Pre-service teachers’ critical thinking dispositions are generally low, with none scoring high on the CCTDI¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2019: baselines and conditions change

Subclaims¶

q3 i? The majority of pre-service teachers scored in the low-scoring group on the CCTDI at pre-test and post-test, and none scored highly. → Temel 2014

Evidence¶

Temel 2014¶

Senar Temel. (2014). The effects of problem-based learning on pre-service teachers’ critical thinking dispositions and perceptions of problem-solving ability. South African Journal of Education, 34(1), Art. #769. https://eric.ed.gov/?id=EJ1136398

q3 · i? · causal · r2

Descriptive analysis of CCTDI scores (Table 3): 90.90% of the experimental group and 92.59% of the control group fell in the low-scoring group at pre-test, with small shifts to the middle-scoring group at post-test; the article concludes levels are "generally low".

"When the CCTDI pre-test and post-test scores of pre-service teachers in both the experimental group and control group were examined, it was determined that the majority scored lowly and none of them scored highly."

Discussion¶

Related Claims¶

• PBL and traditional teaching do not differ significantly in their effect on pre-service teachers’ critical thinking dispositions — related
• Malaysian undergraduates' overall CCTDI disposition was moderate to positive: 47% positive, 53% ambivalent, none negative — related