High school lessons in thinking skills from the point of view of students and teachers.

Abstract

American educators in large numbers now believe that school curricula must include direct instruction in thinking skills. At issue for many, however, is the question of what effect that instruction has on young people. This study was developed to provide an answer to that question within a particular high school setting and to suggest a model for assessing the effect of thinking skill programs in other settings. The inquiry was naturalistic in design, responding to current criticisms of traditional quantitative methods being applied to the complex processes of acquiring thinking strategies. Stimulating recall by means of videotape, this research used interviews of students and teachers from eight different classes to investigate perceptions and cognitive processes resulting from lessons in thinking skills. Results of the study indicate that most students were aware of teachers' purposes in the lessons. Further, they were able to articulate their perceptions, which frequently coincided with teacher intentions, as well as their thought processes while instruction was in progress. Some older high school students were also able to describe ways they have applied or might apply the thinking skills outside of the classroom setting. Data collected in this project were sufficiently detailed and convincing so that they were taken by the teacher participants as valid assessments of the teaching/learning situation they had created. They can use the information to adjust instructional strategies. Additionally, the fact that this research was successful in revealing in-depth information about the effects of instruction in thinking skills argues for the inclusion of such an assessment model within any program being developed to include those skills in a curriculum.