235An Investigation of Critical Thinking Approaches in the Focusing on the Relationships of Pedagogical Theories and Teachers’ NarrativesInternational Baccalaureate Programme: This study aims to clarify the critical thinking approaches in the International Baccalaureate (IB) programme and to reveal Japanese IB teachers’ awareness of these approaches. To investigate these approaches and their practice at the high school level, in the second section, critical thinking theories and their philosophies implicitly embedded in the IB Programme were extracted through a literature review. Additionally, in the third section, IB teachers’ narratives were examined through a semi-structured interview with five IB school teachers. Moreover, their narratives were analysed, focusing on identifying the extent to which their awareness coincides with critical thinking theories and its related pedagogical approaches. The results indicate that IB programmes mainly adopt four pedagogical approaches: Wiggins and McTighe’s backwards design, Erikson’s concept-based learning, Bloom’s (revised by Anderson and Krathwohl) taxonomy of thinking, and Paul’s multi-logical theory. Furthermore, the study concluded that each approach is not independently conducted in the IB Programme. Rather, they are closely interrelated with sharing a philosophy of inquiry-based teaching and learning. The results also suggest that when adopting a critical thinking approach in the context of a Japanese school, school teachers need to: conduct an inquiry-based lesson, especially giving open-ended questions to learners, establish a classroom environment that encourages dialogue among learners, and establish a balance between knowledge and concept-based approaches. Additionally, teachers need to indicate a concrete rubric for measuring learners’ performance. Finally, the teachers’ narratives were consistent with the theory of Paul, the theory of Erickson, and knowledge clash hypothesis proposed by Otero Graesser. For further investigation, classroom research should be conducted, and semi-structured interviews should be conducted with learners to clarify the effects of critical thinking approaches.Yuya AKATSUKA, Mitsuhiro KIMURA, Mayumi KOMODA
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