Summary: | Research shows that teachers' conceptualization of critical thinking (CT) affects their classroom practices for incorporating CT instructional methods for young school children. However, there is limited evidence with respect to K-12 in-service teachers' beliefs about CT. This study investigates the conceptualization of CT among middle school teachers (n = 77) in the United States. Both quantitative and qualitative data were collected. Based on Principal Component Analysis, we find three dimensions of CT conceptualization from the teachers’ responses: cognitive, affective, and knowledge dimensions. Further details of the findings are discussed, and suggestions for developing CT in K-12 education and future research directions are provided.
|