Development of Critical Thinking in Statistical Literacy in “Reading Context” at High School

Abstract

In this research, high school students participated in lessons aimed at cultivating critical thinking in statistical literacy in “reading context” and the results showed suggestions for guidance. Students were given lessons while they were conscious of the flow of “the process of critical thinking in statistical literacy” with teaching materials that critically interpret statistical information. To verify the effectiveness of the lessons, the experimenter analyzed the scales of critical thinking in statistical literacy, the questionnaires of lessons and the descriptions of the work sheet. The results indicate that students critically interpret statistical information. Further studies are needed in order to make teaching materials that promote students’ motivation, and coordinate lessons with “enquiry contexts”.