Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/11505
Title: 
Effects of a cognitive-infusion intervention on critical thinking skills and dispositions of pre-service teachers
Authors: 
Keywords: 
Infusion
Critical thinking skill
Critical thinking disposition
Teacher education
Issue Date: 
Nov-2006
Citation: 
Kong, S. L. (2006, November). Effects of a cognitive-infusion intervention on critical thinking skills and dispositions of pre-service teachers. Paper presented at the Australian Association for Research in Education Conference, Adelaide, Australia.
Abstract: 
This study examined the effects of the Cognitive-Infusion Intervention on critical thinking skills and dispositions of the pre-service teachers in Singapore. Quasi-experimental 2 x 2 factorial pretest-posttest design was employed. The two factors are treatment condition [experimental vs. control], and education programme grouping [Post Graduate Diploma in Education (PGDE) vs. Diploma in Education (DipEd)]. The study aims to find out whether there will be any improvement in their critical thinking skills (measured by
Watson-Glaser Critical Thinking Appraisal: Watson & Glaser, 1980), and critical thinking dispositions (measured by California Critical Thinking Dispositions Inventory: Facione et al., 2000). Results show that participants who have gone through the Cognitive-Infusion Module (CIM)
scored significantly higher (p<.05) in the overall critical thinking skills and the
sub-skills of ‘inference’, ‘deduction’ and ‘recognition of assumptions’. The PGDE experimental group also scored significantly higher in the overall critical thinking dispositions (p<.05) as well as the dispositions of ‘analyticity’ (p<.01) and ‘inquisitiveness’ (p<.01). Implications of the study are discussed.
Description: 
This paper was presented at the Australian Association for Research in Education Conference, held in Adelaide, Australia from 26 - 30 Nov 2006
URI: 
Website: 
Appears in Collections:Conference Papers

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