A Study of the Socratic Questioning Model on Sixth Graders’ Critical Thinking Abilities and Dispositions

• Main Authors: Ming-Yung Su, 蘇明勇
• Other Authors: Wan-chu Huang
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/35237850677512744198

碩士 === 臺北市立師範學院 === 科學教育研究所 === 93 === This study aimed to investigate how to use the Socratic Questioning Model (SQM) to foster sixth graders’ critical thinking abilities and dispositions. SQM can be traced to ancient Greece and Socrates, whose teaching methods with the major characteristics of the dialogic and dialectical method are believed to be the first efforts to develop critical thinking. In this study, teachers used this model to provide Abstract This study aimed to investigate how to use the Socratic Questioning Model (SQM) to foster sixth graders’ critical thinking abilities and dispositions. SQM can be traced to ancient Greece and Socrates, whose teaching methods with the major characteristics of the dialogic and dialectical method are believed to be the first efforts to develop critical thinking. In this study, teachers used this model to provide conflictive issues and applied the method of questioning and small group discussion to foster students’ critical thinking. This research also discussed the influence of SQM on different class status pupils’ critical thinking abilities and critical thinking dispositions. Nonequivalent pretest-posttest control group design was used in this study. There were 98 sixth graders selected from an elementary school in Taipei city. Thirty-four pupils were assigned into experimental group, and sixty-four assigned into two control groups. The experimental group received the SQM instruction four class periods per week for nine weeks, while both control groups remained in their regular science instruction. The quantitative data included (1) the Test of Critical Thinking Ability (TCCA), which was applied to the experimental and control groups for pretest and posttest. (2）the Test of Critical Thinking Disposition (TCCD), which was applied to the experimental and control groups for pretest and posttest. (3) the Class Status Questionnaire (CSQ), which divided the experimental pupils into three groups was applied to the experimental group after the intervention. The data were analyzed by ANCOVA. There were also qualitative data collected from interview, class observation, learning feedback and questionnaires. The major findings of this study were as follows: a) The SQM had significantly positive effects on pupils’ critical thinking abilities. This resulted from the fact that the experimental group had higher score than the control group. b) The SQM had significantly positive effects on pupils’ critical thinking dispositions. This resulted from the fact that the experimental group had higher score than the control group. c) Pupils received SQM with different class status do not showed significantly different critical thinking ability. d) Pupils received SQM with different class status do not showed significantly different critical thinking disposition. According to these results, some conclusions of this study were as follows: a) The SQM had significantly positive effects on pupils’ critical thinking abilities and dispositions. b) Class status and social interaction will effect pupils’ critical thinking development. c) Background knowledge, thinking skills will effect pupils’ critical thinking development d) The cognition of critical thinking and training of questioning skills by teachers will provide different leaning of students. Some suggestions for further study were as follows: a) Needing creating more infused teaching material and curriculums. b) Needing creating multiple assessment tools. c) Needing creating critical thinking workshop for in-service and pre-service teachers. d) Continuing research of the natural of critical thinking and scientific thinking. e) Continuing research of the interaction of teacher-student and fellows.