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批判的思考の測定法に関する基礎とその教育的応用に関する研究 : 批判的思考態度尺度と4枚カード問題
https://seijo.repo.nii.ac.jp/records/3541
https://seijo.repo.nii.ac.jp/records/35410ddf860e-396e-455c-b266-9c2931bf9236
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
scom26-04 (428.0 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2015-10-29 | |||||
| タイトル | ||||||
| タイトル | 批判的思考の測定法に関する基礎とその教育的応用に関する研究 : 批判的思考態度尺度と4枚カード問題 | |||||
| タイトル | ||||||
| タイトル | Measurement of Critical Thinking Dispositions and its Applications in Educational Settings : Utilizing a Japanese Measurement for Critical Thinking Dispositions and the Wason Selection Task | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | thinking skills | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | higher education | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | measurement validity | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | thinking skills | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | higher education | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | measurement validity | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| ページ属性 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | P(論文) | |||||
| 著者 |
南, 保輔
× 南, 保輔× 古川, 良治× 都築, 幸恵× 新垣, 紀子× 中村, 國則 |
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| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 8647 | |||||
| 姓名 | MINAMI, Yasusuke | |||||
| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 8648 | |||||
| 姓名 | FURUKAWA, Yoshiharu | |||||
| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 8649 | |||||
| 姓名 | TSUZUKI, Yukie | |||||
| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 8650 | |||||
| 姓名 | SHINGAKI, Noriko | |||||
| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 8651 | |||||
| 姓名 | NAKAMURA, Kuninori | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | Teaching critical thinking skills is among the top priorities for higher education in Japan and the United States. Ennis (1987) divides critical thinking skills into two types: dispositions and abilities. In Japan, Hirayama and Kusumi (2004) have developed a Japanese measurement called the Critical Thinking Dispositions Inventory (CTDI). This measurement consists of four subscales with 33 items. The responses are made using a five-point Likert scale. In four studies at a small private university in the Japanese metropolitan area, the CTDI was administered to more than 400 undergraduate students. Among the four subscales, the average highest rating was the score for "inquiry-mind" and the lowest score was for "self-confidence for logical thinking." These results hold true for the four studies, while the order of the other two subscales of "objectiveness" and "evidence-based judgment" varied among the four studies. In one study, about 50 students worked on the Wason selection task. Their performance was poor when the content of the task was purely logical and abstract, but the performance was much better when it was an everyday and pragmatic task, as argued by D'Andrade (1995). Those who successfully solved the everyday, real task rated themselves higher on the CTDI and higher on the subscale for "self-confidence for logical thinking." This constitutes a basis for the measurement validity of the CTDI. | |||||
| 内容記述 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | Teaching critical thinking skills is among the top priorities for higher education in Japan and the United States. Ennis (1987) divides critical thinking skills into two types: dispositions and abilities. In Japan, Hirayama and Kusumi (2004) have developed a Japanese measurement called the Critical Thinking Dispositions Inventory (CTDI). This measurement consists of four subscales with 33 items. The responses are made using a five-point Likert scale. In four studies at a small private university in the Japanese metropolitan area, the CTDI was administered to more than 400 undergraduate students. Among the four subscales, the average highest rating was the score for "inquiry-mind" and the lowest score was for "self-confidence for logical thinking." These results hold true for the four studies, while the order of the other two subscales of "objectiveness" and "evidence-based judgment" varied among the four studies. In one study, about 50 students worked on the Wason selection task. Their performance was poor when the content of the task was purely logical and abstract, but the performance was much better when it was an everyday and pragmatic task, as argued by D'Andrade (1995). Those who successfully solved the everyday, real task rated themselves higher on the CTDI and higher on the subscale for "self-confidence for logical thinking." This constitutes a basis for the measurement validity of the CTDI. | |||||
| 書誌情報 |
コミュニケーション紀要 巻 26, p. 87-98, 発行日 2015-03 |
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| 出版者 | ||||||
| 出版者 | 成城大学 | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 02887843 | |||||
| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AN00012674 | |||||
| 論文ID（NAID） | ||||||
| 識別子タイプ | NAID | |||||
| 関連識別子 | 110009890453 | |||||
