceptual structures within which a decision is made about what to believe or what to do”
(Facione & Facione, 1997, p.1)
9 Jun 00 7
Justifications for adopting Facione & Facione’s definition of CT
(i) Broad enough to encompass: deductive-inductive reasoning problem-solving reflective skepticism dialectical thinking
9 Jun 00 8
Justifications for adopting Facione & Facione’s definition of CT
(ii) Relevant for participants of study: Practicing nurses need to -
• think logically• suspend judgment temporarily• reason from different perspectives• regularly monitor own reasoning
9 Jun 00 9
Justifications for adopting Facione & Facione’s definition of CT
(iii) Derived from rigorous scientific methods, has interdisciplinary
consensus, subjected to on-going empirical testing.
(iv) Can be tested directly:CCTDICCTSTHCTSR
9 Jun 00 10
Measuring CT: Some problems & possible solutions
(2) What procedures should be used to test the impact of a specific intervention on students’ CT?
9 Jun 00 11
Study Design - Example A
Time Series (Cook & Campbell, 1979)Pretest measure - students’ CT assessed
before implementation of PBLPost-treatment measures - measurements of
students’ CT taken on completion
9 Jun 00 12
Study Design - Example A
Criticism: No control group - would students’ CT be
enhanced because of some other reasons? Would the effects of the intervention be
retained?
9 Jun 00 14
Study Design - Example BControl group provides a baseline to
evaluate the effects of the intervention.Need to overcome the design deficits in
nonequivalent control group design e.g. pretest.
Would the effects of the intervention be retained after the intervening period? The addition of a post-experimental follow-up
study.
9 Jun 00 15
Measuring CT: Some problems & possible solutions
(3) Are the CT measuring tools valid and reliable?
9 Jun 00 16
Choosing CT measuring tools:Some considerations
CT is complex, not a collection of simple skills - unlikely that a single tool can cover all dimensions of CT.
Combination of measurements - the strengths of each measuring method reflected in the overall results, deficiencies of one method compensated by the others.
9 Jun 00 17
Choosing CT measuring tools:Some considerations
Both the skills and dispositional aspects of CT should be measured.
The CT measuring tool should be based on a defensible conception of CT.
Constructed at a level appropriate for those taking the test.
Is the tool culturally sensitive?
9 Jun 00 18
Examples of CT measuring toolsExample (i):
CCTDI - ‘one-shot’ measurement of HK and Australian nursing students’ CT
Example (ii): CCTDI + interviews - repeated measures of
experimental and control groups
Example (iii): CCTDI + HCTSR - pretest and posttest of HK
nursing students’ CT
9 Jun 00 19
Measuring CT: Some problems & possible solutions
(4) How to ensure that the interpretation is culturally sensitive?
9 Jun 00 20
The case of the intellectually biased students???
Disposition toward truth-seeking: “being eager to seek the best knowledge in a
given context, courageous about asking questions, and honest and objective about pursuing inquiry even if the findings do not support one’s self-interests or one’s preconceived opinions” (Facione, Sanchez & Facione, 1994, p.6).
9 Jun 00 21
The case of the intellectually biased students???
Exp. Group Control Group
Pretest 33.7 33.8
Posttest 1 34.0 34.1
Posttest 2 34.7 34.6
Maximum 60 Minimum 10
Ambivalent inclination 30 - 40
Positive inclination 40+
Negative inclination 30-
9 Jun 00 22
In the Chinese context...Social harmony - foundation of Chinese
cultureUnderpinning communication and
interpersonal relationshipsMaintaining harmony is paramountPreserving peaceful relations through
communication processes: Hanxu Mianzi
9 Jun 00 23
In the Chinese context...Hanxu (implicit communication):
leaves the “unspoken” to the listeners
Mianzi (face-directed communication strategies): intentions or disagreements deliberately articulated
indirectly
Buanzuei (talk back) challenging or questioning others upsets the established hierarchical relationships and
social harmony
9 Jun 00 24
The case of the intellectually biased students???
Chinese students not inclined to seek the truth?
Chinese students value harmony in interpersonal relationships more than the pursuit of truth?