HOTS-oriented teaching improves disposition towards critical thinking subscales including truth-seeking, open-mindedness, self-confidence, and maturity¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2007 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? The experimental group improved significantly on disposition towards critical thinking subscales such as truth-seeking, open-mindedness, self-confidence, and maturity relative to control groups. → Miri 2007

Evidence¶

Miri 2007¶

Miri, B., David, BC. & Uri, Z. (2007). Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking. Res Sci Educ 37, 353–369. https://doi.org/10.1007/s11165-006-9029-2

q3 · i? · causal · r1

Disposition outcomes measured with critical thinking assessment instruments in the same three-group longitudinal case study (experimental n = 57; science control n = 41; non-science control n = 79). The article reports significance for named subscales without printing effect sizes.

"the experimental group showed a statistically significant improvement on critical thinking skills components and disposition towards critical thinking subscales, such as truth-seeking, open-mindedness, self-confidence, and maturity, compared with the control groups."

Discussion¶

Learner Variables¶

• Critical Thinking — outcome: instruction changes it

Related Claims¶

• Direct CT instruction combined with modeling, coaching, and discussion yields more consistent CT improvement than implicit teaching strategies — the general claim this finding bears on, with the studies behind it
• Purposely teaching for higher order thinking skills enhances high school students' critical thinking compared with traditional teaching — a broader claim this one bears on
• WISE Agent feedback significantly increased Truth-seeking and CT Self-confidence disposition scores — a narrower finding that bears on this claim
• Cognitive Maturity disposition scores significantly declined during the WISE Agent intervention, interpreted as de-centering of naive optimism — reports the opposite
• A three-month WISE Agent intervention did not significantly increase sixth-graders' aggregate critical thinking disposition scores — related
• The study used a three-group longitudinal design with an experimental science group and two traditionally taught controls — related
• Effects of implicit strategies (higher-order questioning, concept mapping, discussion) on CT are inconclusive, with domain-specific gains that fail to transfer — related