Leshowitz B, Jenkens K, Heaton S, Bough T L
Department of Psychology, Arizona State University, Tempe 85287.
J Learn Disabil. 1993 Aug-Sep;26(7):483-90. doi: 10.1177/002221949302600707.
An instructional unit was developed to enhance the critical thinking skills of middle school and high school students with learning disabilities by teaching them the principles of scientific reasoning. Student-teacher dialogues were used to engage the students in an active process of critical inquiry. Students analyzed everyday information presented in brief magazine articles and advertisements by applying the principles of the scientific method. The students made statistically significant improvements in their ability to (a) identify the principal claim made in an article or advertisement, (b) graph the relevant data, and (c) evaluate the claims made in the article and explain their support or rejection of the claims based on data. After the instructional unit, the overall performance of the special education students exceeded that of a control group composed of regular education students who had not received instruction in critical thinking.
开发了一个教学单元，通过教授科学推理原则来提高有学习障碍的初中和高中学生的批判性思维能力。师生对话被用于让学生参与批判性探究的积极过程。学生通过应用科学方法的原则来分析简短杂志文章和广告中呈现的日常信息。学生在以下能力方面取得了具有统计学意义的进步：(a) 识别文章或广告中的主要主张，(b) 绘制相关数据图表，以及 (c) 评估文章中的主张，并根据数据解释他们对这些主张的支持或拒绝。在该教学单元之后，特殊教育学生的总体表现超过了由未接受批判性思维教学的普通教育学生组成的对照组。
