Retention and Transfer of Children's Self-Directed Critical Thinking Skills  

Oleh:

Ebel, Debra ; Mitchell, Sybill ; Hudgins, Bryce B. ; Riesenmy, Madonna R.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: JER: Journal of Educational Research, The vol. 85 no. 01 (Sep. 1991), page 14-25.

Ketersediaan

Perpustakaan PKPM Nomor Panggil: J6 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

Lihat Detail Induk

Isi artikel

ABSTRACT Thirty-eight children from 10 fourth- and fifth-grade classrooms were trained in, four "thinking roles" through 12 small-group discussions. The roles were called task definer, strategist, monitor, and challenger. This experiment was designed to determine whether the trained children retained and transferred their "self-directed critical thinking skills" better than 28 control children from the same school district, who were given no practice in small-group discussions or the thinking roles. Experimental children earned superior retention scores on three variables when compared with control children. The variables included use of self-directed thinking skills, amount of information used in solution, and quality of answer. Experimental children also scored better than control children did on two transfer problems. Children were tested individually either immediately after training or 4 or 8 weeks later.

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