Teaching Critical Thinking through a Dialogic Approach: The infusion model

International Journal of Foreign Language Teaching and Research

مقاله 3، دوره 4، شماره 15، اسفند 2016، صفحه 35-49   

نوع مقاله: Research Papers

نویسندگان

Zahra Kheradmand Saadi^* ؛ Naser Rashidi

Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran

چکیده

Abstract Recent interest in teaching thinking has lead different researchers to examine different approaches in education to find effective methods and approaches for teaching thinking. Through a qualitative case analysis, this study attempted to identify the effects of the infusion model of teaching thinking implemented through a dialogic approach on a PhD candidate’s critical thinking skills. The study occurred over a semester in a PhD course which aimed at reviewing and discussing language teaching issues critically. A number of interactions and reflective journals produced by the participant during the course was analyzed qualitatively for finding different thinking abilities and elements. A number of thinking abilities and elements proposed by Paul and Nosich (1993) in a higher order thinking assessment model was used for analysis. Analysis of the interactions and reflective journals showed that the number of thinking abilities and elements increased over the course which was indicative of the effectiveness of the infusion model used through a dialogic teaching approach in developing critical thinking skills.

کلیدواژه‌ها

critical thinking؛ dialogic teaching؛ infusion model؛ Interactions؛ reflective journal