Published Papers - Michita Yasushi

A note on self-paced learning: Examining through several books about this type of learning

Michita Yasushi

  ( 106 ) 83 - 99   2025.03

Type of publication: Research paper (scientific journal)

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How can the teaching behaviors and educational views of schoolteachers transform? : Through eight years of trial-and-error in a professional school for teacher education

Michita Yasushi

  ( 105 ) 133 - 149   2024.08

Type of publication: Research paper (scientific journal)

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Changes of an incumbent graduate student with being particular about how to observe classes

Michita Yasushi

The Proceedings of the Annual Convention of the Japanese Psychological Association ( The Japanese Psychological Association )  83 ( 0 ) 2D-077 - 2D-077   2019.09

Type of publication: Research paper (scientific journal)

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中学校体育科における思考を促す球技指導

道田 泰司

日本心理学会大会発表論文集 ( 公益社団法人 日本心理学会 )  82 ( 0 ) 2EV - 088-2EV-088   2018

Type of publication: Research paper (scientific journal)

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Critical thinking as wisdom: Its concept and way of development

Michita Yasushi

JAPANESE PSYCHOLOGICAL REVIEW ( JAPANESE PSYCHOLOGICAL REVIEW )  61 ( 3 ) 231 - 250   2018 [ Peer Review Accepted ]

Type of publication: Research paper (scientific journal)

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<p>This review paper has two parts. First, the relationship between critical thinking concepts and certain wisdom theories were examined. The wisdom theories were the implicit theory of wisdom (Sternberg, 1985b), the reflective judgement model (Kitchener and King, 1981), and the balance theory of wisdom (Sternberg, 1998). The second wave of critical thinking concepts and wisdom theories have many overlaps. This overlap is called "critical thinking as wisdom." In the second part of this paper, critical thinking practices in the context of Japanese primary/secondary education were categorized. Based on these practices, six categories were identified: skill developing, evaluating/judging, repolishing, multiple viewpoints, questioning, and criterion examining. Second, the problem of how wisdom can be developed in school was discussed.</p>

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What kind of critical thinking education do junior high school students need?

Michita Yasushi

The Proceedings of the Annual Convention of the Japanese Psychological Association ( The Japanese Psychological Association )  81 ( 0 ) 2A-090 - 2A-090   2017.09

Type of publication: Research paper (scientific journal)

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Improvement of the attitude toward questioning through small group interaction (6)

Michita Yasushi

The Proceedings of the Annual Convention of the Japanese Psychological Association ( The Japanese Psychological Association )  79 ( 0 ) 2AM-129 - 2AM-129   2015.09

Type of publication: Research paper (scientific journal)

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Do students from different cultures think differently about critical and other thinking skills?

Manalo E.

The Palgrave Handbook of Critical Thinking in Higher Education ( The Palgrave Handbook of Critical Thinking in Higher Education )    299 - 316   2015.01

Type of publication: Research paper (scientific journal)

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Improvement of the attitude toward questioning through small group interaction (3)

Michita Yasushi

The Proceedings of the Annual Convention of the Japanese Psychological Association ( The Japanese Psychological Association )  78 ( 0 ) 1PM-1-099 - 1PM-1-099   2014.09

Type of publication: Research paper (scientific journal)

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PF058 他者との相互作用を通した質問態度の向上(4)(教授・学習・認知,ポスター発表F)

道田 泰司

日本教育心理学会総会発表論文集 ( 一般社団法人 日本教育心理学会 )  56 ( 0 )   2014

Type of publication: Research paper (scientific journal)

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批判的思考教育の展望

道田 泰司

教育心理学年報 ( 一般社団法人 日本教育心理学会 )  52 ( 0 ) 128 - 139   2013

Type of publication: Research paper (scientific journal)

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批判的思考教育は近年, さまざまな分野でその必要性について言及されており, また日本では研究が増加しつつある。本稿は, 批判的思考（クリティカルシンキング）の教育に関する, 最近の日本における理論的研究と実践的研究を中心に概観し, 課題を検討することを目的とした。本稿で主に扱った実践研究に関しては, 目的の違いから, 学問リテラシーとしての批判的思考力の育成と市民リテラシーとしての批判的思考力の育成とに分け, また教育方法の違いから, 批判的思考そのものを主題とした特設科目を通して教えるジェネラルアプローチと, 既存の科目に深く没入することを通して批判的思考を教えるイマージョンアプローチに分けて概観し, 批判的思考教育が多様な目的の下に多様な教育方法によって行われていることを確認した。それらを踏まえ, 教育目的を意識することの重要性や評価の適切さなど, 今後の実践や研究への示唆を行った。

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PG-069 他者との相互作用を通した質問態度の向上(2)(教授・学習,ポスター発表)

道田 泰司

日本教育心理学会総会発表論文集 ( 一般社団法人 日本教育心理学会 )  55 ( 0 )   2013

Type of publication: Research paper (scientific journal)

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Improvement of the attitude toward asking questions through small group interaction

MICHITA Yasushi

The Proceedings of the Annual Convention of the Japanese Psychological Association ( The Japanese Psychological Association )  76 ( 0 ) 2AMA28 - 2AMA28   2012.09

Type of publication: Research paper (scientific journal)

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A locational difference in the evaluation of rumor-tweets about the Great Japan Earthquake and their criticisms

TANAKA Yuko, SAKAMOTO Yasuaki, MICHITA Yasushi, MATSUKA Toshihiko

The Proceedings of the Annual Convention of the Japanese Psychological Association ( The Japanese Psychological Association )  76 ( 0 ) 2PMB01 - 2PMB01   2012.09

Type of publication: Research paper (scientific journal)

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PC-095 教育実習生の力量形成 : 効果的な学習指導案作成のために(教授・学習,ポスター発表)

道田 泰司

日本教育心理学会総会発表論文集 ( 一般社団法人 日本教育心理学会 )  54 ( 0 )   2012

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授業においてさまざまな質問経験をすることが質問態度と質問力に及ぼす効果

道田 泰司

教育心理学研究 ( 日本教育心理学会 )  59 ( 2 ) 193 - 205   2011

Type of publication: Research paper (scientific journal)

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本研究の目的は, 大学での半期の授業の中でさまざまな形で質問に触れる経験をすることが, 質問に対する態度や質問を考える力に効果を及ぼすかどうかを検討することであった。授業では毎回, グループで質問を作ること, 個人で質問書を書くことに加え, 半期に1回グループで発表させることで, 質問することが必要となる場面を作った。授業初回と学期の最後に, 質問に対する態度の自己評定と, 文章を読んで質問を出す課題を行った。2年度に渡る実践の両方において, 学期末の調査で質問に対する態度が全般的に向上しており, 質問量も増加していた。質問量の増加は, 事実を問う質問や意図不明の質問によるものではなく, 高次の質問の増加である可能性が示唆された。その変化がどのように生じたのかを知るために, 質問量と質問態度それぞれについて, 事前テストでの成績によって学生を4群に分けて事後テスト結果を検討した。その結果, 事前テスト上位群以外の学生の質問量および質問態度が向上していることが示された。以上の結果より, さまざまな形で質問に触れる経験をさせた本実践の効果が示された。

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K195 教員養成課程学生の授業観の縦断的変化(口頭セッション32 実習)

道田 泰司

日本教育心理学会総会発表論文集 ( 一般社団法人 日本教育心理学会 )  52 ( 0 )   2010

Type of publication: Research paper (scientific journal)

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批判的思考プロセスにおける目標志向性とメタ認知

田中 優子, 道田 泰司

日本心理学会大会発表論文集 ( 公益社団法人 日本心理学会 )  74 ( 0 ) L015 - L015   2010

Type of publication: Research paper (scientific journal)

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大学４年間での批判的思考態度の縦断的変化:―どのような理由でどのように変化するのか―

道田 泰司

日本心理学会大会発表論文集 ( 公益社団法人 日本心理学会 )  74 ( 0 ) 3AM125 - 3AM125   2010

Type of publication: Research paper (scientific journal)

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K439 ジェネリックスキルとしての批判的思考力テストの開発 : 大学偏差値,批判的学習態度,授業履修との関連性の検討(口頭セッション73 批判的思考)

楠見 孝, 子安 増生, 道田 泰司, 林 創, 平山 るみ, 田中 優子

日本教育心理学会総会発表論文集 ( 一般社団法人 日本教育心理学会 )  52 ( 0 )   2010

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Diversity and a fundamental image of the major concepts of critical thinking

MICHITA Yasushi

JAPANESE PSYCHOLOGICAL REVIEW ( JAPANESE PSYCHOLOGICAL REVIEW )  46 ( 4 ) 617 - 639   2003 [ Peer Review Accepted ]

Type of publication: Research paper (scientific journal)

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This review article was to identify and define the concepts of critical thinking so that they could be used adequately in empirical studies conducted in the fields related to psychology. Among various definition models, a focus was given to the seven most-quoted researchers in social science literature. After reviewing these researchers' concepts, the differences among the major concepts were clarified by highlighting additional aspects of a logicist perspective, the most conservative and narrow definition of critical thinking. In broader definitions, four aspects were included such as:(1)Creativity,(2)empathy and care,(3)domain specificity, and(4)emphasis on disposition, process, or activity. The latter part of analyses was carried out taking into consideration four aspects of critical thinking concepts:targets, characteristics, skills, and dispositions. Through these analyses a fundamental image of critical thinking was clarified. The results of the review were discussed focusing on discrepancies among the concepts of critical thinking that were often seen in empirical studies in fields related to psychology.

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Critical Thinking of University Students in Reading Non-Academic Materials : Attitude and Ability Differences in Relation to Academic Level and Major

MICHITA YASUSHI

The Japanese journal of educational psychology.   49 ( 1 ) 41 - 49   2001.03 [ Peer Review Accepted ]

Type of publication: Research paper (scientific journal)

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The purposes of the present study were to examine the extent to which university students show critical thinking abilities and attitudes in reading non-academic materials, and to explore the possible correlation with academic level (freshman vs. senior) and major (scientific vs. non-scientific). 80 university students read 3 materials containing fallacious before-and-after arguments, and were asked to provide their comments and/or opinions. The data were used to determine their critical thinking attitudes. The students then commented again on the same materials after being instructed to point out any logical problems with them; the results were analyzed to infer their critical thinking abilities. The results showed that (1) 88 of the 240 answers (36.7%) were categorized as displaying critical thinking abilities; (2) in the condition with no instruction to think critically, only a few (22.7%) of the 88 responses showed ciritical thinking attitudes; and (3) no consistent effects of academic level or major were discovered. The results suggest that the majority of the students did not read these non-academic materials from a logical point of view, but rather read them from a viewpoint of plausibility, or of what the students believed. These results should be considered by educators whose goal is to develop university students' critical thinking abilities and attitudes.

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Critical Thinking of University Students in Reading Non-Academic Materials

MICHITA YASUSHI

The Japanese Journal of Educational Psychology ( The Japanese Association of Educational Psychology )  49 ( 1 ) 41 - 49   2001

Type of publication: Research paper (scientific journal)

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The purposes of the present study were to examine the extent to which university students show critical thinking abilities and attitudes in reading non-academic materials, and to explore the possible correlation with academic level (freshman vs. senior) and major (scientific vs. non-scientific). 80 university students read 3 materials containing fallacious before-and-after arguments, and were asked to provide their comments and/or opinions. The data were used to determine their critical thinking attitudes. The students then commented again on the same materials after being instructed to point out any logical problems with them; the results were analyzed to infer their critical thinking abilities. The results showed that (1) 88 of the 240 answers (36.7%) were categorized as displaying critical thinking abilities; (2) in the condition with no instruction to think critically, only a few (22.7%) of the 88 responses showed ciritical thinking attitudes; and (3) no consistent effects of academic level or major were discovered. The results suggest that the majority of the students did not read these non-academic materials from a logical point of view, but rather read them from a viewpoint of plausibility, or of what the students believed. These results should be considered by educators whose goal is to develop university students' critical thinking abilities and attitudes.

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Some Suggestions from Critical Thinking Study to Media Literacy

Michita Yasushi

Computer & Education ( CIEC )  9 ( 0 ) 54 - 59   2000

Type of publication: Research paper (scientific journal)

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This article gives an outline of the concept "critical thinking" and introduces the auther's practice which develops students' critical thinking attitude using questionnaire technique. Seen from students' self-evaluation, they almost could develop an attitude to examine infomation of the course or textbook. But some students had an attitude that they should obey teacher's words. It is suggested that we must educate students with the recognition that such frame of recognition is difficult to change. The relation between media literacy and critical thinking is also discussed.

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