跳到主要內容

臺灣博碩士論文加值系統

(44.192.48.196) 您好!臺灣時間:2024/06/14 17:25
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

: 
twitterline
研究生:艾莎娜
研究生(外文):Afifatul Khasanah
論文名稱:永續發展雙語教育課程中透過課堂對話培養高中生的批判性思維
論文名稱(外文):Cultivating High School Students'' Critical Thinking through Dialogic Teaching in a Bilingual Education for Sustainable Development Course
指導教授:謝百淇謝百淇引用關係
指導教授(外文):Shein,Pai-chi
學位類別:碩士
校院名稱:國立中山大學
系所名稱:教育與人類發展研究全英語碩士學位學程
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2023
畢業學年度:111
語文別:英文
論文頁數:103
中文關鍵詞:批判性思維技能對話教育永續教育概念圖桌遊
外文關鍵詞:Critical Thinking SkillsDialogic EducationEducation for SustainabilityConcept MappingBoard Game Playing
相關次數:
  • 被引用被引用:0
  • 點閱點閱:119
  • 評分評分:
  • 下載下載:41
  • 收藏至我的研究室書目清單書目收藏:2
將永續性議題融入各種形式的教育,用以提供批判性思維等的知識和技能已變得很重要。文獻顯示,透過對話有機會培養出批判性思維。因此,本研究的目的是進行一項研究,探討學生在永續性對話教育背景下的批判性思維能力如何發展。我們使用質性方法,通過參與這種對話教育中的不同活動,探索了批判性思維能力的認知和素質領域。來自台灣某國中的二十八名學生參與了此研究。我們的研究結果顯示,學生的永續性知識有所提升,包括理解永續性的概念,其各方面以及永續性議題。此外,學生能夠發展出分析、解釋、詮釋、推論和自我調節的能力。結果也顯示出學生展現了求真、開放的心態和自信心。學生渴望通過在文章中提出疑問並考慮多個觀點,尋求有關海洋廢物問題的最佳知識。研究結果表明,實施對話與批判性思維能力相關,並對永續性教育具有意義。
Integrating sustainability issues into all forms of education has become important to help provide knowledge and skills, such as critical thinking. The literature shows an opportunity to cultivate critical thinking through dialogue. Thus, the aim of this research was to perform a study investigating how students’ critical thinking skills develop in the context of dialogic education for sustainability. Using qualitative methods, we explored both the cognitive and dispositional domains of critical thinking skills through different activities involved in this dialogic education. Twenty-eight students from a junior high school in Taiwan participated in this study. Our findings indicate the development of students'' knowledge of sustainability, including understanding the idea of sustainability, its aspects, and sustainability issues. Additionally, students were able to develop analysis, explanation, interpretation, inference, and self-regulation skills. The results also show that students demonstrated truth-seeking, open-mindedness, and self-confidence. Students were eager to seek the best knowledge about ocean waste issues by posing inquiries in their essays as well as considering multiple viewpoints. The findings suggest that implementing dialogue is relevant to critical thinking skills and has implications for education for sustainable development.
Thesis Acknowledgments .................................................................................................. i
Abstract (Chinese) ........................................................................................................... v
Abstract ............................................................................................................................ vi
Chapter 1. Introduction ..................................................................................................... 1
1.1 Background of Study .............................................................................................. 1
1.2 Research Questions ................................................................................................. 4
1.3 Significance of Study .............................................................................................. 4
Chapter 2. Literature Review ............................................................................................ 6
2.1 Education for Sustainable Development ................................................................. 6
2.2 Critical Thinking as an ESD Key Competency .................................................... 11
2.3 Dialogic Teaching Approach ................................................................................ 19
Chapter 3. Research Methods ......................................................................................... 25
3.1 Research Design .................................................................................................... 25
3.3 Data Collection ..................................................................................................... 26
3.4. Dialogic Teaching Approach in Bilingual ESD Course ...................................... 28
3.5 Data Analysis ........................................................................................................ 34
Chapter 4. Result ............................................................................................................ 41
1. Students’ Development in the Cognitive Domains of Critical Thinking Skills .. 41
2. Students’ Development in the Dispositions Domains of Critical Thinking Skills
..................................................................................................................................... 69
Chapter 5. Discussion ..................................................................................................... 73
Chapter 6. Conclusion .................................................................................................... 79
References ...................................................................................................................... 81
Appendix ........................................................................................................................ 92
Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson, T. (2015). Strategies for teaching students to think critically: A meta-analysis. Review of educational research, 85(2), 275-314.
Aein, F., & Aliakbari, F. (2017). Effectiveness of concept mapping and traditional linear nursing care plans on critical thinking skills in clinical pediatric nursing course. Journal of Education and Health Promotion, 6 (1), 1–6. https://doi.org/10.4103/jehp.jehp_49_14
Agbedahin, A. V. (2019). Sustainable development, Education for Sustainable
Development, and the 2030 Agenda for Sustainable Development: Emergence, efficacy, eminence, and future. Sustainable Development, 27(4), 669-680. https://doi.org/10.1002/sd.1931
Al-Adeimi, S., & O''Connor, C. (2021). Exploring the relationship between dialogic teacher talk and students’ persuasive writing. Learning and Instruction, 71, 101388. https://doi.org/10.1016/j.learninstruc.2020.101388
Alexander, R. (2018). Developing dialogic teaching: Genesis, process, trial. Research Papers in Education, 33(5), 561-598.
Andrews, R. (2015). Critical thinking and/or argumentation in higher education. The Palgrave handbook of critical thinking in higher education, 49-62.
Barjesteh, H., & Niknezhad, F. (2020). Fostering critical writing through dialogic teaching: A critical thinking practice among teachers and students. Iranian Journal of English for Academic Purposes, 9(2), 91-107.
Borda, E. J., Burgess, D. J., Plog, C. J., DeKalb, N. C., & Luce, M. M. (2009). Concept maps as tools for assessing students’ epistemologies of science. The Electronic Journal for Research in Science & Mathematics Education, 13(1), 160-184. https://cedar.wwu.edu/secondaryed_facpubs/6
Bonne, L., & Higgins, J. (2022). Game playing and fluctuations in emotional climate. Cultural Studies of Science Education, 17, 1063–1079.
Carvalho, D. P. D. S. R. P., Vitor, A. F., Cogo, A. L. P., Bittencourt, G. K. G. D., Santos, V. E. P., & Ferreira Júnior, M. A. (2020). Critical thinking in nursing students from two Brazilian regions. Revista Brasileira de Enfermagem, 73(1). https://doi.org/10.1590/0034-7167-2017-0742
Chabeli, M. (2010). Concept-mapping as a teaching method to facilitate critical thinking in nursing education: A review of the literature review of the literature. Health SA Gesondheid, 15(1). https://doi.org/10.4102/hsag.v15i1.432
Chen, P., Tolmie, A. K., & Wang, H. (2017). Growing the critical thinking of school children in Taiwan using the Analects of Confucius. International Journal of Educational Research, 84, 43-54. http://dx.doi.org/10.1016/j.ijer.2017.02.002
Chen, C. C., & Lo, M. L. (Eds.). (2021). The theory and practice of group discussion with quality talk. Springer.
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
Chappin, E. J., Bijvoet, X., & Oei, A. (2017). Teaching sustainability to a broad audience through an entertainment game–The effect of Catan: Oil Springs. Journal of cleaner production, 156, 556-568.
Davies, M., & Barnett, R. (Eds.). (2015). The Palgrave handbook of critical thinking in higher education. Springer.
de Ries, K. E., Schaap, H., van Loon, A. M. M., Kral, M. M., & Meijer, P. C. (2021). A literature review of open-ended concept maps as a research instrument to study knowledge and learning. Quality & Quantity, 56(2), 73-107. https://doi.org/10.1007/s11135-021-01113-x
Díez-Palomar, J., Chan, M. C. E., Clarke, D., & Padrós, M. (2021). How does dialogical talk promote student learning during small group work? An exploratory study. Learning, Culture and Social Interaction, 30, 100540.
Edwards Jr, D. B., Sustarsic, M., Chiba, M., McCormick, M., Goo, M., & Perriton, S. (2020). Achieving and monitoring education for sustainable development and global citizenship: A systematic review of the literature. Sustainability, 12(4), 1383. https://doi.org/10.3390/su12041383
Dekker, R., Elshout-Mohr, M., & Wood, T. (2004). Working together on assignments: Multiple analysis of learning events. Dialogic learning: Shifting perspectives to learning, instruction, and teaching, 145-170.
Ennis, R. H. (2015). Critical thinking: A streamlined conception. The Palgrave handbook of critical thinking in higher education, 31-47.
Falk, J. H., Moussouri, T., & Coulson, D. (1998). The effect of visitors ‘agendas on museum learning. Curator: The Museum Journal, 41(2), 107-120.https://doi.org/10.1111/j.2151-6952.1998.tb00822.x
Facione, P. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction (The Delphi Report).
Ferguson, T., Roofe, C., Cook, L. D., Bramwell-Lalor, S., & Gentles, C. H. (2022). Education for Sustainable Development (ESD) Infusion into Curricula: Influences on Students’ Understandings of Sustainable Development and ESD. Brock Education Journal, 31(2), 63-84. https://doi.org/10.26522/brocked.v31i2.915
Fjællingsdal, K. S., & Klöckner, C. A. (2020). Green across the board: Board games as tools for dialogue and simplified environmental communication. Simulation & Gaming, 51(5), 632-652.
Freire, P. (2000). Pedagogy of the oppressed: 30th anniversary. New York: Continuum.
Flick, U. (Ed.). (2013). The SAGE handbook of qualitative data analysis. Sage.
Fredriksson, U., N. Kusanagi, K., Gougoulakis, P., Matsuda, Y., & Kitamura, Y. (2020). A comparative study of curriculums for education for sustainable development (ESD) in Sweden and Japan. Sustainability, 12(3), 1123. https://doi.org/10.3390/su12031123
Fung, D. (2023). The synergy of peer collaboration and mind mapping in cultivating primary students’ science understanding: an integrative pedagogy to enhance science concept acquisition. International Journal of Science Education, 1-24.
Gillies, R. M. (2020). Dialogic teaching during cooperative inquiry-based science: A case study of a year 6 classroom. Education Sciences, 10(11), 328.
Hajhosseiny, M. (2012). The effect of dialogic teaching on students’ critical thinking disposition. Procedia-Social and Behavioral Sciences, 69, 1358-1368. https://doi.org/10.1016/j.sbspro.2012.12.073
Halpern, D. F. (2014). Critical thinking across the curriculum: A brief edition of thought & knowledge. Routledge.
Hay, D. B., Wells, H., & Kinchin, I. M. (2008). Quantitative and qualitative measures of student learning at university level. Higher Education, 56(2), 221-239. http://dx.doi.org/10.1007/s10734-007-9099-8
Ho, S. J., Hsu, Y. S., Lai, C. H., Chen, F. H., & Yang, M. H. (2022). Applying Game-Based Experiential Learning to Comprehensive Sustainable Development-Based Education. Sustainability, 14(3), 1172. https://doi.org/10.3390/su14031172
Hoffmann, T., & Siege, H. (2018). What is Education for Sustainable Development (ESD). Human Development, 1(8), 1-6.
Hsu, H. L. (2021). The Influence of Students’ Academic Disciplines on the Use of Questions in Text-Based Group Discussion. The Theory and Practice of Group Discussion with Quality Talk, 63-78. https://doi.org/10.1007/978-981-16-1409-5_4
Huang, Y. S., & Asghar, A. (2021). The political initiative of Taiwan’s education for sustainable development: Looking through the lens of Chinese legalism. Policy Futures in Education, 19(8), 925-949. https://doi.org/10.1177/1478210321995
Huang, M. Y., Tu, H. Y., Wang, W. Y., Chen, J. F., Yu, Y. T., & Chou, C. C. (2017). Effects of cooperative learning and concept mapping intervention on critical thinking and basketball skills in elementary school. Thinking Skills and Creativity, 23, 207-216. http://dx.doi.org/10.1016/j.tsc.2017.01.002
Iordanou, K. (2022). Supporting critical thinking through engagement in dialogic argumentation: Taking multiple considerations into account when reasoning about genetically modified food. In Critical thinking in biology and environmental education: facing challenges in a post-truth world (pp. 93-111). Cham: Springer International Publishing.
Kinchin, I. M., Hay, D. B., & Adams, A. (2000). How a qualitative approach to concept map analysis can be used to aid learning by illustrating patterns of conceptual development. Educational Research, 42(1), 43–57. https://doi.org/10.1080/001318800363908
Kuhn, D., Hemberger, L., & Khait, V. (2016). Dialogic argumentation as a bridge to argumentative thinking and writing. Journal for the Study of Education and Development, 39(1), 25–48. https://doi.org/10.1080/02103702.2015.1111608
Komasinski, A & Ishimura, Gakushi. (2017). Critical thinking and normative competencies for sustainability science education, 24, 21-37.
Kioupi, V., & Voulvoulis, N. (2019). Education for sustainable development: A systemic framework for connecting the SDGs to educational outcomes. Sustainability, 11(21), 6104.
Laurie, R., Nonoyama-Tarumi, Y., Mckeown, R., & Hopkins, C. (2016). Contributions of education for sustainable development (ESD) to quality education: A synthesis of research. Journal of Education for Sustainable development, 10(2), 226-242. http://dx.doi.org/10.1177/0973408216661442
L. Cohen, L. Manion, & K. Morrison (Eds.), Research Methods in Education (8th ed., pp. 323-333). Routledge.
Leicht, A., Combes, B., Byun, W. J., & Agbedahin, A. V. (2018). From Agenda 21 to Target 4.7: The development of education for sustainable development. Issues and trends in Education for Sustainable Development, 25.
Legislative Yuan. 2011. “Environmental Education Act.” https://law.moj.gov.tw/LawClass/LawAll.aspx?Pcode=O0120001
Legusov, O., Raby, R. L., Mou, L., Gómez-Gajardo, F., & Zhou, Y. (2022). How community colleges and other TVET institutions contribute to the United Nations sustainable development goals. Journal of Further and Higher Education, 46(1), 89-106. https://doi.org/10.1080/0309877X.2021.1887463
Leicht, A., Heiss, J., & Byun, W. J. (2018). Issues and trends in education for sustainable development (Vol. 5). UNESCO publishing.
Lee, W. H. (2021). “Some Questions Are Sophisticated, So I Have to Answer Them in Sophisticated English”: On Quality Talk in Low-Achieving EFL Classes. The Theory and Practice of Group Discussion with Quality Talk, 23-43. http://dx.doi.org/10.1007/978-981-16-1409-5_2
Lo, ML., Chien, K. (2021). Incorporating Quality Talk into the EFL College English Curriculum: Listening to Students’ Voices. In: Chen, CC., Lo, ML. (eds) The Theory and Practice of Group Discussion with Quality Talk. Learning Sciences for Higher Education. Springer, Singapore. https://doi.org/10.1007/978-981-16-1409-5_3
Martin, J. (2018). Research Methods in Education 8th edition edited by Louis Cohen, Lawrence Manion, and Keith Morrison. In Research methods in education (pp. 323-333). Routledge.
Merma-Molina, G., Gavilán-Martín, D., Baena-Morales, S., & Urrea-Solano, M. (2022). Critical thinking and effective personality in the framework of Education for Sustainable Development. Education Sciences, 12(1), 28. https://doi.org/10.3390/educsci12010028
Michaels, S., & O’Connor, C. (2015). Conceptualizing talk moves as tools: Professional development approaches for academically productive discussion. Socializing intelligence through talk and dialogue, 347-362.
Michaels, S., & O’Connor, M. C. (2012). Talk Science Primer. Cambridge, MA: TER
Mohammed Elhassan, I. B., & Adam, M. I. (2017). The impact of dialogic teaching on English language learners’ speaking and thinking skills. Arab World English Journal (8).
Mohammadi, F., Momennasab, M., Rostambeygi, P., Ghaderi, S., & Mousazadeh, S. (2019). The effect of education through conceptual mapping on critical thinking of nursing students. Journal of the Pakistan Medical Association, 69(8), 1094-1098.
Moeiniasl, H., Taylor, L., deBraga, M., Manchanda, T., Huggon, W., & Graham, J. (2022). Assessing the critical thinking skills of English language learners in a first-year psychology course. Thinking Skills and Creativity, 43, 101004. https://doi.org/10.1016/j.tsc.2022.101004
Murphy, P. K., & Quality Talk Team. (2021). From Theoretical Roots to Empirical Outcomes: The Interdisciplinary Foundations of Quality Talk in Taiwan. The Theory and Practice of Group Discussion with Quality Talk, 1-21.
Murphy, P. K., Greene, J. A., Firetto, C. M., & Butler, A. M. (2017). Analyzing the talk in Quality Talk discussions: A coding manual. http://doi.org/10.18113/S1XW64
M. Rieckmann, Education for Sustainable Development Goals: Learning Objectives, Unesco Publishing, Paris, France, 2017.
Phillips, C. R., Chesnut, R. J., & Rospond, R. M. (2004). The California critical thinking instruments for benchmarking, program assessment, and directing curricular change. American Journal of Pharmaceutical Education, 68(4), 1-8. http://dx.doi.org/10.5688/aj6804101
Reznitskaya, A. (2012). Dialogic teaching: Rethinking language use during literature discussions. The reading teacher, 65(7), 446-456. https://doi.org/10.1002/TRTR.01066
Rafiee Moghadam, N., Haddad Narafshan, M., & Anjomshoa, L. (2022). Education for sustainable development: Effects of sustainability education on English language learners’ empathy and reading comprehension. The Journal of Environmental Education, 53(5), 1-10. https://doi.org/10.1080/00958964.2022.2107605
Rieckmann, M. (2018). Learning to transform the world: Key competencies in Education for Sustainable Development. Issues and trends in education for sustainable development, 39, 39-59.
Shim, W. J., & Walczak, K. (2012). The Impact of Faculty Teaching Practices on the Development of Students'' Critical Thinking Skills. International Journal of Teaching and Learning in Higher Education, 24(1), 16-30. http://www.isetl.org/ijtlhe/
Styron, R. A. (2014). Critical thinking and collaboration: A strategy to enhance student learning. Systemics, Cybernetics and Informatics, 12(7), 25-30. http://www.iiisci.org/journal/sci/Home.asp
Su, H. J., & Chang, T. C. (2010). Sustainability of higher education institutions in Taiwan. International Journal of Sustainability in Higher Education, 11(2), 163-172. http://dx.doi.org/10.1108/14676371011031883
Tanaka, H. (2017). Current state and future prospects of education for sustainable development (ESD) in Japan. Educational Studies in Japan, 11, 15-28. https://doi.org/10.7571/esjkyoiku.11.15
Taimur, S., & Sattar, H. (2020). Education for sustainable development and critical thinking competency. Quality education, 238-248. http://dx.doi.org/10.1007/978-3-319-69902-8_64-1
Tsai, J. C., Cheng, P. H., Liu, S. Y., & Chang, C. Y. (2019). Using board games to teach socioscientific issues on biological conservation and economic development in Taiwan. Journal of Baltic Science Education, 18(4), 634-645. http://dx.doi.org/10.33225/jbse/19.18.634
Tsai, J. C., Liu, S. Y., Chang, C. Y., & Chen, S. Y. (2021). Using a board game to teach about sustainable development. Sustainability, 13(9), 4942. http://dx.doi.org/10.3390/su13094942
Tzean, Y. S. (2021). Quality talk and content learning: An exploration of students’ background schemata and thematic discussions. The Theory and Practice of Group Discussion with Quality Talk, 135-156. http://dx.doi.org/10.1007/978-981-16-1409-5_8
UNESCO. Issues and Trends in Education for Sustainable Development; United Nations Educational, Scientific and Cultural Organization: Paris, France, 2018.
van der Veen, C., van der Wilt, F., van Kruistum, C., van Oers, B., & Michaels, S. (2017). MODEL 2 TALK: An intervention to promote productive classroom talk. The Reading Teacher, 70(6), 689-700. http://dx.doi.org/10.1002/trtr.1573
van der Veen, C., Michaels, S., Dobber, M., van Kruistum, C., & van Oers, B. (2021). Design, implementation, and evaluation of dialogic classroom talk in early childhood education. Learning, Culture and Social Interaction, 29, 1-14. https://doi.org/10.1016/j.lcsi.2021.100515
Van der Veen, C., van Kruistum, C., & Michaels, S. (2015). Productive classroom dialogue as an activity of shared thinking and communicating: A commentary on Marsal. Mind, Culture, and Activity, 22(4), 320-325. http://dx.doi.org/10.1080/10749039.2015.1071398
Watson, M. K., Pelkey, J., Noyes, C., & Rodgers, M. (2016). Assessing impacts of a learning-cycle-based module on students'' conceptual sustainability knowledge using concept maps and surveys. Journal of cleaner production, 133(1), 544-556. http://dx.doi.org/10.1016/j.jclepro.2016.04.063
Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: a reference framework for academic program development. Sustainability science, 6, 203-218. http://dx.doi.org/10.1007/s11625-011-0132-6
Willingham, D. T. (2007). Critical thinking: Why it is so hard to teach?. American federation of teachers summer 2007, p. 8-19.
Yin, R. K. (2018). Case study research and applications. Sage.
Ye, Y. H., & Shih, Y. H. (2020). Environmental education for children in Taiwan: importance, purpose and teaching methods. Universal Journal of Educational Research, 8(4), 1572-1578. http://dx.doi.org/10.13189/ujer.2020.080451
Yuan, X., Yu, L., Wu, H., She, H., Luo, J., & Li, X. (2022). Sustainable Development Goals (SDGs) Priorities of Senior High School Students and Global Public: Recommendations for Implementing Education for Sustainable Development (ESD). Education Research International, 2022. http://dx.doi.org/10.1155/2022/2555168
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top