Por favor, use este identificador para citar o enlazar este ítem: https://www.innovacioneducativa.unam.mx:8443/jspui/handle/123456789/5469
Título : Strategies for Teaching Students to Think Critically: A Meta-Analysis
Autor : Abrami, Philip
Bernard, Robert
Borokhovski, Eugene
Waddington, David
Wade, Anne
Persson, Tonje
Fecha de publicación : 2015
Resumen : Critical thinking (CT) is purposeful, self-regulatory judgment that results in interpretation, analysis, evaluation, and inference, as well as explanations of the considerations on which that judgment is based. This article summarizes the available empirical evidence on the impact of instruction on the development and enhancement of critical thinking skills and dispositions and student achievement. The review includes 341 effects sizes drawn from quasi- or true-experimental studies that used standardized measures of CT as outcome variables. The weighted random effects mean effect size (g+) was 0.30 (p < .001). The collection was heterogeneous (p < .001). Results demonstrate that there are effective strategies for teaching CT skills, both generic and content specific, and CT dispositions, at all educational levels and across all disciplinary areas. Notably, the opportunity for dialogue, the exposure of students to authentic or situated problems and examples, and mentoring had positive effects on CT skills.
ISSN : 1935-1046
metadata.dc.identifier.url: https://journals.sagepub.com/doi/pdf/10.3102/0034654314551063
metadata.dc.type: Artículo
Aparece en las colecciones: Meta-análisis y revisión sistemática

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