Teaching thinking dispositions: From transmission to enculturation

Tishman, Shari; Jay, Eileen; Perkins, David N.

doi:10.1080/00405849309543590

Cited by 208 publications

(126 citation statements)

References 1 publication

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“…The affective or dispositional dimension of CT is hence highlighted. Tishman et al (1993) particularly advocate for creating a culture of CT in the classroom. They argue that explicit instruction may be helpful in teaching cognitive CT skills, but not well-equipped to teach for inclination or commitment to CT; to develop CT dispositions, "teachers must not only transmit, but inspire, move, convince, engage, enthrall" (Tishman et al, 1993, p. 149).…”

Section: Common Features Of Effective Ct Instructionmentioning

confidence: 99%

Instructional Strategies for Developing Critical Thinking in EFL Classrooms

Cairan¹,

Pandian²,

Singh³

2016

ELT

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In English as first language contexts, clear requirement for critical thinking (CT) has been listed in teaching guidelines and assessment criteria in higher education. At present, fostering language learners to be critical thinkers is valued in English as a foreign language (EFL) teaching as well; yet how to achieve the objective remains a challenge. Efforts have been made to seek appropriate ways to develop CT in various courses; although no single method has emerged as the best, some do seem to be effective when properly implemented. This paper focuses on three sets of research-supported teaching strategies which are useful in promoting CT and applicable to EFL classrooms; that is, explicit instruction, teacher questioning, as well as active and cooperative learning strategies. Meanwhile, common features of effective CT instruction are discussed, which aims to illuminate instructional strategies for CT at a macro level.

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Section: Common Features Of Effective Ct Instructionmentioning

confidence: 99%

Instructional Strategies for Developing Critical Thinking in EFL Classrooms

Cairan¹,

Pandian²,

Singh³

2016

ELT

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“…Research shows that though many people have these skills, they do not employ or are not that willing to employ them in many cases. This might be because of the inadequate development of some dispositions in these people (Perkins et al, 1991;Tishman, et al, 1993) and with increasing level of critical thinking dispositions, critical thinking skills can be used to a greater extent (Irani et al, 2007). High level of critical thinking dispositions of the teachers participating in the current study; that is, their eagerness to think critically indicates a potential for the utilization of their critical thinking skills.…”

Section: Edupij • Volume 6 • Issue 2 • 2017mentioning

confidence: 99%

A Study on the Relationships between Teachers’ Critical Thinking Dispositions and Their Perceptions of Occupational Professionalism

Ekinci¹,

Ekinci²

2017

EDUPIJ

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The purpose of this descriptive study is to explore the relationships between teachers' critical thinking dispositions and their perceptions of occupational professionalism. The sample of the study has consisted of 242 teachers specified from the population of upper-secondary school teachers working in Mentese, Mugla, Turkey. The data of the study were collected through the administration of the UF/EMI Critical Thinking Dispositions Assessment scale and the Teachers' Occupational Professionalism scale. In the analysis of the data, descriptive statistics, t-test, ANOVA and multiple regression analysis were employed. The results of the study revealed that: (1) Teachers have a high level of critical thinking disposition which does not significantly change for the variables of gender, school type or seniority, but it does for education level; (2) Teachers have a high level perception of their own professionalism within professional awareness and emotional labor dimensions of occupational professionalism. They have a moderate level perception of their own professionalism within contribution to organization and personal development dimensions of occupational professionalism. Their total perception scores do not sinificantly change for the veriables of gender, education, school type or seniority. (3) The dimensions of critical thinking dispositions of teachers together predict a significant part of their occupational professionalism perceptions. In short teachers' critical thinking dispositions seem to be an important component of teacher professionalism.

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“…It was because that the item descriptions of the STDI were based on the theory proposed by Tishman, Jay, and Perkins (1993) and Costa and Kallick (2000). However, these scholars only built theoretical frames for thinking dispositions in their works.…”

Section: The Construction and Validation Of The Stdi 321mentioning

confidence: 99%

“…In the first stage, the 10 thinking dispositions were used as constructs. The theoretical explanations by Tishman, Jay, and Perkins (1993) and Costa and Kallick (2000) were used as references for the descriptions of the items of the STDI. The draft contained 60 items corresponding to the scientific thinking dispositions.…”

Section: The Development Process Of the Stdimentioning

confidence: 99%

The Construction and Validation of the Scientific Thinking Disposition Inventory

Hung¹,

Lee²,

Pan³

et al. 2017

UCER-B

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This study aimed to develop a scientific thinking disposition inventory (STDI) with good reliability and validity.The construction was a two-stage process. In the first stage, the draft of the STDI with 60 items was completed based on the related literature. Next, a pilot study with 309 students as the subjects was conducted for removing the items with unsatisfying item analysis results from the STDI draft. The modified STDI contained five subscales and 44 items. Then, reliability analyses were performed with the subscales. The obtained Cronbach's α-value were between 0.653 and 0.830, of which the STDI was 0.952, meaning that the reliability of this inventory was good.The result of the factor analysis showed that only one factor-scientific thinking disposition, could be extracted, meaning that when applying the STDI to research. The results must be explained based on the total scores and it is not appropriate to discuss any of the subscales separately. The second stage aimed to explore the differences in scientific creativity and scientific reasoning among students from different scientific thinking disposition groups with 171 students as the research subjects. The purpose was to examine the construct validity of the inventory. It was found that the differences in scientific reasoning test scores and scientific creativity test scores between the groups of high STDI scores and that of low STDI scores were significant (p < 0.001), showing that the construct validity of this inventory was high.

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Teaching thinking dispositions: From transmission to enculturation

Cited by 208 publications

References 1 publication

Instructional Strategies for Developing Critical Thinking in EFL Classrooms

Instructional Strategies for Developing Critical Thinking in EFL Classrooms

A Study on the Relationships between Teachers’ Critical Thinking Dispositions and Their Perceptions of Occupational Professionalism

The Construction and Validation of the Scientific Thinking Disposition Inventory

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