Critical thinking conceptualization in K-12: A case study of middle school teachers

Abstract

Research shows that teachers' conceptualization of critical thinking (CT) affects their classroom practices for incorporating CT instructional methods for young school children. However, there is limited evidence with respect to K-12 in-service teachers' beliefs about CT. This study investigates the conceptualization of CT among middle school teachers (n = 77) in the United States. Both quantitative and qualitative data were collected. Based on Principal Component Analysis, we find three dimensions of CT conceptualization from the teachers’ responses: cognitive, affective, and knowledge dimensions. Further details of the findings are discussed, and suggestions for developing CT in K-12 education and future research directions are provided.