1. Critical Thinking Curriculum Model Bill Robertson University of Texas at El Paso Teacher Education Department Science & Technology Education

2. The well-educated individual is not a certified product but a self acquiring wisdom, with each step along the journey important in its own right. John Goodlad

3. Critical Thinking Curriculum Model  Educational Components  Technology Components   Assessment Components   Community Components

4. Backward Planning Design

5. Brings Relevancy to the Classroom  Inquiry-Based Multidisciplinary Approach  Utilizes Computer Technology  Focuses on Current Global Issues  Integrates Effective Learning and Teaching Practices

6. Multidisciplinary Approach  Political  Scientific   Social/Cultural   Economic

7. Outline of Study  Two Target high schools - Sandia and Menaul  24 students - 10 at Sandia, 14 at Menaul  Both used the CTCM in CIF Program  Four visits over the spring semester  Pre-testing in focus areas (T1)  Post-testing in focus areas (T2, T3, T4)  Data Analysis using Statistics  Findings and Conclusions  Complete Final Pre-Defense Version

8. Major Questions  How does immersion in the CTCM relate to student attitudes toward learning science?  How does the use of the CTCM relate to students' attitudes towards learning computer technology?  How does immersion in the CTCM enhance students' abilities to understand science content?  How does the use of the CTCM relate to students' problem-solving skills?

9. Hypothesis Statements Four Major Areas Associated with 4 Major Tests Initially Four Main Hypotheses Data Analysis by Gender, Grade Level & School Location Produced 36 Additional Statements 40 Total Hypothesis Statements

10. Evaluation Tools  General Attitudes Toward Computers Scale (GATCS) Tests computer and technology attitudes  General Attitudes Toward Science Scale (GATSS) Tests science attitudes  Concept Mapping Exercise - Novak and Gowin Tests science content understanding  Problem Solving Exercise - SAT & TIMSS Tests skills in problem solving

11. GATCSGATSS Concept Maps SAT & TIMSS Evaluation Tools

12. Sample Concept Map - T1 Concepts = 7 Hierarchies = 10 Total = 17

13. Sample Concept Map - T4 Concepts = 13 Hierarchies = 20 Total = 33

14. The Statistics One Way MANOVA DV = students, IV = score Measure differences across the 4 visits over time Two Way MANOVA IV = score, IV = (gender, grade level, school location) Measure differences across the 4 visits over time across the second independent variable

15. The Database  FileMaker Pro Database  Export to BB Edit text files  Create SPSS files Access Unix system at UNM over Telnet  FTP files back to hard drive  Edit output files in BB Edit  Insert data into MS Word in dissertation

16. The Analysis

17. MainGenderGradeSchool 1 = Yes for significance, Yes for Post Hoc 2 = Yes for significance, No for Post Hoc 3 = Yes for significance, No for ANOVA, ANCOVA, Post Hoc 4 = Nearly significant

18. The Conclusions  Sample increased in overall science content understanding  Shown overall and in both gender and grade level analysis  Sample increased in overall problem solving scores  Shown overall and in grade level analysis  Both areas contribute to critical thinking skills  Attitudes didn’t change significantly No matter if the students liked science or not, enjoyed computers or not, the CTCM approach helped to increase science content understanding and problem solving abilities.

19. Questions? Thanks for your cooperation and participation! Bill