Thinking Dispositions and Instructional Strategies Focused by Teachers who Develop Thinking Skills

Abstract

The first purpose of this study is to identify the thinking dispositions and teaching methods focused by teachers who develop thinking skills and to compare them with a list of critical thinking dispositions. The second is to identify the instructional items related to the culture of thinking. The results suggest that critical thinking dispositions are not directly applicable to the thinking dispositions that should be developed in Japanese schools. In addition, 27 instructional items related to the culture of thinking were identified. The relationship between the two results suggests that there are two types of instruction related to the culture of thinking: one is related to the development of specific thinking attitudes, and the other is not.