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Japanese high school students were pretested and then retested using a 2000 PISA reading literacy question measuring evaluation and reflection. Overall results were not conclusive, but the activity increased attention to self-awareness of the task’s importance and the value of interactive learning for perspective-taking and critical thinking.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/student-ability-in-identifying-reasons-for-different-points-of-view-a-learning-activity-conducted-with-a-group-of-japanese-high-school-students/592105/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/student-ability-in-identifying-reasons-for-different-points-of-view-a-learning-activity-conducted-with-a-group-of-japanese-high-school-students/592105.png","ImageObject",300,407,{"name":92,"@type":93},"Grenda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What skill does the study focus on developing for Japanese high school students?","Question",{"text":112,"@type":113},"The study focuses on the ability to identify reasons for different points of view, beyond simply choosing personally favored views.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were students assessed in the experiment?",{"text":117,"@type":113},"Students were tested using a reading literacy question from the 2000 PISA test, then retested after the developmental learning activity using the same question.",{"name":119,"@type":110,"acceptedAnswer":120},"What conclusions did the researchers reach about the lesson activity’s effectiveness?",{"text":121,"@type":113},"No conclusive evidence was found regarding the general effectiveness of the learning activity, though two insights were gained about self-awareness and interactive learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592105,1792209192,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},7971474921005,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Asia Pacific Education Review Copyright 2005 by Education Research Institute  \n2005, Vol. 6, No. 2, 153-161.  \nStudent Ability in Identifying Reasons for Different Points of View: A Learning Activity Conducted with a Group of Japanese High School Students  \nNu Nu Wai Yukiko Hirakawa Kyoko Hirasawa John H. Giles  \nYangon Institute of Education Hiroshima University Saijo Agricultural High School National Geographic Society Myanmar Japan Japan USA  \nProblem solving as a skill is emphasized within the revised Japanese Course of Study for schools. This experimental study, conducted among Japanese high school students, evaluates an effort to develop student ability to identify reasons for different points of view, not just personally favored views. First, the ability of all students was tested using a reading literacy question from the 2000 PISA test, which measures the reading skills of evaluation and reflection. The experimental group then participated in a developmental learning activity.  \nAfter the activity, all students were retested using the same PISA question. Nothing conclusive was found regarding the general effectiveness of the lesson activity, but two insights were gained. It was found that student  \nself-awareness of the importance of the learning task and interactive learning are important to consider.  \nKey Words: problem solving, identifying reasons, different points of view, PISA, Japanese education  \nAre all sides being heard? How credible is the information provided? Is it fact or opinion? Does it represent various points of view? What biases exist? We need to critically examine and evaluate different points of view and information provided in solving problems and making decisions. Critical thinking is needed. Critical thinking is the ability to make rational decisions about what to do or what to believe (Marzano, 1995) . Critical thinking “is used to describe thinking that is purposeful, reasoned, and goal  \nNu Nu Wai, Lecturer, Department of Educational Psychology, Yangon Institute of Education, Myanmar (The Japan Society for the Promotion of Science Postdoctoral Foreign Research Fellow, Hiroshima University, Japan, July 2003–July 2005); Yukiko Hirakawa, Associate Professor, Department of Educational Development Studies, Graduate School for International Development and Cooperation, Hiroshima University, Japan; Kyoko Hirasawa, Teacher, Saijo Agricultural High School, Hiroshima Prefecture, Japan. John H. Giles, Teacher Consultant, National Geographic Society, USA. Correspondence concerning this article should be addressed to Nu Nu Wai, A-602, Myanma Gon Yi Housing, 58 Upper Pan Soe Dan Street, Mingala Taung Nyunt Tsp., Yangon, MYANMAR. Electronic  \nmail may be sent [to nunuwai@mac.com](to nunuwai@mac.com)  \ndirected”(Halpern, 1996, p. 5) .  \nSuccessful problem solving requires looking at things from different points of view. Listening and reading critically while systematically evaluating what you have heard and read (Browne & Keeley, 2001) leads to understanding things from divergent perspectives.  \nIdentifying reasons for differing perspectives is a particularly important step in critical thinking.“Focusing on reasons requires us to remain open to and tolerant of views that might differ from our own”(Browne & Keeley, 2001, p. 28) . Reasoning to solve real life problems --- “everyday reasoning”(Perkins, 1989; Perkins, Farady & Bushey, 1991),“informal reasoning”(Perkins, Farady & Bushey, 1991; Galotti, 1989; Khun, 1991) or “argumentative reasoning”(Khun, 1991; Khun, Shaw & Felton, 1997) -- - is a fundamental critical thinking skill.  \nErrors in everyday reasoning are due to two significant shortcomings: “metacognitive shortfall” and “confirmation bias”(Perkins, 1989) . The first is lack of the ability to reflect on one’s own thoughts. The second is “paying attention to information that [only] confirms one’s own belief” (Samaan, 2004, p. 20) . “A confirmation bias consists of ignoring  \nNu Nu Wai, Yukiko Hirakawa","cbCair0lOKgXa0sE","https://ap.wps.com/l/cbCair0lOKgXa0sE","pdf",110417,"English","# Basic Principles of the Study\n## Problem solving and critical thinking framework\n## Study design and PISA-based testing\n## Results and gained insights\n## Confirmation bias and metacognitive shortfall\n## Opinion formation and evaluating alternative viewpoints","[{\"question\":\"What skill does the study focus on developing for Japanese high school students?\",\"answer\":\"The study focuses on the ability to identify reasons for different points of view, beyond simply choosing personally favored views.\"},{\"question\":\"How were students assessed in the experiment?\",\"answer\":\"Students were tested using a reading literacy question from the 2000 PISA test, then retested after the developmental learning activity using the same question.\"},{\"question\":\"What conclusions did the researchers reach about the lesson activity’s effectiveness?\",\"answer\":\"No conclusive evidence was found regarding the general effectiveness of the learning activity, though two insights were gained about self-awareness and interactive learning.\"}]","Student Ability in Identifying Reasons for Different Points of View - A Learning Activity Conducted with a Group of Japanese High School Students | PDF",1792073872,23]