Preliminary communication
https://doi.org/10.21464/mo.29.2.10
Teaching for critical thinking: Construction and validation of the questionnaire
Iva Buchberger
; Faculty of Humanities and Social Sciences, University of Rijeka, Rijeka, Croatia
Abstract
The paper presents the results of a preliminary study aimed at examining the validity and reliability of the newly constructed questionnaire Questionnaire on teaching for critical thinking. Conceptually, the paper is based on the generic model of teaching for critical thinking and its key dimensions. 209 teachers and educators (formal and non-formal education) in the Republic of Croatia participated in the study. The research participants were asked to complete an online survey questionnaire. The design of the questionnaire items followed the mentioned generic model. The initial version of the survey questionnaire contained 46 items, and after the analyses, 36 items were retained. Factor analysis was performed and 6 factors were extracted (and 6 scales were constructed). Reliability of all scales is satisfactory – the coefficients of the internal consistency type Cronbach alpha range from .73 to .92. Through the conducted validation, the first research steps were taken in the confirmation of the validity and reliability of the questionnaire on teaching for critical thinking. In conclusion, the application of the questionnaire on teaching for critical thinking in further research can contribute to the improvement of teaching for critical thinking in the Republic of Croatia, and can thus contribute to the development of students’ critical thinking competency.
Keywords
questionnaire on teaching for critical thinking; educator; critical thinking competency; teacher; teaching for critical thinking
Hrčak ID:
296370
URI
Publication date:
28.2.2023.
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