Formazione & insegnamento
ISSN: 2279-7505 | Published: 2017-08-01
This landing page is part of an alternate academic indexing and SEO initiative curated by Pensa MultiMedia and the Executive Editorial Office.
Main Article Landing Page: https://ojs.pensamultimedia.it/index.php/siref/article/view/2363
Full Text HTML (viewer): missing data
Full Text PDF (viewer): https://ojs.pensamultimedia.it/index.php/siref/article/view/2363/2123
Full Text HTML (file): missing data
Full Text PDF (file): https://ojs.pensamultimedia.it/index.php/siref/article/download/2363/2123
Alternate URL (this mirror): https://formazione-insegnamento.eu/2017-15/2/2363-encouraging-and-verifying-critical-thinking-skills-thro
Title: Encouraging and verifying critical thinking skills through the reading process
Abstract: Reading literacy can be considered an essential starting point to improvethe skills of analysis, evaluation and synthesis interested in the enhancementof digital competence. The aim of this work is to verify the efficacy ofa training program focused on the development of critical thinking skills byuse of reading strategies. The question we want to investigate is if and howreading the digital texts encourages the students' actions of interpretation,judgment and expression of original ideas. In the first part of the project,the objective of the study is presented. In the second part the researchmethodology is indicated; it puts into practice the scientific findings in atraining session realized with a group of children between the age of 9 and10 years attending primary school. The investigation was realized with an almost- experimental system with a single recurrent group in interrupted timeseries. Data collection was carried out through structured tests created adhoc with the possibility to answer freely. In the third and final part, data arediscussed. It was found that synthesizing, evaluating, and creative imaginingwere enhanced.
Keywords:
Title: Incoraggiare e verificare la capacità di pensiero critico nel processo di lettura
Abstract: La competenza di lettura è un punto di partenza imprescindibile per migliorareabilità di analisi, valutazione, sintesi, interessate pure nella promozionedella competenza digitale. Questo lavoro si propone di accertare la validitàdi un percorso formativo incentrato sull'uso di strategie di lettura per losviluppo del pensiero critico. Ci si chiede soprattutto se e come leggeretesti usando il formato elettronico favorisca nello studente attività di interpretazione, formulazione di giudizi ed espressione di idee originali. Nellaprima parte del lavoro è presentato l'oggetto di studio. Nella seconda parteè descritta la metodologia di ricerca, che mette in pratica le risultanze scientifiche in un percorso realizzato con un gruppo di bambini tra i 9 e 10 annifrequentanti la scuola primaria. L'indagine è stata realizzata con un pianoquasi sperimentale a serie temporali interrotte con gruppo unico ricorrente.La rilevazione dei dati è avvenuta con un prova con quesiti a rispostaaperta, appositamente costruita. Nella terza e ultima parte sono discussii dati emersi dall'indagine; si è constatato che sono state potenziate le capacitàdi sintesi, valutazione critica ed elaborazione creativa.
Keywords:
Title: Encourager et vérifier la capacité de pensée critique dans le processus de lecture
Abstract: La compétence en lecture est un point de départ essentiel pour améliorer l'analyse, l'évaluation, la synthèse, également intéressée par la promotion de la compétence numérique.Ce travail vise à déterminer la validité d'un cours de formation axé sur l'utilisation des stratégies de lecture pour le verrouillage de la pensée critique.Nous nous demandons avant tout si et comment vous lire en utilisant le format électronique favorise l'élève de l'interprétation, la formulation des jugements et l'expression des idées originales chez l'élève.L'objet d'étude est présenté dans la première partie de l'œuvre.Dans la deuxième partie, la méthodologie de recherche est décrite, ce qui met en pratique les résultats scientifiques sur une voie créée avec un groupe d'enfants âgés de 9 à 10 ans à l'école primaire.L'enquête a été réalisée avec une pianoquase expérimentale avec une série temporelle interrompue avec un seul groupe récurrent. La détection des données a eu lieu avec un test avec des questions de réponse, spécifiquement construites.Dans la troisième et dernière partie, les données sont discutées qui ont émergé de l'enquête;Il a été constaté que les compétences de synthèse, l'évaluation critique et le traitement créatif ont été améliorées. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Fomentar y verificar la capacidad de pensamiento crítico en el proceso de lectura
Abstract: La competencia de lectura es un punto de partida esencial para mejorar el análisis, la evaluación, la síntesis, también interesada en la promoción de la competencia digital.Este trabajo tiene como objetivo determinar la validez de un curso de capacitación centrado en el uso de estrategias de lectura para el bloqueo del pensamiento crítico.Nos preguntamos sobre todo si y cómo leerlo usando el formato electrónico favorece al estudiante de interpretación, formulación de juicios y expresión de ideas originales en el estudiante.El objeto de estudio se presenta en la primera parte del trabajo.En la segunda parte, se describe la metodología de investigación, que pone en práctica los resultados científicos en un camino creado con un grupo de niños entre los 9 y 10 años de edad en la escuela primaria.La investigación se llevó a cabo con una pianoquasa experimental con series temporales interrumpidas con un solo grupo recurrente. La detección de los datos tuvo lugar con una prueba con preguntas de respuesta, específicamente construidas.En la tercera y última parte hay datos discutidos que surgieron de la investigación;Se descubrió que las habilidades de síntesis, la evaluación crítica y el procesamiento creativo se han mejorado. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Incentive e verifique a capacidade de pensamento crítico no processo de leitura
Abstract: A competência de leitura é um ponto de partida essencial para melhorar a análise, avaliação, síntese, também interessada na promoção da competência digital.Este trabalho tem como objetivo determinar a validade de um curso de treinamento focado no uso de estratégias de leitura para a fechadura do pensamento crítico.Perguntamos a nós mesmos se e como lê -lo usando o formato eletrônico favorece o aluno da interpretação, a formulação de julgamentos e a expressão de idéias originais no aluno.O objeto de estudo é apresentado na primeira parte do trabalho.Na segunda parte, é descrita a metodologia de pesquisa, que coloca em prática os resultados científicos em um caminho criado com um grupo de crianças entre 9 e 10 anos de idade na escola primária.A investigação foi realizada com uma pianoquase experimental com série temporal interrompida com um único grupo recorrente. A detecção dos dados ocorreu com um teste com perguntas de resposta, criadas especificamente.Na terceira e última parte, existem dados discutidos que emergiram da investigação;Verificou -se que as habilidades de síntese, avaliação crítica e processamento criativo foram aprimorados. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Ambel, M. (2006). Quel che ho capito. Comprensione dei testi, prove di verifica, valutazione. Roma: Carocci Faber.
Anello, F. (2016). Exercising critical thinking through reading: an educational use of digital texts. In EDULEARN16 Proceedings (pp. 1164-1174). Barcelona: IATED.
Baron, N.S. (2013). Redefining Reading: The Impact of Digital Communication Media. PMLA – Modern Language Association, 1(128), 193-200
Boncori, G. (1995). Educare la capacità critica. Roma: CRISP.
Cairoli, S. (2013). La lettura online come nuova dimensione della literacy. Formazione & Insegnamento, 10(3), 189-197
Chartier, R. (2004). Languages, Books, and Reading from the Printed Word to the Digital Text. Critical Inquiry, 31(1), 133-152
Czerwinsky Domenis, L. (2000). La discussione intelligente. Una strategia didattica per la costruzione sociale della conoscenza. Trento: Erickson.
Cornoldi, C., Colpo, G., & Gruppo MT (1981). La verifica dell’apprendimento della lettura. Firenze: Organizzazioni Speciali.
Darnton, R. (2009). The Case for Books: Past, Present, and Future. New York, NY: PublicAffairs.
Dunlosky, J, & Rawson, K.A. (2005). Why does rereading improve metacomprehension accuracy? Evaluating the levels-of-disruption hypothesis for the rereading effect. Discourse Processes, 40(1), 37-55. Incoraggiare e verificare la capacità di pensiero critico nel processo di lettura 381
Ennis, R. H. (1989). Critical thinking and subject specificity: Clarification and needed research. Educational Researcher, 18(3), 4-10
Ennis, R. H. (2003). Critical thinking assessment. In D. Fasko (ed.), Critical thinking and reasoning (pp. 293-310). Cresskill, NJ: Hampton Press.
Facione, P.A. (1991). Using the California Critical Thinking Skills Test in Research, Evaluation, and Assessment. Millbrae, CA: California Academic Press.
Fisher, A., & Scriven, M. (1997). Critical Thinking: Its Definition and Assessment. Norwich, UK: Edgepress: CA, USA/Centre for Research in Critical Thinking.
Fukaya, T. (2013). Explanation generation, not explanation expectancy, improves metacomprehension accuracy. Metacognition Learning, 8, 1-18
Gardner, H. (1991). The Unschooled Mind. How Children Think and How Schools Should Teach. New York, NY: Basic Books.
Gasser, U., & Palfrey, J. (2008). Born Digital: Understanding the First Generation of Digital Natives. New York, NY: Basic Books.
Gee, J. P. (2010). New Digital Media and Learning as an Emerging Area and “Worked Examples” as One Way Forward. Cambridge (Ma.): MIT Press.
Greenfield, P. (2013). Learning from Paper, Learning from Screens: Impact of Screen Reading and Multitasking Conditions on Reading and Writing among College Students. International Journal of Cyber Behavior. Psychology and Learning, 3(4), 1-27
Guilford, J. P. (1967). The nature of human intelligence. New Jork, NY: McGraw-Hill.
Halpern, D. F. (1997). Critical thinking across the curriculum. Mahwah, NJ: Lawrence Erlbaum Associates.
Halpern, D. F. (2001). Assessing the effectiveness of critical thinking instruction. The Journal of General Education, 50, 270-286
Jenkins, H., Ford, S. & Green, J. (2013). Spreadable Media: Creating Value and Meaning in a Networked Culture. New York, NY: University Press.
Jonassen, D. H. (2000). Computers as Mindtools for Schools: Enganging Critical Thinking. Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall.
Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge: University Press.
Lumbelli, L. (2009). La comprensione come problema. Il punto di vista cognitivo. Bari: Laterza.
Mangen, A., Walgermo, B., & Brønnick, K. (2013). Reading linear texts on paper versus computer screens: effects on reading comprehension. International Journal of Educational Research, 58, 61-68
Nardi, A. (2015). Lettura digitale vs lettura tradizionale: implicazioni cognitive e stato della ricerca. – Open Journal per la formazione in rete, 1(15), 7-29
NC State University (2014). Higher-order Skills in Critical and Creative Thinking. Quality Enhancement Plan for Reaffirmation of Accreditation by the Southern Association of Colleges and Schools Commission on Collages: North Carolina.
Novak, J.D. (1998). Learning, Creating, and Using Knowledge: Concepts Maps as Facilitative Tools in Schools and Corporations. Mahwah, NJ: Lawrence Erlbaum Associates.
Petit, M. (2002). Éloge de la lecture. La construction de soi. Paris: Editions Belin.
Piper, A. (2012). Book Was There: Reading in Electronic Times. Chicago: University of Chicago Press.
Prensky, M. (2012). Brain Gain: Technology and the Quest for Digital Wisdom. New York, NY: St. Martin’s Press.
Rawson, K.A., Dunlosky, J, & Thiede, K. W. (2000). The rereading effect: Metacomprehension accuracy improves across reading trials. Memory & Cognition, 28(6), 1004-1010
Redford, J. S., Thiede, K. W., Wiley, J., & Griffin, T.D. (2012). Concept mapping improves metacomprehension accuracy among 7th graders. Learning and Instruction, 22, 262270
Renaud, R. D., & Murray, H. G. (2008). A comparison of a subject-specific and a general measure of critical thinking. Thinking Skills and Creativity, 3, 85-93
Rivoltella, P. C. (ed.) (2008). Digital Literacy. Tools and Methodologies for the Information Society. Herschey (PA): IGI Group.
Verhoeven, L., & Perfetti, C. (2008). Advances in Text Comprehension: Model, Process and Francesca Anello 382 Development. Applied Cognitive Psychology, 22, 293-301
Verhoeven, L., & van Leeuwe, J. (2008). Prediction of the Development of Reading Comprehension: A Longitudinal Study. Applied Cognitive Psychology, 22, 407-423
Walker, P. (2003). Active Learning Strategies to Promote Critical Thinking. Journal of Athletic Training, 38(3), 263-267
Weinberger, D. (2012). Too Big to Know: Rethinking Knowledge Now That the Facts Aren’t the Facts, Experts are Everywhere, and the Smartest Person in the Room Is the Room. New York, NY: Basic Books.
Wolf, M. (2007). Proust and the squid: The story and science of the reading brain. New York, NY: HarperCollins.
Zanetti, M. A., & Miazza, D. (2004). La comprensione del testo. Modelli e ricerche in psicologia. Roma: Carocci. Incoraggiare e verificare la capacità di pensiero critico nel processo di lettura 383