Practice and Evaluation of Classes that Incorporate Face-to-Face Video Learning and Questioning Activities to Foster Critical Thinking Attitudes

Abstract

In this study, video learning which students watch videos with the added function of fostering critical thinking attitudes, and questioning activities incorporated after video learning was practiced and evaluated. As a result, revealed the following from (1) to (3). (1) The questioning activities increased the motivation of 68.0% of the students toward video learning. (2) Students' scores on the Critical Disposition Scale were revealed to be higher after the class than before for both the slower and faster learning groups. (3) The Toulmin Model was incorporated into the face-toface class that were practiced, and it was found that 93.0% of the students were able to write appropriate descriptions as Toulmin Model through the classes.