katerina malamitsa, ph.d. panagiotis kokkotas, professor michael kasoutas, ph.d. student efthymios...
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Katerina Malamitsa, Ph.D. Panagiotis Kokkotas, Professor
Michael Kasoutas, Ph.D. student Efthymios Stamoulis, Ph.D. student
Faculty of Primary EducationNational and Kapodistrian University of Athens
Greece
Ninth International History, Philosophy & Science Teaching Conference,June 24th - 28th 2007, Calgary, Canada
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Critical Thinking Conceptualization
as logical fallacies(Dreyfus & Jungwirth, 1980; Jungwirth & Dreyfus, 1990; Jungwirth, 1987)
as formal reasoning processes or skills(Blair & Johnson, 1980; Lawson, 1982, 1985; Obed, 1997)
as scientific reasoning in general(Friedler, Nachmias & Linn, 1990)
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9th IHPST Conference, June 24th - 28th 2007, Calgary, Canada
Critical Thinking Conceptualization
An historical benchmark in conceptualizing critical thinking is the consensus of a panel of 46 leading
theoreticians, teachers and critical thinking assessment specialists from several disciplines as it
is described in the conference proceedings of the American Philosophical Association (APA) widely
known as the “Delphi Report”(Facione, 1990a)
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9th IHPST Conference, June 24th - 28th 2007, Calgary, Canada
Critical Thinking &History Of Science
Issues of History of Science (HOS) can be incorporated to Science courses to promote students’ Critical Thinking
HOS can provide content material which could be used in Science Teaching
Aspects of Nature of Science (NOS) can engage students in Critical Thinking
although,
History & Philosophy of Science isn’t a unified field
The agenda between Critical Thinking and Science Education is conflicting
(Zemplèn, 2007; Matthews, 1994; 1998a; 1998b; Stinner et al, 2003; Stinner & Williams,
1998; Mc Commas et al., 1998; Lederman, 1992)
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9th IHPST Conference, June 24th - 28th 2007, Calgary, Canada
Science Education& Critical Thinking
Science Education promotes Critical Thinking skills by:
Stimulating critical reflection on the knowledge and the experience gained inside and outside the classroom
Promoting the awareness of subjective and ideological biases
Developing the ability to analyze evidence expressed in rational argumentation
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9th IHPST Conference, June 24th - 28th 2007, Calgary, Canada
Purpose of our ResearchExamine whether the exploitation of issues of HOS
in science teaching contributes towards the development of students’ Critical Thinking Skills
A project was developed on electromagnetism concepts which incorporated some historical aspects (i.e. Galvani-Volta controversy, Oerstead experiments)
A between groups experimental design was applied in order to explore whether HOS incorporation significantly affected students’ Critical Thinking Skills
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9th IHPST Conference, June 24th - 28th 2007, Calgary, Canada
Rationale of the Project:incorporate selected material from HOS (i.e. Volta’s
electrical pile, Oerstead experiments)address directly both student’s alternative
frameworks and the historical and sociocultural context of the scientist to whom the discovery is attributed
engage of students in the reflective examination and comparison between their own frameworks and the scientific models
aspects of NOS were also incorporatedpronouncedly non-authoritarian and student-centred
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9th IHPST Conference, June 24th - 28th 2007, Calgary, Canada
About the Project:30h duration (26h teaching, 4h evaluation)12 worksheets‘hands on and minds on activities’ / experiments /
practical workfocused on Critical Thinking Skills
e.g. Categorization, Examining Ideas, Identifying and Analyzing Arguments, Assessing Claim, Drawing Conclusions, Justifying Procedures
students were engaged to discussion with questions e.g. ‘How..?’, ‘Why…?’, ‘What If…?’
students developed argumentationvideotaped
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9th IHPST Conference, June 24th - 28th 2007, Calgary, Canada
A Worksheet of the Project
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9th IHPST Conference, June 24th - 28th 2007, Calgary, Canada
Project Video 1
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9th IHPST Conference, June 24th - 28th 2007, Calgary, Canada
Project Video 2
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9th IHPST Conference, June 24th - 28th 2007, Calgary, Canada
Research DesignCritical Thinking Skills were evaluated:
with ‘Test of Everyday Reasoning (TER)’ for both groups
with assessment sheets for the experimental group
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9th IHPST Conference, June 24th - 28th 2007, Calgary, Canada
“Test of Everyday Reasoning” (TER)
based on the APA Delphi Reportit is a 35-item multiple choice testassesses an individual's or group's reasoning
and critical thinking skillsgathers program evaluation on reasoning and
critical thinking skills research dataassesses educational learning outcomeswe translated the TER (into Greek) and
standardized it
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9th IHPST Conference, June 24th - 28th 2007, Calgary, Canada
“Test of Everyday Reasoning” (TER)
TER provides six scores from an individual’s completed test: (a)an Overall Score which ranges from 0 to 35(b)three Sub-scales:
i. “Analysis”, ranging from 0 to 9,ii. “Evaluation” , ranging from 0 to 11iii. “Inference”, ranging from 0 to 15
(c) two more Sub-scales :i. “Deductive Reasoning”, ranging from 0 to 19ii. “Inductive Reasoning”, ranging from 0 to 16
each of the items of TER is assigned to only one of the three sub-scales: “Analysis”, “Evaluation” or “Inference”
the same items are reclassified to only one of the two other Sub-scales: “Deductive Reasoning” or “Inductive Reasoning”
(Facione, 2001: 11-12, 25)
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9th IHPST Conference, June 24th - 28th 2007, Calgary, Canada
Assessment Sheetfor the evaluation of the project’s teaching objectivesincluded multiple choice questions, open ended
questions (sentence completion and completely unstructured), concept map construction
was completed individually by students of the experimental group
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9th IHPST Conference, June 24th - 28th 2007, Calgary, Canada
Research Designa within-groups design was employed
(experimental & control group)each group had 22 studentseach group had the same initial level of Critical
Thinking Skillsinvestigated with an independent samples t-test for
TER Overall Scoreno significant differences were found [t(21) = 0,859;
p = 0,4 (> 0,05)]
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9th IHPST Conference, June 24th - 28th 2007, Calgary, Canada
Experimental Hypothesis
students after the project would have significantly better results in TER scores than before the project in Overall Score and Sub-scale scores signifying the
improvement in their critical thinking skills.
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9th IHPST Conference, June 24th - 28th 2007, Calgary, Canada
Research Results
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9th IHPST Conference, June 24th - 28th 2007, Calgary, Canada
Box plot of TER Overall Score and Sub-scale Scores, before and after the project for the experimental group
Paired Samples t-tests (Pre – Post)
For the Experimental Group:were found statistically significant for the Overall Score and all sub-
scale scores the effect sizes were:
much larger than typical (d >1) or larger than typical (0,80 < d < 1)
For the Control Group:were found statistically non significant for the sub-scale scores of
“Analysis” “Evaluation” & “Inference”,were found statistically significant for the Overall Score and the sub-
scale scores of “Deductive Reasoning” & “Inductive Reasoning” but: the effect sizes were:
much smaller than typical (d < 0,20)(Cohen, 1988)
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9th IHPST Conference, June 24th - 28th 2007, Calgary, Canada
Assessment Sheet Results
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9th IHPST Conference, June 24th - 28th 2007, Calgary, Canada
Histogram of Assessment Sheet Overall Scorewith normal curve
Discussion
there is a need to create opportunities for students which:develop their understanding on how scientific ideas
are accepted and/or rejected on the basis of empirical evidence
develop their understanding on how scientific controversies can arise from different ways of interpreting such evidence
students generally respond positively to the integration of History of Science
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9th IHPST Conference, June 24th - 28th 2007, Calgary, Canada
The incorporation of aspects of HOS:supports the development of instructional toolssupports learning by engaging students to discuss,
argue and build consensus as members of a community
contributes towards students’ Critical Thinking Skills development
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9th IHPST Conference, June 24th - 28th 2007, Calgary, Canada
Discussion
we reject the null hypothesisthus, the project implementation led to statistically
significant results concerning the critical thinking skills development
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9th IHPST Conference, June 24th - 28th 2007, Calgary, Canada
Discussion
THANK YOU
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9th IHPST Conference, June 24th - 28th 2007, Calgary, Canada
Presenter: Katerina MalamitsaFaculty of Primary Education
National and Kapodistrian University of AthensGreece
Ninth International History, Philosophy & Science Teaching Conference,June 24th - 28th 2007, Calgary, Canada
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