Critical Thinking

• In Event: 31.044 - MakEval: Mixed Methods Approaches to Evaluating Making in Schools

Abstract

Learning practices embedded in making have been described as problem solving, process thinking, critical engagement and critical thinking (Peppler, Halverson & Kafai, 2016; Thomas, 2016). We believe that the intentional practice of supporting learners to develop their thinking and provide them with tools to conduct their independent problem solving are best encompassed by the domains of critical thinking and problem solving. Critical Thinking (CT) refers to the cognitive process a learner uses to observe, consider, evaluate, and hold multiple perspectives (Fisher & Scriven, 1997). Problem Solving often, but not always, follows critical thinking in that it becomes the active process of applying what has been evaluated to make decisions for moving a product forward (Mayer, 1992; Lovett, 2002).
These practices are often modeled and supported by educators, which in turn can be adopted as “dispositions” that a learner employs independently. A 2008 meta-analysis of critical thinking interventions emphasized that explicit instruction and modeling of CT skills are essential for students to internalize and independently use such skills (Abrami et al, 2008). Furthermore, the biggest effect sizes were found in interventions where educators received training and observation of their teaching, suggesting a need for substantial professional learning and support focused on teaching CT skills. While tools for measuring critical thinking in students have typically taken the forms of questionnaires or essays (e.g.California Critical Thinking Skills test, 1990; Ennis-Weir Essay Test, 1985), we aim to explore how products and processes inherent in making might also show evidence of critical thinking skills and problem solving approaches, with the goal of developing an observational rubric of these practices to support educators in their learning.
We plan to identify the sub-skills of critical thinking most relevant to making so that educators may select which skills their space best supports. Our initial list of these sub-skills, based on research on critical thinking in the arts (e.g. Korn, 2010; Adams et al, 2006), humanities (Whitehouse, 2005), and sciences (Gresalfi, 2015), include Observing, Interpreting, Evaluating, Associating, Curiosity, Honesty, Problem-Finding, Open Mindedness, Systems Thinking. Problem Solving.
In developing tools for educators and students, we also hope to support educators to improve their practice through the formative feedback the tool might provide. As such, the tools will also address three types of evidence, guided by the following questions: How are youth demonstrating critical thinking skills? In what ways is the educator supporting critical thinking skills through pedagogy? In what ways are the physical space, materials, and task set up to support the practice of critical thinking skills?

Authors

• Alice C. Anderson, Minneapolis Institute of Art

• Lisa Brahms, Children's Museum of Pittsburgh