Dissertations / Theses on the topic 'Critical Thinking Dispositions Inventory'

This study was undertaken in an attempt to determine the degree to which second year Mathematics education students consider critical thinking dispositions and attitudes to be important and to develop a curriculum-based mediational approach based on the data, to encourage the critical thinking dispositions and attitudes that appeared to be in need of encouragement. A literature study was undertaken to determine the positive critical thinking dispositions and attitudes students should possess. In addition it was also determined which teaching learning approaches will benefit the development of critical thinking dispositions and attitudes the most. The advantages as well as the processes and components that should form part of the mediational approach for the development of critical thinking dispositions were examined. A two-phase, sequential, explanatory mixed method study was subsequently undertaken with second-year Mathematics students at a South African university. The quantitative study made use of a self-developed questionnaire to determine the degree to which students consider critical thinking dispositions and attitudes important. Data emanating from the questionnaires were analysed and questions that had to be answered in narrative format were set for each student according to their own responses on the questionnaire. Narratives formed part of the qualitative component of the study in which students had to indicate factors that influence their critical thinking dispositions and attitudes, what could be done to improve the apparent unimportant critical thinking dispositions and attitudes and whether they regard the critical thinking dispositions and attitudes as important. Narratives were analysed and the results were used to explain the quantitative data. Results revealed that second year Mathematics education students do not consider critical thinking dispositions and attitudes, in particular inquisitiveness but also judiciousness, open-mindedness, systematicity, truth-seeking, analyticity and confidence in critical thinking to be very important and therefore these critical thinking dispositions and attitudes appeared to require encouragement. A curriculum-based mediational approach based on a section in the existing Mathematics module for second year education students was developed in order to encourage critical thinking dispositions in Mathematics. The study concluded with recommendations to encourage critical thinking dispositions and attitudes as well as proposals for future studies.<br>PhD, Education, North-West University, Vaal Triangle Campus, 2012

This study investigates the variance in critical thinking dispositions between arts and non-arts undergraduates using quantitative data from the California Critical Thinking Disposition Inventory (CCTDI), a survey instrument. Data were collected from a sample of 141 undergraduates at a large, urban, public university on the east coast. The population consisted of four groups: freshmen non-arts students, freshmen arts students, junior and senior non-arts students, and junior and senior arts students.;of the four groups which were compared, the junior and senior arts subjects showed the greatest mean total score on the CCTDI. This mean was significantly higher than that of freshmen non-arts students. Junior and senior arts students were also found to have significantly higher mean scores on several of the CCTDI subscales.;A consensus of findings in research literature on higher education and critical thinking indicate that an inquiry-based curriculum positively influences gains in critical thinking in undergraduates. Research shows, as well, that learning in the arts is largely inquiry-based. The synthesis of those findings and the results of this study indicate that exposure to learning in the arts positively influences students' disposition to think critically.

This study sought to develop and validate content for the Organizational Support for Critical Thinking Inventory (OSCTI). Six focus group subject matter experts participated in a workshop guided by the techniques and procedures outlined in stage one of the Smith, Milberg, and Burke (1996) instrument development and validation process to develop draft items for the OSCTI. Benson and Clarke (1982) techniques were also utilized to establish content validity and focus group participants assumed the role of expert judges by participating in an electronic survey to rank the relative importance of all draft items produced by the individual members of the focus group. To test reliability, the OSCTI was administered on a sample of forty-three (n=43) participants from the Minnesota Office of Higher Education via an electronic survey. The Chronbach Alpha method was used to estimate the proportion of variance and a reliability coefficient of 0.97 resulted. A new fundamental and powerful concept of Organizational Support for Critical Thinking was newly defined in this study. This concept is embedded in the OSCTI, along with constructs of perceived organizational support (receptivity and valuing contributions) and critical thinking dimensions based on Dr. Richard Paul’s 35 Dimensions of Critical Thought. The OSCTI can be used by organizations to determine the extent to which it supports employees’ use of critical thinking in the workplace. Further construct validity and confirmatory factor analysis should be completed on different populations to further define organizational support for critical thinking and establish the predictive qualities and generalizability of the OSCTI.

Thesis (Ph. D.) -- University of Maryland, College Park, 2005.<br>Thesis research directed by: Education Policy, and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

Democracy does not automatically maintain itself by prescribed constitutions and procedural codes (Dewey, 1939), but rather its citizens must have certain dispositions to protect and strengthen it (Biesta, 2006). According to John Stuart Mill (1859/1991), people can tyrannize one another within the structures of a democracy, a concept he phrased “tyranny of the majority” (p. 7). To safeguard against such tyranny and to maintain a democratic way of life conducive to progress, I contend that our schools must be tasked with developing critical thinking dispositions in our future adults. The literature on education for democracy was reviewed and aligned with the critical thinking dispositions defined in the present study. Critical thinking dispositions are taught through interactions that promote them, not only limited to methods of direct instruction, such that they are infused throughout all academic subjects at all grade levels (Facione, 1990). Therefore, the present study explored the relationship between teachers’ critical thinking dispositions and their teaching styles. The main research question was: How do critical thinking dispositions differentiate between teaching styles? To best answer this question 10 mixed methods case studies were conducted of the teachers at one private pre-kindergarten through eighth grade school. The data were collected through a quantitative questionnaire, the California Critical Thinking Dispositions Inventory (CCTDI), and through qualitative observations and interviews. Subsequently, each strand, qualitative and quantitative, was analyzed individually and sequentially. Finally, through cross-case analyses, 10 distinctions in teaching styles were found for teachers who scored high on the critical thinking dispositions: truth-seeking to teacher explorer, truth-seeking to student teaching, open-mindedness to student teaching, inquisitiveness to fallibility, analyticity to emotional adaptability, analyticity to fallibility, analyticity to observational listening, systematicity to nurturing, confidence in reasoning to curriculum expansion, and confidence in reasoning to self-actualization. Understanding these relationships is the start of possibly being able to use teachers’ CCTDI profiles to predict teaching styles and to guide teacher education. Implications for future research include more focused studies around the consistent relationships emerging from the present study and research about students’ development of critical thinking dispositions in relation to teaching styles.

This study aimed to explore teachers&rsquo<br>conceptions of critical thinking and practices for critical thinking development in Turkish, social studies, science and technology and mathematics courses at seventh grade level. The study was conducted with a phenomenological approach in which 70 teachers from 14 elementary schools in Ankara participated. Data were collected through in-depth interviews with teachers. The findings of the study revealed that there were cognitive skills, dispositions and criteria that teachers perceived to relate to critical thinking. The results also shed light on teachers&rsquo<br>perceptions on the acquisition of critical thinking, the roles that they assumed in the process of enhancing students&rsquo<br>critical thinking, teaching approaches they held with regard to the enhancement of students&rsquo<br>critical thinking, and the conditions that they deemed necessary to develop critical thinking in class. Moreover, teachers&rsquo<br>planning for the integration of critical thinking into their instruction revealed the limitations of the programs in teaching for critical thinking and the alterations that they made to eliminate these limitations and set the stage for students to think critically. In addition, teachers&rsquo<br>practices for the incorporation of critical thinking into instruction at seventh grade level illuminated instructional strategies that teachers used, in-class activities that they conducted, and assignments that they gave to students for the purpose of fostering their critical thinking. Furthermore, perceptions on teachers&rsquo<br>assessment of students&rsquo<br>critical thinking provided insight into the instruments that teachers used in the assessment of students&rsquo<br>critical thinking, the kind of critical thinking skills and dispositions that they aimed to assess, their perceptions on criteria by which they judged students&rsquo<br>critical thinking, and reasons behind any reservations about the assessment of students&rsquo<br>critical thinking. Besides, teachers&rsquo<br>perceptions on obstacles to and opportunities for the development of students&rsquo<br>critical thinking helped to identify the factors that inhibited or fostered their ability to focus on critical thinking skills in their classes. Finally, it should be noted that with regard to all the aforementioned issues, discipline-specific categories, as well as the categories across all four disciplines, emerged.

Doctor of Education<br>Department of Educational Leadership<br>Royce Ann Collins<br>There is a need for critical thinking skills in our society. This research study examines graduate student’s growth in critical thinking after experiencing a specifically designed curriculum. This study evaluated the effectiveness of the U.S. Army Command and General Staff Officer Common Core Course to change student critical thinking skills and habits of the mind attributes, and further examined instructor perceptions of the curriculum, instructional methods, and instructor skills and behaviors that impact student critical thinking development within the Core Course. This study used an explanatory sequential mixed method research design in order to answer the four research questions and test their respective hypotheses. Eight student staff groups (n=120) were selected from the Command and General Staff Officer Common Core Course Class 15 population, and the quantitative data used to conduct the analyses was derived from a pretest and posttest using the Military and Defense Critical Thinking Inventory (MDCTI), a nationally recognized instrument designed specifically for individuals in the defense and military profession. The qualitative component of the study consisted of focus group interviews conducted with instructors from the eight selected staff groups (n=24) to examine their perceptions on the role of the curriculum, instructional methods, and instructor skills and behaviors in developing student critical thinking. The data collected from these interviews were analyzed and presented using a collective case study approach. Analysis of the student pretest and posttest score change results indicated statistically significant changes in analysis, induction, deduction, and overall critical thinking skills, and in the communicative confidence, professional confidence, expression, and directness habits of the mind attributes. Further analysis indicated that there was no statistically significant change differences in critical thinking skills or habits of the mind attributes between the teaching team groups. Analysis of the qualitative data revealed nine themes that were categorized within the theoretical framework of curriculum, instructional methods, and instructor skills and behaviors. Four additional themes emerged which did not address the role of curriculum, instructional methods, and instructor skills and behaviors in developing student critical thinking. These themes included: lack of contact time, the importance of the physical classroom configuration, the military/school culture, and student attributes.

Questa tesi si propone per la missione dell'Ecologia Industriale, di trovare soluzioni innovatrici a problemi ambientali complicati, dall' analisi dei modelli e delle tecniche analitiche. La parte di sintesi (Capitolo 1) chiarisce il rapporto fra i modelli (i.e. IPAT equation, life cycle inventory analysis e dynamic Leontief model) e le tecniche analitiche (decomposition, attribution e marginal analyses) e come possono essere utilizzati per scopi differenti. Ogni capitolo specifico si focalizza su un tema differente: confronto fra i modelli statici e dinamici nei rispettivi contesti del sistema di produzione sostenibile e del consumo e decrescita (Capitolo 2), metodi integrati per gli inquinamenti industriali in particolare per quanto riguarda l' accessibilità e l' elaborazione dei dati (Capitolo 3), e indicatori base, oggetti e vincoli per una società a bassa emissione di carbonio (Capitolo 4). Sulla base dei risultati dei casi specifici, viene sintetizzato sul meta-model per il design, come i modelli e le tecniche possono essere applicati per la missione, e le loro limitazioni vengono inoltre discusse (Capitolo 5).

碩士<br>國立成功大學<br>護理學系碩博士班<br>96<br>Critical thinking skill is the essential ability in nursing clinical practice. It would be a guide line to lead nursing administration strategy when we understand the nurse’s critical thinking disposition. But the scale of critical thinking disposition inventory for Taiwan nurses is still lacking. The Chinese version of critical thinking disposition inventory (CTDI-CV) was edited by Pang-et-al who applied the Chinese culturally concept in the California critical thinking disposition inventory. It had been tested among Chinese nursing students. The overall content validity index (CVI) was .89 and the subscale CVI were ranging from .60 to 1. Cronbach’s α of the overall scale was .90, the subscale ranged from .54 to .77. The CTDI-CV contained 70 items with 7 subscales. This study was to test the CTDI-CV among clinical nurses in Taiwan. There were 864 participants in this study whom were stratified random sampling from different hospital’s registered nurses. Data were collected by self administration using a structred questionnaire. The confirmatory factor analysis used to test the goodness-of-fit of the hypothetical measurement model with poor results: χ2/df = 4.66, p＜ .05, GFI = .59, AGFI = .56, SRMR = .11, RMSEA = .07. The exploratory factor analysis was then to test the structures of the underline factors. Guiding by item analysis the number of items was decreased to 32 items. Further, 14 items were deleted through the analysis of factoral structure and communalities ＜ .3. The final scale norminated short form critical thinking disposition inventory contained 18 items with 3 subscales. The total explained variance from the 18 items was 44%. Cronbach’s α for overall and each subscale were over .8. The CFA reused to test the goodness-of-fit of the SF-CTDI-CV among clinical nurses in Taiwan with good results: χ2/df = 4.04, p＜ .05, GFI = .93, AGFI = .91, SRMR = .076, RMSEA = .059. SF CTDI-CV are effective and convenient for researches and participants to understand Participants’ critical thinking disposition.

Thesis (Ph. D.)--University of Hawaii at Manoa, 2001.<br>Study conducted with college students in Hawaii, using items from the California Critical Thinking Disposition Inventory (CCTDI) and the Self-Construal Scale (SCS). Includes bibliographical references (leaves 146-171). Also available on microfiche.

碩士<br>國立彰化師範大學<br>商業教育學系<br>96<br>The aim of this research was to study the relationship between personality and critical thinking dispositions of college students in Taiwan. According to the statistic result, the conclusions were： 1. Agreeableness is the highest and neuroticism is the lowest in the Big Five Model of college students. 2. College students’ critical thinking dispositions were better. 3. There were no significant gender、age、school style and academy differences in critical thinking dispositions. 4. Personalities of college students have significant correlation with critical thinking dispositions. 5. Personalities of college students could efficacy predict students’ critical thinking dispositions.

碩士<br>國立臺南大學<br>測驗統計研究所碩士班<br>97<br>The purpose of the study was to investigate the current status on democratic-legal critical thinking dispositions assessment of the 6th graders. Democratic-legal critical thinking dispositions was operationally defined as performance on Democratic-Legal Critical Thinking Dispositions Assessment（DLCTDA）. To achieve the purpose of this study, DLCTDA, Democratic-Legal Critical Thinking Skills Test, and Critical Thinking Dispositions Scale were used in the study. The sample of the study was composed of 139 students of the 6th grade. The study collected the evidence of reliability and validity of DLCTDA and students’ Critical Thinking Skills Test. The DLCTDA was administered right after democratic-legal critical thinking skills test. The democratic-legal critical thinking dispositions of students were classified into three types: high, middle, and low. The study also investigated the status of the factors affecting students’ performance on DLCTDA. The study was analyzed through statistical methods, including Pearson Product-Moment Correlation, AMOS, ANOVA, HLM, and Canonical Correlation. The main findings were as following: 1、The Democratic-Legal Critical Thinking Dispositions Assessment had good reliability and validity. 2、The Democratic-Legal Critical Thinking Dispositions Assessment was indeed superior to the traditional Critical Thinking Dispositions Scale on measuring students’ critical thinking skills. 3、Students’ performance on DLCTDA was correlated positively with that on Democratic-Legal Critical Thinking Skills Test. 4、The Democratic-Legal Critical Thinking Dispositions Assessment has significantly positive effects on students’ critical thinking skills. 5、Differences in the three types of democratic-legal critical thinking dispositions were significantly correlated with students’ performance on DLCTDA. 6、Students’ performance on DLCTDA showed significant differences for different genders, ethic groups, social economic statuses, use of multimedia experiences, and classroom climates. 7、The high-level students are proficient for critical thinking. They enjoy all kinds of critical thinking and perform very well. The scores of middle-level students are all above the mean. The scores of low-level students are all below the mean.

Research has it that students in institutions of higher learning the world over evidence stifled critical thinking dispositions in their studies. Some researchers in countries like the United States of America have come up with findings about critical thinking dispositions peculiar to their contexts and hence not universally applicable. Factors that stifle critical thinking dispositions of students in Zimbabwean institutions of higher learning had not been studied per se. This research focuses on factors that stifle critical thinking dispositions of third year students at Morgenster Teachers’ College in Zimbabwe. Both the qualitative and the quantitative research approaches were employed in this research. Focus group interviews and questionnaires were used to generate data. Third year students at Morgenster Teachers’ College were studied. The research findings reveal that the factors that stifle critical thinking dispositions in the students are individualistic, structuralistic, socio-cultural and political. In this study, it is recommended that the lecturers can alleviate the effects of the factors that stifle critical thinking dispositions by exposing students to critical thinking situations.<br>Educational Studies<br>M. Ed.(Philosophy of Education)

碩士<br>中臺科技大學<br>護理系碩士班<br>101<br>The objectives of nursing education are to cultivate students to learn actively, own positive value of profession, and think critically in the nursing interventions. Understanding student’s learning style will be helpful to her professional education. The aims of this study are to investigate the relations between critical thinking dispositions and learning styles for nursing students. This study is designed to be a simple random sampling. The subjects are recruited from freshmen of nursing vocational students in a university of middle Taiwan. The evaluation tools used in the study are “California critical thinking dispositions inventory of Facione in Chinese” and “learning style inventory of Kolb“. The collected data are analyzed by SPSS for Window 18.0 software. The results are shown that students who are married or ever employed in the regional hospital/medical center performed better critical thinking disposition. The learning style of a nursing vocational student generally belonged to a converger. According to the relations between critical thinking dispositions and learning styles, the students with learning style of “concrete experience” had better systematic analysis capabilities, as well as the students with learning style of “active experimentation” had better critical thinking dispositions. The findings in the study can be applied in the designs of teaching strategy and learning programs to help the students with learning styles developing their critical thinking capabilities.

碩士<br>明道大學<br>課程與教學研究所<br>101<br>Developed by Stauffer, the Directed Reading-Thinking Activity (DR-TA) strategy was used for predicting, reading and proving. The aim of this study was to explore the effects of the DR-TA strategy instruction on critical thinking abilities and dispositions on 4th grade elementary students. This study adopted quasi-experimental research method. An experiment with the nonequivalent pretest-posttest control group designs was conducted. These participants were 4th graders in two classes drawn from an elementary school where the researcher work in Chang-hua County. They were selected by using the purposive sampling methods, and assigned into two groups. Sixteen students in the experimental group received the DR-TA strategy instruction two class periods per week for eight weeks, while fifteen students in the control group received the traditional reading instruction. Before the experimental instruction, the participants were divided into three groups, namely low, medium and high reading comprehension abilities according to “Reading Comprehension Screening Test”. Besides, the researcher edited “Critical Thinking Ability Test” and “Critical Thinking Disposition Appraisal” which were applied to the experimental and control groups for pretest and posttest. To examine the effect of the DR-TA strategy instruction, the Statistical Package for the Social Science version 19.0 was employed for the statistical analyses. The quantitative data were analyzed by Mann-Whitney test, Wilcoxon signed ranks test, Kruskal-Wallis test, point-biserial correlation, and Spearman rank order correlation coefficient. The results indicated as follows: 1. There was no significant difference between the experimental group and the controll group on the 4th graders’ critical thinking abilities and critical thinking dispositions. 2. The DR-TA strategy instruction and the traditional reading instruction had the significant advancement on students’ critical thinking abilities, but neither of them was not significantly affect students’ critical thinking dispositions. 3. The DR-TA strategy instruction couldn’t significantly improved critical thinking dispositions of those students who were from different background variables. However, critical thinking abilities of the girls and the medium reading comprehension abilities students significantly improved by this instruction. 4. Neither critical thinking abilities nor critical thinking dispositions was significantly related with the 4th graders’ background variables. Finally, the implication of these results were discussed, and some suggestions were provided for educational authorities, elementary school teachers, and the study direction in the future.

碩士<br>國立屏東師範學院<br>教育科技研究所<br>91<br>Abstract The main purpose of this study is to investigate the effect on sixth-grade students’ critical thinking after implementing Information Technology Integrated Project-Based Instruction and Learning in elementary science classes. Through Information Technology Integration and Project-Based Instruction and Learning, the researcher would like to know if the experimental group’s critical thinking skills and dispositions toward critical thinking are significantly different with the controlled group’s. To achieve this goal, a quasi- experimental design of nonequivalent pretest-posttest method was employed. Samples are two sixth-grade classes selected from school where the research serves. A twelve-week pilot teaching and an eight-week formal teaching were conducted in the experimental class, but not in the controlled class. The Critical Thinking Skill Test and The Dispositions toward Critical Thinking Scale designed by Yeh(1999) for K-12 students were adopted as evaluation tools. In order to know the effect of teaching experiment, data from pretest and posttest was treated by Analysis of Covariance and Independent Samples T-test. After statistical analysis, the major findings of this study are as follows: 1. The teaching of Information Technology Integrated Project-Based Instruction and Learning can significantly improve the critical thinking skills of students in the experimental group. 2. The teaching of Information Technology Integrated Project-Based Instruction and Learning can significantly improve the dispositions toward critical thinking of students in the experimental group. 3. The effect of Information Technology Integrated Project-Based Instruction and Learning on students of various learning achievement are: (1) The teaching of Information Technology Integrated Project-Based Instruction and Learning can significantly improve the dispositions toward critical thinking of students with middle-level and low-level learning achievement in the experimental group. (2) The teaching of Information Technology Integrated Project-Based Instruction and Learning can significantly improve the critical thinking skills of students with middle-level learning achievement in the experimental group. 4. Positive response and more aggressive learning attitude were observed in the experimental group after the implementation of Information Technology Integrated Project-Based Instruction and Learning. .

The primary objective of this research was to determine if a specific set of reflective practices enhance university undergraduate students’ abilities to: 1) reflect on their thinking processes to become more aware of their own intellectual habits and how they form; 2) inquire with open-minded curiosity, including suspension of assumptions long enough for them to be challenged; and 3) generate justifiable, contextual understandings and judgments, individually and in collaboration. “Reflective practices” refers to a specific set of reflective learning activities introduced to undergraduates in two courses: mindfulness practice extended into journal writing, listening, inquiry and dialogue. The purpose of the reflective practices in this research was to support independent, critical thinking: well-reasoned, evaluative judgments based on evidence, contextual understanding, and respect for others. Students were instructed in both individual, introspective activity as well as in paired and group interaction while preserving a degree of mindfulness. Indicators of the dispositions for critical thinking were developed using grounded theory methods to study students’ experiences, as well as those dispositions previously identified in the research literature. Qualitative results showed increased self-confidence, engagement with multiple points of view, and an unexpected sense of connectedness that was stronger between students who disagreed with each other than between students who found easy agreement in their interaction. Quantitative results showed statistically significant gains in the average number of indicators of critical thinking dispositions appearing in student journals comparing week 1 to week 11. There was also positive correlation between final essay exam scores graded for critical thinking skills and the total number of indicators found in students’ journals.<br>This thesis presents primary research on the impacts of mindfulness applied to introspective and interactive learning activities in undergraduate university courses.

碩士<br>臺北市立師範學院<br>科學教育研究所<br>93<br>This study aimed to investigate how to use the Socratic Questioning Model (SQM) to foster sixth graders’ critical thinking abilities and dispositions. SQM can be traced to ancient Greece and Socrates, whose teaching methods with the major characteristics of the dialogic and dialectical method are believed to be the first efforts to develop critical thinking. In this study, teachers used this model to provide Abstract This study aimed to investigate how to use the Socratic Questioning Model (SQM) to foster sixth graders’ critical thinking abilities and dispositions. SQM can be traced to ancient Greece and Socrates, whose teaching methods with the major characteristics of the dialogic and dialectical method are believed to be the first efforts to develop critical thinking. In this study, teachers used this model to provide conflictive issues and applied the method of questioning and small group discussion to foster students’ critical thinking. This research also discussed the influence of SQM on different class status pupils’ critical thinking abilities and critical thinking dispositions. Nonequivalent pretest-posttest control group design was used in this study. There were 98 sixth graders selected from an elementary school in Taipei city. Thirty-four pupils were assigned into experimental group, and sixty-four assigned into two control groups. The experimental group received the SQM instruction four class periods per week for nine weeks, while both control groups remained in their regular science instruction. The quantitative data included (1) the Test of Critical Thinking Ability (TCCA), which was applied to the experimental and control groups for pretest and posttest. (2）the Test of Critical Thinking Disposition (TCCD), which was applied to the experimental and control groups for pretest and posttest. (3) the Class Status Questionnaire (CSQ), which divided the experimental pupils into three groups was applied to the experimental group after the intervention. The data were analyzed by ANCOVA. There were also qualitative data collected from interview, class observation, learning feedback and questionnaires. The major findings of this study were as follows: a) The SQM had significantly positive effects on pupils’ critical thinking abilities. This resulted from the fact that the experimental group had higher score than the control group. b) The SQM had significantly positive effects on pupils’ critical thinking dispositions. This resulted from the fact that the experimental group had higher score than the control group. c) Pupils received SQM with different class status do not showed significantly different critical thinking ability. d) Pupils received SQM with different class status do not showed significantly different critical thinking disposition. According to these results, some conclusions of this study were as follows: a) The SQM had significantly positive effects on pupils’ critical thinking abilities and dispositions. b) Class status and social interaction will effect pupils’ critical thinking development. c) Background knowledge, thinking skills will effect pupils’ critical thinking development d) The cognition of critical thinking and training of questioning skills by teachers will provide different leaning of students. Some suggestions for further study were as follows: a) Needing creating more infused teaching material and curriculums. b) Needing creating multiple assessment tools. c) Needing creating critical thinking workshop for in-service and pre-service teachers. d) Continuing research of the natural of critical thinking and scientific thinking. e) Continuing research of the interaction of teacher-student and fellows.

Summaries in Afrikaans and English<br>This thesis is a conceptual exploration of the concept "critical thinking" and is chiefly aimed at everyone involved in education in the new South Africa. The investigation is contextualised by critically examining certain motives for such an investigation and by assessing the importance of encouraging people to think critically. The focus is first on the relationship between the concepts "critical thinking", "thinking" and "rationality". Then follows a thorough analysis of the concept "critical thinking". Preconditions for the use of the concept are identified. The last part of the thesis deals with the relationship between critical thinking, learning and critical thinking can level. teaching, and a discussion on how be improved and promoted at school<br>Hierdie verhandeling is ·'n konseptuele verkenning van die begrip "kritiese denke" en is veral gerig aan almal wat by die opvoeding in die nuwe Suid- Afrika betrokke is. Die verkenning word gekontekstualiseer deur sekere motiewe vir so 'n ondersoek krities te bespreek en die belangrikheid daarvan om mense aan te moedig om krities te dink te bepaal. Daar word vervolgens eers gekonsentreer op die verhouding tussen die begrippe "kritiese denke", "denke" en "rasionaliteit". Daarna volg n grondige bespreking van die beg rip "kritiese denke". Voorwaardes vir die gebruik van die begrip word nagegaan. Die laaste gedeelte van die verhandeling handel oar die verhouding tussen kritiese denke, leer en onderrig en daar word beredeneer hoe kritiese denke op skoolvlak verbeter en bevorder kan word.<br>Philosophy, Practical & Ststematic Theology<br>M.A. (Wysbegeerte)

碩士<br>國立中正大學<br>成人及繼續教育研究所<br>92<br>Abstract The main purpose of this study is to explore the relationships between R&D Professional’s Emotional Intelligence, Critical Thinking Dispositions and Creativity Performance. To analyze the factors that affect the R&D Professional’s Creativity Performance, we may learn from the past literature and information that Emotional Intelligence has played a very important role in the job performance. However, so far there is few researches have integrated Emotional Intelligence, Critical Thinking Dispositions and Creativity Performance to evaluate the connection among the three factors. There are 206 observations sampled from various organizations. The contest provides data for the LISREL CFA and SEM analyses to test the various hypotheses. Major results are listed in the following five conclusions: 1. Social Skills will be the key of R&D Professional’s Emotional Intelligence. 2. R&D Professional’s Emotional Intelligence will affect Individual Creativity Performance. 3.R&D Professional’s Emotional Intelligence will affect Individual Critical Thinking Dispositions. 4.R&D Professional’s Critical Thinking Dispositions will affect Individual Creativity Performance. 5.By the analysis of LISREL, there is a fine model fitness in this study.

碩士<br>國立臺南大學<br>科技發展與傳播研究所<br>94<br>The main purpose of this study was according as The Big Six Model to build Web-Based Assisted Instruction Environment, through designed teaching activity the solving of information problem progress to lead learners to understand and make the best of the internet resources to promote students information problem-solving skills, critical thinking of dispositions and ability. The participants were 22 Students, three and four grade in Department of Education of National University of Tainan, whom were required to engage in a course, named ‘Application and Evaluation of The Internet Resources ’, for 8 weeks. The research used questionnaire, interview, and document to collect information for analysis. The findings showed that: 1. The students had significant positive effect in information problem-solving skills and that of ‘ability degree’ and ‘confidence degree’ to increase with the proportion. 2. The students had significant positive effect in critical thinking dispositions after 8 weeks instruction, it was strongest a factor of ‘systematicness and analysis’. 3. The students had significant positive effect in critical thinking ability after 8 weeks instruction, it was strongest factors of ‘inference’ and ‘interpretations’. 4. Students have not forced to make a speech to each discussion question in the big six skills web based assisted instruction environment and theme not living of the discussion topic, made the discuss that is not so good as expectancy. But they still had exercise activities in the web-based assisted instruction environment. Finally, according to these research results, the researcher suggests some recommendations for teachers in instruction and researches needed in the future.

Although the development of critical thinking in students is not an easy task, it is becoming increasingly more vital. Students need to be able to think critically to thrive in the 21st century workplace. The auditor of the future must adapt to a fast-changing, technologydriven world where critical thinking capabilities provide the ability to solve unstructured problems, analyse and interpret information, make informed decisions and interrogate information. With claims that the auditing profession is not delivering entry-level chartered accountants with the necessary skills and competencies to truly add value to auditing clients, the onus is on educators to develop critical thinking in their students. As critical thinking is a complex concept with multiple dimensions, imparting this skill to students is an intricate process. Technology-based educational interventions which include simulations, virtual reality and games can provide effective platforms for developing critical thinking. However, educators are often hesitant to use these technologies and uncertain how to instill critical thinking in students. It is therefore clear that educators need guidance and require a robust, holistic framework for critical thinking development through technology-based educational interventions. The primary objective of this study was to propose such a conceptual framework that would provide guidance to educators in addressing the growing need for auditors with welldeveloped critical thinking capabilities. To arrive at this conceptual framework, more insights into the conceptualisation and development of critical thinking were required. These insights set the foundation for a preliminary, literature-based, conceptual framework. To validate the concepts and relationships proposed in this preliminary framework and to provide insights into additional concepts and relationships, the perspectives of three groups of participants were obtained using an Interactive Qualitative Analysis (IQA) design. Concepts in the final conceptual framework included studentrelated factors, educator-related factors, design and development considerations, technology-based enabling tools, collaboration among stakeholders and disciplines, the learning process, ethics, globalisation, auditing content, critical thinking and other learning outcomes associated with critical thinking, constructivism and characteristics of critical thinking instruction. The end product is a novel, integrated and robust conceptual framework aimed at the development of critical thinking in auditing students through technology-based educational interventions. This framework provides a structure to the complex nature of critical thinking development. The acquisition of critical thinking capabilities is, however, not a once-off, linear event. The framework and its individual concepts and relationships should thus be seen as part of a continuous process of critical thinking growth.<br>Hoe moeilik dit ook al mag wees om studente te leer om krities te dink, dit word toenemend noodsaaklik. In die 21e eeu vereis die werkplek immers kritiese denke van studente. Die aspirantouditeur moet by ʼn snel veranderende, tegnologies gedrewe wêreld kan aanpas deur krities te dink om ongestruktureerde probleme op te los, inligting te ontleed, te vertolk en te betwyfel, en om ingeligte besluite te neem. Aangesien ouditeursfirmas kla dat jong geoktrooieerde rekenmeesters nie oor die nodige vaardighede beskik nie, het opvoeders die verantwoordelikheid om studente krities te leer dink. Omrede kritiese denke ʼn komplekse konsep met veelvuldige fasette is, is dit ʼn heel ingewikkelde proses om studente daarmee toe te rus. Tegnologiese onderrigintervensies deur onder meer nabootsings, virtuele werklikhede en speletjies kan hierin van groot nut wees. Opvoeders aarsel egter om hierdie tegnologieë aan te wend, en daarby is hulle onseker hoe om kritiese denke by studente in te skerp. Opvoeders het ongetwyfeld leiding hierin nodig, en ʼn stewige, holististiese raamwerk vir die ontwikkeling van kritiese denke deur middel van tegnologiese onderrigintervensies is duidelik nodig. Die doel van hierdie navorsing is om met so ʼn konseptuele raamwerk te kom wat leiding kan gee aan opvoeders wat aspirantouditeurs moet oplei om krities te dink. Hiervoor moes groter insig in die konseptualisering en ontwikkeling van kritiese denke verkry word. Hierdie insigte het die grondslag gelê vir ʼn voorlopige konseptuele raamwerk wat op die literatuur berus. Drie groepe deelnemers is gebruik om die geldigheid van die addisionele konsepte en verbande in die voorlopige raamwerk te toets en insigte in addisionele konsepte en verbande te verkry. ʼn Interaktiewe kwalitatiewe analise (IKA) is gedoen. Die konsepte in die finale konseptuele raamwerk is onder meer studentfaktore, opvoederfaktore, oorwegings soos ontwerp en ontwikkeling, tegnologiese instrumente, samewerking tussen belanghebbers en dissiplines, die leerproses, etiek, globalisering, die ouditkunde-inhoud, kritiese denke en ander leeruitkomste wat met kritiese denke gepaard gaan, konstruktivisme en die kenmerke van onderrig in kritiese denke. Die eindproduk is ʼn nuwe, geïntegreerde en stewige konseptuele raamwerk waarmee ouditkundestudente met tegnologiese onderrigintervensies opgelei kan word om krities te dink. Hierdie raamwerk verleen struktuur aan die komplekse aard van opleiding in kritiese denke. Die verwerwing van die vermoë om krities te dink is egter nie eenmalig en lineêr nie. Hierdie raamwerk met sy afsonderlike konsepte en verbande moet beskou word as ʼn onderdeel van ʼn deurlopende proses om kritiese denke te ontwikkel.<br>Nakuba ukuthuthukiswa kokucabanga sakuhlaziya kubafundi kungesiwo umsebenzi olula, kuya ngokuya kubaluleka kakhulu. Abafundi kumele bakwazi ukucabanga sakuhlaziya ukuze baphumelele emsebenzini kwikhuluminyaka lama21. Umcwaningimabhuku wesikhathi esizayo kufanele ajwayele isimo sezwe elishintsha masinya, esiholwa ubuchwepheshe nokuyilapho ukukwazi ukucabanga sakuhlaziya kuhlinzeka ikhono lokusombulula izinkinga ezingahlelekile, ukuhlaziya nokuhumusha imininingwane, ukuthatha izinqumo ezikahle nokuphenyisisa imininingwane. Njengoba kuthiwa umkhakha wezocwaningomabhuku awukhiqizi abagcinimabhuku bezinga lomhlaba abasaqala abanamakhono nokuqonda okufanele ukwenza umehluko kumakhasimende ocwaningomabhuku, kungumsebenzi wabafundisayo ukusungula ukucabanga sakuhlaziya kubafundi babo. Njengoba ukucabanga sakuhlaziya kungumqondo olukhuni ozigabaningi, ukudlulisela leli khono kubafundi kungumsebenzi oxakayo. Ukusebenzisa izindlela zokufunda ezincike kubuchwepheshe, ezifaka kuzo ukulinganisa, okwenzeka ngempela nemidlalo, kunganikeza izinkundla ezisebenza ngempumelelo ukuthuthukisa ukucabanga sakuhlaziya. Nakuba kunjalo, othisha bavame ukuba manqikanqika ukusebenzisa lobu buchwepheshe futhi abanasiqiniseko sokuthi bangakufaka kanjani ukucabanga sakuhlaziya kubafundi. Ngakho-ke kusobala ukuthi othisha badinga ukwelulekwa kanye nohlaka olunamandla olufaka konke maqondana nokuthuthukiswa kokucabanga sakuhlaziya ngokusebenzisa izindlela zokufunda ezincike kubuchwepheshe. Injongo enkulu yalolu cwaningo ngukuhlongoza uhlaka lomqondo oluzohlinzeka umhlahlandlela kothisha ukubhekana nesidingo esikhulayo sabacwaningimabhuku abanamakhono athuthukile okucabanga sakuhlaziya. Ukuze kufinyelelwe kulolu hlaka, kwadingeka ulwazi olwengeziwe ekucabangeni nasekusungulweni kokucabanga sakuhlaziya. Lolu lwazi lwaba yisisekelo sohlaka lomqondo lokuqala olugxile emibhalweni. Ukuze kuqinisekiswe imiqondo nobudlelwano obuhlongozwayo kulolu hlaka lokuqala futhi kuhlinzekwe ulwazi emicabangweni nasebudlelwaneni obengeziwe, imibono yamaqoqo amathathu ababambiqhaza yatholakala ngokusetshenziswa komklamo ongukuHlaziya Izingahle Ngokusebenzisana owaziwa ngokuthi yi-Interactive Qualitative Analysis (i-IQA). Imiqondo esohlakeni lomqondo lokugcina yayibandakanya okuphathelene nabafundi, okuphathelene nothisha, okumayelana nomklamo nentuthuko, amathuluzi okusiza ancike kubuchwepheshe, ukuhlanganyela phakathi kwabathintekayo nemikhakha, indlela yokufunda, okuphathelene nokulunga, ukusabalalisa umhlaba wonke, ukucwaninga imininingwane yokuqukethwe, ukucabanga sakuhlaziya kanye neminye imiphumela yokufunda ehambisana nokucabanga sakuhlaziya, nobunjalo bendlela yokufunda ukucabanga sakuhlaziya. Umkhiqizo ovela ekugcineni kuba yinoveli nohlaka lomqondo olunamandla okuhloswe ngalo ukuba kuthuthukiswe ukucabanga sakuhlaziya kubafundi bezocwaningomabhuku ngokusebenzisa izindlela zokufunda ezincike kubuchwepheshe. Lolu hlaka luhlinzeka umumo esimweni esingaqondakali sokuthuthukiswa kokucabanga sakuhlaziya. Kodwa-ke, ukutholakala kwamakhono okucabanga sakuhlaziya, akusiyo into eyenzeka kanye, ngendlela efanayo. Ngakho-ke, uhlaka kanye nemiqondo yalo ngaminye nobudlelwano bayo kumele kubonakale njengengxenye yomsebenzi oqhubekayo wokukhula kokucabanga sakuhlaziya.<br>Taxation<br>D. Phil. (Accounting Sciences)