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Critical Thinking as an Educational Ideal
Abstract
Critical thinking arrives at a judgment on a question by looking back in a reasonable way at the relevant evidence; it is “reasonable reflective thinking focused on deciding what to believe or do” (Ennis). Its key component skills are those of clarifying meaning, analyzing arguments, evaluating evidence, judging whether a conclusion follows, and drawing warranted conclusions. An ideal “critical thinker” is open-minded and fair-minded, searches for evidence, tries to be well-informed, is attentive to others’ views and their reasons, proportions belief to the evidence, and is willing to consider alternatives and revise beliefs. The process of thinking critically involves problem identification and analysis, clarification of meaning, gathering the evidence, assessing the evidence, inferring conclusions, considering other relevant information, and making an overall judgment. Critical thinking differs from the logical appraisal of arguments in extending beyond a single argument, having a creative component, and involving critical assessment of evidence. Any educational system should aim to teach the knowledge, develop the skills, and foster the attitudes and dispositions of a critical thinker: someone who thinks critically when it is appropriate to do so, and who does so well. It can do so either by infusion in subject-matter courses or through a stand-alone course. Each method has advantages and disadvantages; a combination is theoretically better, but hard to achieve. In a stand-alone course, one should adapt to one’s situation, communicate the course goals, motivate one’s students, use a checklist as a course framework, foster a critical spirit, prefer depth to breadth, use bridging, take advantage of salient issues, use real or realistic examples, pick one’s examples with care, give students lots of guided practice with feedback, check for understanding, encourage meta-cognition, think about context, watch for empty use of technical terms, and design multiple-choice items carefully if one uses them.
... Key conclusions drawn from these studies inform the design of learning approaches to develop students' critical thinking, emphasizing activities such as problemsolving, questioning, discussion, collaborative learning, and engagement in finding solutions. These activities aim to develop critical thinking processes, improve reading and writing skills, and promote continuous development (Hitchcock, 2017;Lai, 2011;O'Reilly et al., 2022). However, due to the absence of a definitive learning management approach, researchers have developed diverse approaches to developing students' critical thinking. ...
... Furthermore, the transfer of knowledge from existing to new knowledge creation, beyond mere explanation, underscores the significant role of teachers in stimulating and expanding students' thinking (Eisenkraft, 2003). This creates opportunities for students to comprehend, apply knowledge to problem-solving, evaluate data, communicate, and present through collaborative learning exchanges, fostering teamwork skills (Chu et al., 2017;Hitchcock, 2017;O'Reilly et al., 2022). Additionally, students reflect, analyze relationships, practice critical thinking, and solve problems through daily life experiences, such as communication and writing, significantly enhancing their thoughtful reasoning skills (Abrami et al., 2015;Ennis, 2015;Lai, 2011). ...
Critical thinking is a skill that enables individuals to keep pace with changes and enhances crucial competencies for contemporary competitiveness. Many researchers have studied learning management approaches to develop students' critical thinking, resulting in a substantial body of knowledge but lacking clear systematic summaries. The researchers aimed to (a) examine the effect sizes and research characteristics influencing students' critical thinking, and (b) compare the effect sizes of learning management approaches after adjusting with propensity score matching from 108 graduate research published between 2002 and 2021. Data were collected using research characteristics recording forms and research quality assessment questionnaires. Effect sizes were calculated using Glass's method and analyzed through random effect, fixed effect, and regression meta-analysis. Findings revealed that (a) research on developing learning management approaches influences students' critical thinking at a high level (̅ = 1.669), with nine research characteristics, including the field of publication, courses, total duration, teacher learning process, learning media, measurement and evaluation, research design, research statistics, and research quality, statistically significantly influencing students' critical thinking, and (b) after adjustment, inquiry-based learning significantly influences students' critical thinking. Recommendations for developing students' critical thinking include learning activities that encourage problem exploration, expanding thinking through collaborative analysis, and applying diverse media and activity sheets tailored to context suitability.
... John Dewey, a prominent figure in educational history introduced the concept of critical thinking in educational settings through his paper published in 1910 [12]. His perspective on critical thinking garnered endorsement from the concurrent development of the progressive education movement [12]. ...
... John Dewey, a prominent figure in educational history introduced the concept of critical thinking in educational settings through his paper published in 1910 [12]. His perspective on critical thinking garnered endorsement from the concurrent development of the progressive education movement [12]. The backing for STEM education in nurturing students' critical thinking abilities has gained substantial reinforcement through extensive research [13][14][15][16][17][18][19]. ...
This research aims to enhance the contribution of science learning in higher education using a Science, Technology, Engineering and Mathematics (STEM) approach to assist Indonesia’s farmers' herbal medicinal plant communities. The technology implemented in this project-based learning at the Department of Natural Science Education, Yogyakarta State University is the Audio BioStimulator (ABS) and multi-sensors based on the Internet of Things (IoT). These sound waves function to open leaf stomata during photosynthesis optimizing nutrient absorption. On the other hand, IoT comprises a sensor system that measures physical variables encompassing soil composition, air quality, fertiliser concentration, pH levels, pressure and temperature. This system creates optimal conditions to foster the growth of herbal medicinal plants. The research method employed an embedded experimental design which is mixed-methods research. This method is expected to provide more comprehensive analysis results to improve critical and creative thinking skills by applying contextual STEM learning to intensify herbal medicine farming using ABS and IoT technology. These two technologies are strategic for enhancing students’ competency in science practicums in higher education which can also be studied intensively in the science, engineering and mathematics aspects. The STEM approach empowers students to translate acquired knowledge and skills into direct project activities to address the challenges facing farming communities. Its instructional impact lies in elevating critical and creative thinking skills while its consequential bearing manifests in assisting the community to increase the economic status of the herbal medicinal plant farming sector in Indonesia.
... In addition to the background knowledge one possesses, critical thinking postulates developing such cognitive skills as, inter alia, observing, experimenting, inferring, generalising, conceiving, being able to assume, identifying fallacious arguments, evidence-based reasoning, and evaluation. The dispositions that it suggests include: respect for reason, truth and the quality of intellectual work, open-, fair-and independent-mindedness, respect for others, and intellectual work ethic (Abrami et al. 2015;Bailin et al. 1999;Facione 1990;Hitchcock 2017;Leś and Moroz 2021;Mason 2007). This approach to critical thinking is also confirmed in the Delphi Report (Facione 1990) in which students of this subject were given a task to work out a consensus. ...
... For example, Hildebrandt and Musholt (2020) in the Sustained Shared Thinking method which they propose emphasise the importance of using such expressions as 'maybe', 'I believe', 'I assume'. Hitchcock (2017) asserts that critical thinking can be performed in an 'infusion' model, that is, as a part of other courses, or as a 'stand-alone instruction', that is as a separate course. He formulates practical guidelines for the teacher, such as defining goals, motivating students, using context, a preference for in-depth analysis, using examples and formulating various explanations for the same phenomenon. ...
... In 1941, Glaser defined the concept of critical thinking as "an attitude of being prone to reflectively consider questions and issues that fall within one's field of experience, knowledge of logical inquiry and reasoning methods, and the knowledge and ability to apply these methods." In 1962, Robert Ennis described critical thinking as "the correct assessing of statements" (Hitchcock, 2011). In 1970s and 1980s interest towards critical thinking increased, and in 1990s Delphi report was published in the field of critical thinking, which was prepared by 46 specialists including philosophers, psychologists and education researchers. ...
... In 1970s and 1980s interest towards critical thinking increased, and in 1990s Delphi report was published in the field of critical thinking, which was prepared by 46 specialists including philosophers, psychologists and education researchers. The report defined critical thinking as "purposeful, self-regulated judgment that results in interpretation, analysis, evaluation and inference, as well as an evidencebased, conceptual, methodological, criterion or contextual decision-making mechanism" (Hitchcock, 2011). ...
The purpose of this paper is to examine the studies conducted on critical thinking in teacher education using bibliometric analysis method. Education Educational Research category of Web of Science was preferred as the database. 2,717 publications published between 1989 and 2022 were analyzed using citation, bibliographical coupling, and co-occurrence techniques. Obtained results reveal that the earliest works on critical thinking in teacher education were published in 1989. It was determined that critical thinking in teacher education was met with increased interest after 2010, and that 2019 was the year when the published papers reached a record high. An examination of the citation years of the studies showed that 2021 saw the highest number of citations. USA was found as the country with highest number of publications on critical thinking in teacher education. Most researchers publish their works on the field in the form of articles, and English is the most preferred publication language. The author with the highest citation figures in the field is found as Hwang, Gwo-Jen, while the most frequently cited work was written by Fang in 1996. Document with the highest number of links was authored by Gomez-Jarabo and Sosa in 2018. The keywords with the highest popularity in the studies of researchers in recent years, which have the highest total number of links, were identified as teacher education, higher education, education, learning, curriculum, professional development, creativity, technology, and pedagogy. In this context, researchers who will perform studies in the field are especially advised to prefer keywords with high citation rates in literature review stage. Similarly, researchers are recommended to examine the documents with high citation and link scores in the field. Finally, in their efforts to regulate teacher education policies and programs, countries are advised to find examples in national settings with high total link scores as regards critical thinking approach.
... 2023, 13, 665 2 of 12 and capable healthcare professionals. Critical thinking, characterized as a reflective and reasonable process that focuses on making decisions based on rigorous evaluation of evidence [1], provides the necessary tools to address and resolve professional dilemmas, enhancing the ability to manage and tolerate medical uncertainty [2,3]. It not only improves intuitive reasoning and experiential knowledge accumulation but also emerges as an essential competency in the academic domain for making decisions in complex situations, translating into benefits in various aspects of students' lives and future careers [4][5][6]. ...
... Critical thinking is a metacognitive process that encompasses a variety of underlying skills and is essential in both educational and social contexts. It is considered a key skill for informed decision-making, problem-solving, and forming logical conclusions [1,2]. It allows for the development of a particularly critical ability in disciplines such as medicine, where professionals often need to evaluate and synthesize complex data to gain a deeper understanding of information [3,4]. ...
Background: The academic and emotional challenges faced by medical students can affect critical thinking and may also contribute to the development of increased generalized anxiety. Similarly, critical thinking and generalized anxiety can impact study satisfaction through the mediating mechanism of academic self-efficacy. Objective: The aim of this study was to assess the mediating role of academic self-efficacy between critical thinking and generalized anxiety in study satisfaction among medical students. Methods: A cross-sectional and explanatory study was conducted involving 259 Peruvian medical students aged between 18 and 35 (M = 20.29, SD = 2.84). The evaluation was based on self-reported questionnaires covering critical thinking, generalized anxiety, academic self-efficacy, and study satisfaction. Furthermore, a structural equation modeling (SEM) and mediation approach was employed to examine the relationships between variables. Results: The results showed an adequate fit of the model [χ² (87) = 155, p < 0.001, CFI = 0.93, TLI = 0.92, RMSEA = 0.05 (CI: 0.04–0.07), SRMR = 0.07], demonstrating the impact of critical thinking and generalized anxiety. It was confirmed that academic self-efficacy has a positive effect on study satisfaction. Moreover, the mediating role of academic self-efficacy was confirmed between critical thinking and study satisfaction, as well as between generalized anxiety and study satisfaction. Conclusions: Due to the high academic load on medical students, academic self-efficacy plays a mediating role in the relationship between critical thinking, generalized anxiety, and satisfaction with studies. The development of educational strategies will help to promote critical thinking and academic self-efficacy, as well as provide support to students with generalized anxiety, to enhance study satisfaction.
... Moreover, it shows that critical thinking cannot be limited to purely logical-analytical processes. According to Hitchcock (2017), "some critical thinking, but not all, is logical analysis of argument. In thinking critically, we not only want to find out, if a single piece of reasoning or argument is good or bad. ...
... Ennis (1996) calls this step identifying the focus. Jenicek and Hitchcock (2005) refer to this step as problem identification and analysis (see Hitchcock, 2017). ...
... It is described as a cognitive endeavour, providing the organization with value-added high-order reasoning capabilities [16]. The process of critical thinking includes problem identification and analysis, clarifying meaning, collecting evidence, evaluating evidence, inferring conclusions, considering other relevant information, and making overall judgments [17]. Effective communication is the ability to synthesize and disseminate ideas in written and oral forms. ...
... The process contains elements of critical thinking, such as defining problems accurately, resisting over-generalization, and employing precise terms. The current literature concluded that mathematical and physical modeling has a significant impact on critical thinking improvement [17,32]. The performance analysis and structural optimization in the proposed MEA are based on the physical and mathematical models, respectively. ...
This empirical research aims to propose and examine an online teaching approach that embeds modeling-eliciting activities (MEA). The approach guides teachers to create a well-interactive online learning environment and improve the conceptual learning and professional skills of engineering undergraduates. The professional skills are defined as critical thinking and collaboration. A structured teaching procedure was implemented sequentially by task introduction, problem description, performance analysis, structural optimization, and solution discussion. The six principles of MEA were organically integrated with the teaching procedure, creating a inspiring, open-ended, and teamwork learning environment. The instruments used to collect data included conceptual learning tests, design report evaluations, learning reflection analyses, and interaction statistics. The findings suggested that the MEA-embedded online courses have significant advantages for improving learners’ conceptual learning and professional skills. The proposed approach guides the learners to make appropriate decisions and practical actions, enhancing their critical thinking. The MEA inspires learners’ positive attitudes and high participation, providing an emotional basis for group collaboration. The discussions on the open topics and thought process reflections create a collaborative environment. Besides, the statistics on the online teaching platform show that the MEA has a significant role for interaction promotion in the online course.
... Modern scholars insist on transformation of the ways to develop competitive and competent personality on the background of critical thinking development (Cottrell [12], Davies [14], Ennis [16], Hitchcock [18], Oner and Gunal Aggul [27], Schafersman [36], Williams [43]). Prominent scholars believe that modern specialists should be very mobile immediately after graduation of the university, and have the skills to think creatively which is closely connected with their ability to think critically, to solve problems and non-standard professional issues creatively and productively. ...
... Different scholars, such as Hitchcock [18], Oner and Gunal Aggul [27], Williams [43] offer various approaches and views on the technology of developing critical thinking. Oner and Gunal Aggul [27] states, that educational institution should revise technologies that help to develop critical thinking, turning to modern trends and effective resources. ...
The article deals with the issues of development of critical thinking of students by means of web technologies. It presents the analysis of different scientific approaches to the organization of critical thinking training of students. The authors state that among the means of the above mentioned critical thinking development scientists distinguish information and communication technologies, particularly web technologies, as having a significant didactic and critical thinking potential. The experience of using web resources to verify information and data in the process of students' critical thinking development is explained. The article gives examples of the using remote special course on the basis of web resources implementation into real learning process. The application of web resources provides an opportunity to intensify critical thinking motivation of students, involves them in solving the discussed problems, and develops critical thinking skills, the ability to independently create and develop new knowledge based on the information received. Comparison of the results of ascertaining and forming sections allows to ascertain the effectiveness of the proposed pedagogical condition for the development of students' critical thinking by means of web technologies and the effectiveness of the developed remote special course for developing students' critical thinking by means of modern web technologies.
... Critical thinking has been discussed by different disciplines in its historical development and explained in more detail. Previously, philosophy (Ennis, 1993;Fisher & Scriven, 1997;Paul & Elder, 2013), later psychology (Halpern, 1998(Halpern, , 2014Kuhn, 1999;Perkins et al., 1993), and education (Hitchcock, 2017;Ku & Ho, 2010;McPeck, 1984) fields described critical thinking based on their context and made several definitions. ...
... Although measuring critical thinking only in the context of evaluation of statements and arguments causes some components of the concept to be neglected, it is difficult to go beyond this when it comes to measuring critical thinking skills through a multiplechoice test. When widely used standardized tests (e.g., Watson-Glaser, Ennis, Facione, and Fisher) of critical thinking are examined, it is seen that the following skills are aimed to be measured through multiplechoice items (Hitchcock, 2017): ...
... CT includes various cognitive thinking skills such as logical thinking; problem solving; some degree of intellectual autonomy such as supporting ideas with good reasons (Chen, 2017); the combination of attitudes, knowledge and skills; in-depth analysis of efforts; making the right decision depending on non-subjective judgements (D'Alessio, Avolio & Charles, 2019) and a careful consideration of evidence (Hitchcock, 2017). CT is a reflective activity that leads to action and students must think about how to develop their critical thinking skills (CTSs) (Bezanilla, Fernández-Nogueira, Poblete & Galindo-Domínguez, 2019). ...
... CT is a type of thinking which is applied to all subject matters (Hitchcock, 2017). As in all fields, CT is also important in the field of music. ...
It is generally agreed that higher education should enable students to improve their critical thinking, which is regarded as one of the most important real-life competences of the 21st century. The present study aims to reveal prospective teachers’ opinions on critical thinking education course. Case study design, a qualitative research method, was used in the study. This study was conducted in the critical thinking education course with the participation of 28 prospective teachers enrolled in the undergraduate program of music education at a state university in Turkey. The study group was selected using criterion sampling. The data were gathered by an open-ended question form. Content analysis method was employed to analyze the obtained data. According to the findings of the study, it is evident that perceptions of prospective teachers participating in the study about critical thinking education course are positive in general. Findings revealed that critical thinking education course made great contributions to the prospective teachers in terms of improving their critical thinking skills, making contributions to their affective features and increasing their awareness in the field of music. It was determined that the participants defined themselves with more positive qualities after attending the course. Lastly, the participants reported their positive experiences by emphasizing positive aspects, opportunities and contributions of the course. The most prominent findings are that the course enabled them to gain different perspectives, make evaluations based on different points of view and become critical thinkers. However, they mentioned about their negative experiences such as having difficulty in asking questions and getting meaningful inferences during the process.
... It was postulated that "Informal logic emerged as an attempt to teach students about argumentation, how to analyze, evaluate, and construct arguments" (Johnson, 2012: 18). While Critical Thinking "involves problem identification and analysis, clarification of meaning, gathering the evidence, assessing the evidence, inferring conclusions, considering other relevant information, and making an overall judgment" (Hitchcock, 2017). Thus, the main difference is that Informal Logic works with already pro-claimed speech, while Critical thinking attempts to enter the train of thought. ...
... To sum up, as you may see from the previously me tioned information, critical thinking is more than just log cal thinking, but it can include the last one as one of its instruments. As noticed by D. Hitchcock, "critical thinking differs from the logical appraisal of arguments in exten ing beyond a single argument, having a creative comp nent, and involving critical assessment of evidence" (Hitchcock, 2017). Critical thinking is a necessary addition to logical thinking. ...
The article focuses on two things: the main difference between Critical thinking and Logic as the academic subjects and between Critical thinking and Logical thinking as two somehow similar, but nevertheless, diverse ways of rational thinking. The author stands that the false association of these two thinking manners influence on how both disciplines are taught. Unfortunately, in Ukraine, Critical thinking is neglected. Often Ukrainian universities replace it with some courses on Formal and Informal Logic. Furthermore, the existing Ukrainian manuals on Critical thinking are all devoted only to the logical issues. Although Logic can give some significant and useful tools, the author emphasizes that it is not sufficient for the correct usage of Critical thinking. Therefore, the author analyzes the main characteristics of Critical and Logical thinking. Using the table method, the authors indicate which features both thinking manners have in common and which are different for them. This table of comparison clearly demonstrates that Critical thinking and Logical thinking are not the same. Moreover, the author shows the roots of the established terminological misunderstanding in human society by studying the history of two subjects: Critical thinking and Informal Logic. Western science had already divided these disciplines and identified the main priorities and challenges for each. However, in Ukraine, we still have some “separation problems”, because of the glossary absence and the false association of two ways of rational thinking. To prove the declared similarity wrong the author studies two recently widespread fake news about COVID-19. The author debunks both COVID-myths by using different means given by Logic and Critical thinking showing that both of them can be used independently one of each other. The author stands that Critical Thinking is a very important skill, especially, during a pandemic time. Therefore, it is extremely important that it is taught and used in the correct manner.
... Moreover, it shows that critical thinking cannot be limited to purely logical-analytical processes. According to Hitchcock (2017), "some critical thinking, but not all, is logical analysis of argument. In thinking critically, we not only want to find out, if a single piece of reasoning or argument is good or bad. ...
... Ennis (1996) calls this step identifying the focus. Jenicek and Hitchcock (2005) refer to this step as problem identification and analysis (see Hitchcock, 2017). ...
The paper addresses online reasoning and information processing with respect to a much debated issue: the pros and cons of the minimum wage. Like with all controversial issues, one can easily remain in a self-reinforcing bubble, once one has taken sides, and immunize oneself against criticism. Paradoxically, the more information we have at our disposal, the easier this gets (Roetzel, 2019). The only (and possibly universal) antidote seems to be “critical thinking” (Ennis, 1987, 2011). However, critical thinking is a very broad concept, purported to include diverse kinds of information processing, and it is also thought to be content-specific. Therefore, we aim at addressing both understanding of content knowledge and reasoning processes. We pursue three goals with this paper: First, we conduct a conceptual analysis of the learning content and of reasoning patterns for and against the minimum wage. Second, we explicate an inferential framework that can be applied for processes of critical thinking. Third, teaching strategies are discussed to support reasoning processes and to promote critical thinking skills.
... It is also supported by specific arguments from the students to give reasonable judgment as the result of the critical thinking process in the mind. Thus, critical thinking is an ideal output in educational curricula to prepare students for real-world contexts (Karakoc, 2016;Hitchcock, 2017). At this point, it can be said that service-learning means providing or helping the business community to realize the problems and assisting them with some solutions for the business's future benefit. ...
Syafi'ul Anam Universitas Negeri Surabaya Improving critical thinking through writing and speaking skills is innovative integrated learning to improve knowledge and specific learning outcome. Students in the business program are expected to be critical thinkers in giving business solutions in written and spoken forms. This study applies service learning in contextual teaching and learning (CTL) by conducting real-world business practice. It uses qualitative and quantitative research methods from observation, interview, and statistical data analysis. The result indicates that writing and speaking contribute to the student's critical thinking. Service learning provides practices in writing business solution that involves critical thinking. Students can fluently explain in meaningful responses during question-and-answer sessions and provide suitable argumentation. Both quantitative and qualitative analyses show that writing and speaking skills give useful impacts on critical thinking to prepare students for future careers. The lecturer's instruction is suggested as the guideline to do business community service so that the project will be beneficial for business society. The study recommends language skills and critical thinking be included in the business curriculum.
... Chen (2014) summarizes three models of critical thinking, namely the direct instructional model aimed at special training, the indirect instructional model based on realistic consideration, and the comprehensive instructional model based on complex thinking. Hitchcock, D. (2017) of McMaster University in Canada makes some specific suggestions on the principles of cultivating critical thinking by offering separate courses, which are very practical. ...
Yulin Normal University preschool education major existing children's game course instructional model more in passing test knowledge and practice test skills, students used to passively accept knowledge, rarely use critical thinking to treat knowledge, with a critical eye to question, thinking, and discovery, long-term students will not be able to adapt to the needs of the new era of social development of survival ability and professional competitiveness. Therefore, the objectives of this study were (1) to study the factors affecting the development of critical thinking ability, (2) to develop an instructional model based on experiential learning theory and six thinking hats, and (3) to compare the critical thinking ability of Third Year college students before and after the instructional model of experiential learning theory and six thinking hats. The sample group was 30 students from preschool education majors at Yulin Normal University. The research was conducted in three steps: studying the factors that affect the development of critical thinking ability, developing the instructional model, and the experimental and improvement process. The research instruments were a questionnaire about factors that affect the development of critical thinking ability, an interview form about factors that affect the development of college students' critical thinking ability, an observation form about student behavior, an interview form about opinions on teaching, lesson plans, and a critical thinking ability test. The study's results were 1) the main factors affecting the development of critical thinking ability include the instructional environment, the teachers, and the students, respectively, 2) the instructional model based on experiential learning theory and six thinking hats was developed consisting of four core components: a) principles, b) objectives, c) learning process, and d) results, and 3) after the implementation of the instructional model based on experiential learning theory and six thinking hats, the critical thinking ability scores of the students were higher than the critical thinking ability of the students before the experiment, with a statistical significance of 0.01 level. Finally, this paper strives to develop a based on Experiential Learning Theory and Six Thinking Hats instructional model to improve the critical thinking of preschool education students at Yulin Normal University.
... Based by D'Alessio et al. (2019) critical thinking is not only about logical reasoning but also involves the integration of attitudes, knowledge, and skills. Thus, critical thinking encompasses not only cognitive abilities but also the capacity for analysis, inquiry, objective evaluation of evidence, and making the most appropriate decisions (Hitchcock, 2017). ...
Critical thinking is one of the most important skills in tertiary education, which allows students to effectively articulate, assess, and combine information. It is also imperative to work on their critical thinking aspect for them to be able to make sound decisions, address problems as well as critically participate in academic as well as encountering the profession. Critical thinking, as a complex and multifaceted capacity, incorporates various processes such as analysis, evaluating, creating, remembering, understanding, and the application of knowledge which are critical to achieving academic goals and lifelong education as well. This research focuses on the levels of critical thinking exhibited by a sample of 160 student university students performed the Critical Thinking Questionnaire (CThQ). In our analysis, we utilized Jamovi software to measure the Cronbach's Alpha reliability coefficient as well as to examine the intercorrelations between individual input variables. We aimed at establishing the degree of internal consistency and reliability of (CThQ) in relevance to our study. Our results demonstrated that all variables in the questionnaire showed positive intercorrelations. Each ability showed a strong correlation to total CThQ. These findings confirm the robustness of the CThQ in measuring distinct dimensions of critical thinking with reliable internal consistency. In addition, our results revealed critical thinking skills of the respondents: 54% of students fall into the high achievers' category, along with the rest of the sample who got scores that are considered to average. The study confirms CThQ applicability in evaluation of thinking and provides an understanding of the level of critical thinking among the university students demonstrating the utility of the instrument in various educational settings.
... The correlation between teacher education and CT seems unequivocal, as teachers represent the primary societal agents tasked with cultivating and enhancing this cognitive aptitude (Fandino-Parra et al., 2021) as CT plays an essential role in appraising information, resolving issues and making well-founded decisions, spanning across academic and practical contexts (Quinn et al., 2020;Shanta & Wells, 2022). CT also involves the integration of attitudes, knowledge and skills, along with a thorough analysis of endeavours, the ability to make objective judgements to arrive at the most appropriate choices (D'Alessio, Avolio & Charles, 2020), and a meticulous evaluation of evidence (Hitchcock, 2017). It is a methodical cognitive process utilized in the context of problem-solving, inquiry and exploration, enabling individuals to discern the most suitable resolution through adept examination and assessment of the available information (Thompson, 2011). ...
Lay Description
What is already known about this topic
There is a growing body of research that supports the use of computer‐assisted argument mapping (CAAM) tools for enhancing CT skills (e.g., Donohue et al., 2002; Esfandiari et al., 2021; Twardy, 2004; van Gelder, 2015; Yılmaz‐Na & Sönmez, 2023a).
In addition, according to scholarly investigations, CAAM has a positive impact on students' reading comprehension abilities (Chiang et al.,2016), argumentative writing performance (Robillos & Thongpai, 2022), capacity to retain subject matter information, and long‐term learning (Eftekhari & Sotoudehnama, 2018), self‐regulation (Robillos & Thongpai, 2022; Yılmaz‐Na & Sönmez, 2023b) and problem‐solving skills (Yılmaz‐Na & Sönmez, 2023b).
What this paper adds
There exists a dearth of clarity with respect to the essential methodological features of CAAM learning environments that are conducive to enhancing CT in tertiary education and prior research has not provided a comprehensive explanation of the structure of instructional interventions based on CAAM.
In addition, prior research provides limited evidence to show how a course can be designed and implemented with CAAM practices.
In the current study, a course entitled ‘Instructional Methods and Techniques’ was redesigned and implemented with the objective of integrating CAAM practices into the instruction of pre‐service teachers.
The primary purpose was to assist pre‐service teachers in making more informed choices and decisions regarding the selection of suitable instructional methods and techniques for teaching a specific subject matter /content or achieving a particular objective.
Empirical research and this study as well already proves that CAAM practices promote pre‐service teachers' CT skills; however, they fail to depict the experiences encountered during the intervention processes.
This study aimed to explore the lived experiences of pre‐service teachers during CAAM practices based on their perspectives to guide more successful curriculum or instructional designs integrated with CAAM practices.
Implications for practice and/or policy:
Incorporating CAAM practices can foster CT skills and decision‐making abilities among pre‐service teachers. Educators can use the insights gained from this study to develop well‐structured courses that empower future teachers with the skills needed to make informed instructional choices.
The study also highlights the potential of technology‐enhanced pedagogy in teacher education. By integrating CAAM tools, teacher educators can expose students to innovative approaches that combine technological proficiency with CT. This prepares future educators to effectively integrate technology into their own teaching practices.
In addition, the challenges faced by pre‐service teachers during CAAM practice underscore the value of active learning and engagement. Educators can capitalize on these challenges as opportunities for learners to actively construct knowledge, collaborate with peers, and seek guidance from instructors.
What is more, the study reinforces the importance of a supportive learning environment that includes peer interactions and constructive feedback. Teacher educators can consider incorporating collaborative activities, peer reviews, and guided discussions to create a community of learners where students can scaffold their learning through interactions with peers and instructors.
Last but not the least, the study's suggestion to avoid overuse of CAAM tools has implications for instructional design. Educators need to strike a balance between incorporating technology and ensuring that it enhances rather than overwhelms the learning experience. Intermittent use of CAAM tools for specific learning objectives can prevent learner fatigue and maintain interest.
... Berpikir kritis melibatkan beberapa kemampuan yang harus dimiliki. Kemampuan yang harus dimiliki seperti pengklarifikasian makna, menganalisis argumen, mengevaluasi bukti, menilai kesimpulan, dan menarik kesimpulan yang dapat dipertanggung jawabkan (Hitchcock, 2017). Dengan kemampuan ini, orang dapat membedakan argumen yang kuat dari yang lemah dan menemukan manipulasi logika atau retorika yang tidak konsisten. ...
Abstrak Penelitian ini bertujuan untuk mengevaluasi efektivitas layanan bimbingan dan konseling yang menggunakan media robotika berbasis starter pack dalam meningkatkan kemampuan berpikir kritis peserta didik di SMA Syntax Business School (SBS) Kuningan. Kemampuan berpikir kritis memiliki peran vital dalam persiapan masa depan peserta didik, guru BK memiliki peran dalam pemberian layanan bimbingan dan konseling untuk memberikan dampak signifikan terhadap pengembangan keterampilan tersebut. Teknologi starterpack robotic mampu meningkatkan daya kritis perakitnya. Faktualnya, Integrasi antara keduanya belum pernah ada yang melakukannya. Oleh karena itu, penelitian ini memfokuskan pada integrasi teknologi robotika sebagai media layanan bimbingan dan konseling, dengan harapan dapat meningkatkan kemampuan berpikir kritis siswa. Hasil uji hipotesis menunjukkan perbedaan yang signifikan antara skor pre-test dan post-test pada kelompok eksperimen, yang mendukung hipotesis bahwa penerapan layanan bimbingan dan konseling dengan media robotika berbasis starter pack memberikan kontribusi yang signifikan pada peningkatan kemampuan berpikir kritis siswa. Meskipun demikian, keterbatasan utama dalam penelitian ini adalah adanya hambatan finansial, terutama terkait dengan biaya mahal untuk peralatan robotic starter pack. Hambatan ini dapat mempengaruhi kemampuan untuk menggeneralisasikan dan mengimplementasikan strategi ini secara luas, terutama di sekolah dengan anggaran terbatas. Keterbatasan anggaran juga dapat membatasi variasi dan kedalaman pengalaman praktis yang dapat disajikan kepada siswa. Kata Kunci: layanan bimbingan dan konseling, robotika, starter pack, kemampuan berpikir kritis. Abstract This study aims to evaluate the effectiveness of guidance and counseling services using starter pack-based robotics media in improving students' critical thinking skills at Syntax Business School (SBS) Kuningan High School. Although critical thinking skills have a vital role in the preparation of students' future, guidance and counseling services at SBS have not had a significant impact on the development of these skills. Therefore, this study focuses on the integration of robotics technology as a medium for guidance and counseling services, with the hope of improving students' critical thinking skills. The
... Creative thinking skills are an important foundation in facing complex challenges in the modern era (Boa et al., 2018). Physical education that involves creative elements can provide students with opportunities to develop innovative thinking, creative solutions, and adaptability (Chen, 2017;Hitchcock, 2017). Therefore, there is a need for a learning approach that stimulates and supports the development of creative thinking skills in Physical Education subjects (Florea & Hurjui, 2015;Sumartiningsih et al., 2022). ...
This research aims to determine the effect of hybrid learning using the project based learning method on creative thinking abilities and learning motivation. The research method is the true experimental research technique, utilizing The Randomized Pretest-Posttest Control Group Design. The population for this study included all students in Senior High School 1 Purwokerto, totaling 1015 students across 36 classes. Simple random sampling was employed to select a total sample of 112 students (n = 112, age = 17.1 ± 1.2 years). This research uses two instruments to obtain data, including 1) The Torrance Tests of Creative Thinking (TTCT) and 2) The Motivated Strategies for Learning Questionnaire (MSLQ). The data analysis used was the data normality test, data homogeneity test, paired t-test and independent t-test. The data used is normally distributed (sig=0.434) and homogeneous (sig=0.533), The research results show that the effect of Hybrid Learning with the Project Based Learning method on creative thinking skills and learning motivation (sig=0.000), control group (sig=0.002), and there is a significant difference in effect between the treatment group and the control group (sig=0.000). It can be concluded that 1) PjBL model has a favorable impact on students' critical thinking skills in physical education, 2) PjBL model positively influences learning motivation in physical education, and 3) PjBL model yields a more positive outcome compared to the direct teaching model in enhancing students' creative thinking skills in the context of physical education. Keyword: Critical Thinking Skills, Hybrid Learning, Learning Motivation, Project Based learning
... According to Glaser (Hitchcock, 2011), critical thinking is an attitude that tends to seriously consider the problems and subjects that come within the range of one"s experience, which needs the knowledge of the methods in logical inquiry and reasoning. Critical thinking also requires a continual effort to assess any belief or intended form of knowledge in establishing the evidence and conclusions. ...
The information about the present students’ critical students is essential as the initial data of their critical thinking skills for improvement purpose. The unavailability of such test in medical record department, Faculty of Health and Technique Bandung University encouraged the researcher to use language learning, particularly argumentative essay writing as the medium to measure the skills. This study aims at investigating the level of critical thinking skills through argumentative essay writing and analyzing the perception of students on a language learning that requires critical thinking skills. The respondents are second semester students from medical record department numbering to 35 taken purposively. To collect the data, essay writing test and questionnaire were distributed. The resulted essays were rated according to rubric of argumentative essay and then categorized them into five categories of very high, high, mediocre, low and very low. To support the finding, the information from questionnaire was used. The result of analysis showed that the students’ critical thinking as implied in the essay is still in mediocre level and only 35% scored above the mediocre level. The students faced difficulties in supporting the ideas with relevant and credible arguments and in creating constructive suggestion or solution. It was also revealed that students with high and very high critical thinking skills preferred more language learning activities that require high order thinking and vice versa.
... Research on the concept of CT continues to stimulate interest in the field of education (e.g., Davies & Barnett, 2015;Hitchcock, 2017) after being the subject of many studies in the 1980s and 1990s. Considerable commonality can be detected regarding the component skills of CT. ...
... Moreover, the application of AI based tools, notably ChatGPT, in the students' learning fosters their critical thinking and creativity, a core skill for students to succeed in their studies and lives (Hitchcock, 2017). The interaction with those tools stimulates the students to analyze and interpret literary content independently, thus cultivating their critical thinking competences. ...
This study investigates the prospective of incorporating input hypothesis, output hypothesis, interaction hypothesis and metacognitive theory into the best practices of ChatGPT in foreign literature. The study used an online survey involving 146 Chinese internet users to examine opinions on the use of ChatGPT for foreign literature analysis and tasks. Specific skills enhanced by AI integration, such as critical thinking, nuanced comprehension, and advanced linguistic proficiency in foreign languages are discussed in the research. However, there were concerns about its ethical implications when used for literary purposes because it may lead to biases, wrong information and risks which include plagiarism. During the application of ChatGPT, it was emphasized that comprehensible input is crucial to ensure that AI provided content is both understandable and suitable to learners' current proficiency level. Moreover, learners are encouraged to actively utilize ChatGPT as feedback as well as correction tool. Furthermore, this research allowed learners to engage in live communication through using ChatGPT as a speaking partner thereby negotiating meaning and getting instant feedback to support interaction hypothesis (IH). Underpinned by metacognitive theory, instructing learners to reflect on their learning process with the help of ChatGPT involves identifying areas of difficulty and seeking specific assistance, for example, learners may ask about linguistic doubts from chat GTP or test their understanding about certain concepts or vocabulary using it. In order to effectively integrate these hypotheses with metacognitive theories, interactive chat GPTs were designed which required learners' involvement in comprehensible input generation of language, output meaningful interactions and reflection on learning process; reading or listening to foreign language content (input), responding or creating content (output), engaging in conversation (interaction) tasks are assessed for their comprehension and performance levels (metacognition).
... Sebelum bertindak, dia terlebih dahulu mengoreksi diri sendiri. Sikap demikian, yaitu self correction (Heard et al., 2020;Hitchcock, 2017) dan self regulation (Dwyer, 2019) merupakan inti dari kemampuan berpikir kritis (Facione, 2011) dan ini termasuk pada dimensi dialog yang digagas Frerie. ...
Penelitian ini bertujuan untuk menganalisis Maqālat Luqmān atau Hikmah Lukman melalui perspektif filosofis pedagogis dialogis Freire, sebuah pendekatan yang menggabungkan filsafat pendidikan Paulo Freire dengan kearifan klasik Luqmān. Menggunakan metode studi kepustakaan, penelitian ini mengeksplorasi keterkaitan antara hikmah Luqmān yang legendaris, yang jumlahnya mencapai dua belas ribu, dengan prinsip-prinsip dialogis yang diusulkan oleh Freire. Dalam analisis ini, penulis memilih beberapa Maqālat Luqmān yang relevan dengan konsep-konsep kunci dalam pemikiran Freire, termasuk Cinta (Love), Kerendahan Hati (Humility), Iman atau Kepercayaan (Faith/Trust), Harapan (Hope), dan Berpikir Kritis (Critical Thinking). Penelitian ini mengungkapkan bahwa dalam Maqālat Luqmān terdapat unsur-unsur yang sejalan dengan dialogis Freire, menunjukkan adanya kesesuaian antara ajaran kuno dan pendekatan pendidikan modern. Lebih lanjut, penelitian ini menyoroti bagaimana Maqālat Luqmān, khususnya nasihat-nasihat Luqmān kepada putranya, dapat diinterpretasikan sebagai kurikulum pendidikan terpadu yang holistik. Maqālat Luqmān tidak hanya mencakup aspek pendidikan iman dan doktrin, tetapi juga praktik ibadah dan etika. Dengan demikian, penelitian ini menawarkan perspektif baru dalam memahami Maqālat Luqmān, tidak hanya sebagai kumpulan ajaran moral dan spiritual, tetapi juga sebagai sumber inspirasi untuk pendekatan pendidikan yang lebih dialogis dan reflektif, sesuai dengan gagasan pendidikan kritis yang dikemukakan oleh Paulo Freire. Ini menunjukkan pentingnya mengintegrasikan kearifan klasik dengan metode pendidikan kontemporer dalam menciptakan pengalaman belajar yang kaya dan bermakna.
... Critical Thinking consists of viewing anything critically. Critical thinking involves clarifying meaning, analyzing arguments, evaluating evidence, judging whether a conclusion follows, and drawing warranted conclusions (Hitchcock, 2017). In the realm of higher education, the interplay between individual psychological factors and academic achievement has garnered significant attention. ...
This study was focused on examining the impact of action control and dispositional hope on self-regulated learning strategies and course achievement among university students. The data were collected from different Departments of Bahauddin Zakariya University Multan. Their age range was 18 to 33. After collecting the data statistical analysis was done. The study was carried out with a sample of 350 students from different Departments of the University. A booklet consisting of three questionnaires; Action Control Scale (ACS-90), Adult Dispositional Hope Scale and Self-regulated Learning Strategies Questionnaire. Age, gender, qualification and CGPA were included as demographic variables. Results indicate that action control is negatively correlated with dispositional hope and learning strategies. Whereas dispositional hope is positively correlated to all learning strategies. Results also show that action control does not predict student’s performance but has an indirect effect through learning strategies. Action control predicts learning strategies. So, learning strategies are working as a mediating variable between action control and students' performance. On the other hand, dispositional hope predicts student performance; it also predicts learning strategies. The results of the Sobel test show that learning strategies are working as a mediating variable.
... " (Paul & Elder, 2014) Grundsätzlich streben alle Konzepte das Ziel an, die individuellen Evaluationsstrategien zu verbessern (Paul, 1993, zitiert nach Schiefner-Rohs, 2012. Diese Zielsetzung wird durch systematische Selbstrefl exion, intensivierte kritische Auseinandersetzung mit Evidenzen und ihrer Prüfung sowie durch adäquate Urteilsbildung umgesetzt (Hitchcock, 2017). ...
Digitalisierungsprozesse bieten die Chance, Teilhabe in der Gesellschaft zu erweitern, indem Bildungsangebote besser zugänglich gemacht oder auf verschiedene Personengruppen individuell zugeschnitten werden. Ebenso erweitern neue Formen der digitalen Interaktionen und Kommunikation den Spielraum für Partizipation und die Gestaltung gesellschaftlicher Prozesse. Damit entstehen neue Potenziale für Teilhabe und Inklusion, aber auch neue Exklusionsrisiken, wie sie beispielsweise mit dem Phänomen des Digital Divide beschrieben werden. Die in diesem Band vertretenen Bildungssektoren, die von der frühen Bildung bis zur Erwachsenenbildung reichen und formale, non-formale und informelle Bildungskontexte abdecken, beschäftigen sich jeweils mit spezifischen Fragestellungen aus dem Themenfeld Soziales Lernen, Teilhabe und Digitalisierung. Die fünf Forschungssynthesen und eine Darstellung der methodischen Vorgehensweise bilden den vierten Teil der Reihe „Digitalisierung in der Bildung. Forschungsstand und -perspektiven“, deren Anliegen es ist, aktuelles Forschungswissen zu Fragestellungen der Bildung in der digitalen Welt aufzubereiten und zu synthetisieren.
... Theorization and research about critical thinking also has a long tradition in the field of the psychology of learning (Ennis, 2018;Kuhn, 1999), and its application extends far beyond science education (Dwyer et al., 2014). Indeed, the development of critical thinking is commonly accepted as being an essential goal of people's overall education (Ennis, 2018;Hitchcock, 2017;Kuhn, 1999;Willingham, 2008). However, its conceptualization is not simple and there is no unanimous position taken on it in the literature (Costa et al., 2020;Dwyer et al., 2014); especially when trying to relate it to scientific thinking. ...
Scientific thinking and critical thinking are two intellectual processes that are considered keys in the basic and comprehensive education of citizens. For this reason, their development is also contemplated as among the main objectives of science education. However, in the literature about the two types of thinking in the context of science education, there are quite frequent allusions to one or the other indistinctly to refer to the same cognitive and metacognitive skills, usually leaving unclear what are their differences and what are their common aspects. The present work therefore was aimed at elucidating what the differences and relationships between these two types of thinking are. The conclusion reached was that, while they differ in regard to the purposes of their application and some skills or processes, they also share others and are related symbiotically in a metaphorical sense; i.e., each one makes sense or develops appropriately when it is nourished or enriched by the other. Finally, an orientative proposal is presented for an integrated development of the two types of thinking in science classes.
... In this chapter, one understands awareness as a combination of two ideas. First, like Fisher (1998) says, it is 'thinking about thinking', what in a way is about the development of critical thinking (see Ennis, 1981;Hitchcock, 2017). Secondly, it is a conceptualisation that perspectives awareness in relation with the perception of the feelings of others (Beck, Baruch, Balter, Steer, & Warman, 2004;Lane, Quinlan, Schwartz, Walker, & Zeitlin, 1990;Trentacosta & Izard, 2007); that considers the impact of one's in others life. ...
In today's world, events are used as a mean to achieve an array of objectives including changing behaviours. This chapter asserts the importance of marketing in encouraging sustainable behaviours by children through events. Thus, it examines the most effective way of marketing to contribute to shift behaviours in a young age having events as an ally. The question that poses is how marketing and more specifically social marketing can help to plan, create, design and promote sustainable events for children. Bearing that in mind, and based on a semi-systematic literature review, one developed a comprehensive conceptual framework intending to show how it is possible to encourage sustainable children's behaviour through events. Results suggest that social marketing can play a significant role in changing children's behaviour towards sustainability. It is argued that there is a creation of ‘value’ even that behaviour change is only temporary. Furthermore, it is suggested that social marketing represents a viable approach when seeking to educate children and change their behaviours towards the adoption of more sustainable practices. This chapter advances theoretical knowledge by offering a conceptual framework and by suggesting a way forward in marketing sustainable events for children.
Keywords: Marketin; Social Marketing; Sustainable Events; Children; Sustainable Development
... Everyone from time to time faces confusion about what to believe, what to do in everyday life, even asking questions about knowledge and truth claims. Having the ability to think critically can lead critical thinkers to a satisfactory resolution of such confusion rather than inadequate reflection or spontaneous reaction (Hitchcock, 2017;Danvers, 2018). Critical thinking skills are very important in realizing quality education in the 21st century. ...
This study aims to prove and analyze the application of the jurisprudential inquiry method based on the Edmodo electronic learning media to improve students' critical thinking skills in the Citizenship Education course. This type of research uses classroom action research by developing a model from Stephen Kemmis & Robin McTaggart in the form of a cycle of planning, action and observation, and reflection. The research subjects were 32 students. The data collection technique used a structured observation instrument and a free description test. The data analysis technique used descriptive statistics frequencies with the help of the SPSS 24 application to process the data from the student critical thinking observation questionnaire, the one sample t test with SPSS 24 to see the results of student learning completeness, and the nonparametric test - binomal test with SPSS 24 to see the results classical student learning mastery. The results showed that the high level of critical thinking of students in the Citizenship Education course by applying the jurisprudential inquiry learning method assisted by the Edmodo application. Learning Citizenship Education is no longer a boring subject for students because lecturers can apply learning methods and learning media that are combined innovatively, creatively, and effectively.
... In particular with respect, Pu (2017) highlighted that owing to cultural and institutional contexts, Asian students appear to be scanty of the critical thinking abilities demanded for academic matters such as thesis writing and involvement in public discussion. Various International published studies have documented that Chinese students studying abroad, specifically in Southeast Asian, exhibit little or finite critical thinking skills (Hitchcock, 2017). Merely expressed, the prominence of the capacity to think critically of Chinese students who study internationally has garnered up much greater recognition and huge exposure (Li & Ren, 2020;Sun, 2017). ...
In the contemporary milieu of academia and quotidian endeavors, the faculty of critical thinking is recognized as an essential and irreplaceable aptitude for each individual. Over the course of recent decades, the subject of critical thinking has garnered substantial attention across the sphere of higher education, with Chinese students being no exception. The present investigation seeks to elucidate the exigencies evaluation of international Chinese postgraduate students' perceptions pertaining to the incorporation of critical thinking methodologies within research methods coursework, in conjunction with their requisites and expectations for the inculcation of critical thinking proficiencies as an integral constituent of the academic writing curriculum. This empirical inquiry, employing a mixed-methods approach, drew upon the Critical Thinking Disposition Inventory (CTDI) as its primary instrument. A total of 147 Chinese international college master's students voluntarily partook in the study. The resultant data revealed that the understanding of critical thinking abilities among the overseas Chinese postgraduate population was marked by ambiguity and perplexity. Such a phenomenon can be attributed to the influence of the traditional Chinese educational system, which engenders a prevalent indifference towards critical thinking competencies among the majority of the international Chinese postgraduate demographic. To address the exigency of bolstering their scholastic achievements and enhancing their thesis-writing efficacy through more analytical and critical means, the Chinese postgraduate respondents underscored the imperative to amalgamate critical thinking skills into their research methods coursework.
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... Keterampilan berpikir kritis merupakan bagian dari kemampuan berpikir tingkat tinggi (Hadi dkk, 2018). Berpikir kritis merupakan keterampilan berpikir secara reflektif dalam memutuskan sesuatu untuk dipercaya maupun dilakukan (Hitchcock, 2017). Keterampilan berpikir kritis merupakan individu untuk berpikir secara sistematis dengan cara mengevaluasi, berasumsi, menggunakan logika, dan bahasa berdasaran pernyataan yang diperoleh orang lain (Karakoc, 2016). ...
: Penelitian ini dilatarbelakangi oleh keterampilan berpikir siswa yang masih rendah. Penelitian bertujuan untuk mengetahui apakah ada pengaruh model Problem Based Learning berdampak pada peningkatan keterampilan berpikir kritis siswa kelas V SD Inpres Kampung Baru. Jenis penelitian yang digunakan adalah quasi experiment, pengambilan sampel penelitian dilakukan dengan random sampling. Instrumen untuk pengumpulan data adalah tes dalam bentuk essay. Teknik analisis data yang digunakan adalah uji normalitas, uji homogenitas, uji t dan uji N-gain menggunakan Jamovi 2.3.2 for windows. Dari hasil penelitian dan pembahasan, maka uji Independet Sample T-test nilai sig.(2-tailed) 0,002 < 0,005 maka Ho ditolak dan Ha diterima. Artinya terdapat pengaruh model Problem Based Learning terhadap keterampilan berpikir kritis siswa. Sedangkan hasil uji N-gain nilai rata-rata kelas eksperimen 70.3 dan kelas kontrol 50.7676 dalam keterampilan berpikir kritis siswa yang belajar dengan model Problem Based Learnig lebih baik. Jadi, ada perbedaan yang signifikan antara hasil keterampilan berpikir kritis kelas eksperimen yang menerapkan Problem Based Learning dan kelas kontrol yang menerapkan metode konvensional. Hal ini terbukti bahwa perlakuan yang berbeda akan mendapatkan hasil yang berbeda pula.
... Furthermore, Pu (2017) found that Asian students lack the critical thinking abilities required for academic assignments like essay writing and debates due to their cultural and educational backgrounds. Several studies by Western academics have shown that Chinese students studying overseas, notably in Thailand, lack critical thinking abilities (Hitchcock, 2017). Simply put, the critical thinking abilities of Chinese students who study overseas have become more important (Li & Ren, 2020;Sun, 2017). ...
Critical thinking represents one of the most absolutely vital talents for every individual, both in the workplace and in their personal lives. Critical thinking has become a primary concern for all educational institution students in recent decades, particularly Chinese undergraduates. The intention of this study was to investigate the needs analysis of Chinese international college undergraduates’ perceptions of critical thinking skills incorporated into a cross-cultural communication course, as well as their expectations of critical thinking skills instructional coursework throughout the cross-cultural communication context. Throughout this mixed-methods investigation, 78 Chinese international college students volunteered to complete a critical thinking disposition inventory (CTDI) as the primary research instrument, in addition to a semi-structured interview. The research uncovered that Chinese international undergraduates exhibited unclear notions of critical thinking abilities. As a byproduct of China’s education system, the majority of Chinese international college undergraduates were flooded with dismissive attitudes toward critical thinking abilities. In order to control their academic advancement in a more critical and analytical fashion, Chinese students expressed a pressing need for critical thinking skills to be included in their cross-cultural communication course.
... tudents are in the right state of mind to participate in the discussion. In this regard, teachers need to create an environment where students can feel free to give their opinions on the topic discussed. Motivation is key in fostering critical thinking through group discussion. That is why in terms of motivation, www.scholink.org/ojs/index.php/seltHitchcock (2011) stated it is helpful if the students can acquire at the "beginning a sense of the advantages to them of improving their critical thinking skills. One way to foster such an appreciation is to ask students to think of situations in which it would be helpful to think critically about a problem" (p.19). Also, in developing critical thinking ...
Today, language educators advocate the teaching of critical thinking skills in colleges and higher institutions because it is said to be one of the fundamental skills that can prepare a potential candidate for the job market in the 21st century. Unfortunately, the development of critical thinking has received little emphasis in Benin educational system. Therefore, this paper presents a study on fostering EFL students’ critical thinking skills in the advanced classroom. Based on a qualitative method, this study aims at exploring EFL teachers’ knowledge of critical thinking and teachers’ view on the importance of developing higher cognitive skills with their advanced learners and to find out how to foster critical thinking in the advanced classroom. To reach this goal, interviews with seven (7) senior lecturers and a focus group of twelve (12) advanced students were used to collect data. The findings reveal that teachers are aware of the concept of critical thinking but in practice, many of them do not teach their students these cognitive skills because to them they are discouraged with the educational system which has regressed in terms of quality teaching. Students are no longer assigned challenging tasks that will enable them to develop their cognitive skills. Besides, many teachers seem to ignore the importance of critical thinking skills for their learners’ career opportunities. However, teachers mentioned group discussion as a strategy for fostering critical thinking in the EFL classroom. Both teachers and students reported that the challenges to meet in order to achieve critical thinking includes students’ poor reading and listening skills, negative attitudes towards learning, class size, content coverage and teachers’ training. Teachers are of the opinion that critical skills should be developed with learner’s right from secondary schools. This will help them to excel in their academic courses.
... Keterampilan berpikir kritis termasuk di antara kategori berpikir tingkat tinggi yang diperkenalkan oleh John Dewey pada tahun 1910 (Ennis, 2015;Hitchcock, 2017). ...
... In addition, critical thinking is also a base to improve learning methods, learning, and training, which can be made varied to suit the conditions (J.L & Meredith, 2011). Critical thinking is the ability to identify and analyze, clarify a meaning, collect evidence, assess, conclude, consider, and make judgments on an issue (Hitchcock, 2017). In Texas, America has reformed education by increasing attention to teaching critical thinking skills to all students (Kettler, 2014). ...
Critical thinking is an essential aspect of the 21st century. There was an outbreak of pandemic covid-19; some educators had difficulty stimulating critical thinking in early childhood. But for some teachers used spice ingredients at home to promote the critical thinking of children. Therefore, this research aimed to provide critical thinking learning solutions during the covid 19 pandemics. This study used a qualitative descriptive method to describe the use of spices in stimulating essential thinking. The data collection technique using interviews, observations and documentation by involving children aged 5-6 years (n= 15). Data collection, data reduction, data display, and conclusion drawing were analyzed by testing data validity using triangulation techniques. This study showed that using spice media in making turmeric herbs acid, making batik from natural dyes, and making dolls through a scientific approach can stimulate critical thinking ability in children in the study from home. So, can be concluded that using spice media stimulate critical thinking ability in children in the study from home.
... Critical thinking skills are among the categories of high-level thinking introduced by John Dewey in 1910 [33,34]. Critical thinking is a reflective thinking process that focuses on deciding the truth of facts and data [35]. ...
Critical thinking skills are very important to have for students given the rapid distribution of information. To promote the critical thinking skills of the student, it could be done by including critical thinking learning in a formal learning environment. However, for the purpose of increasing this skill could be achieved, it required the motivation to learn. This study aimed to increase critical thinking skills and students' motivation through the implementation of an inquiry mind map tool. The study used a quasi-experimental group with a non-equivalent control-group pretest-posttest. The experimental class used an inquiry learning assisted inquiry mind map tool, whereas the control class requires that conventional learning. The sample consisted of 206 students from different schools and different genders. Data on critical thinking skills used essay tests referred to indicators from Sari in 2019. Motivation data learning taken from instrument motivation toward science learning from Tuan, Chin & Shied in 2005. Answers analyzed using ANCOVA. The research findings show that there were differences in the ability to think critically and students' learning motivation using an inquiry mind map tool. The results also examined no difference between school and gender on critical thinking skills and learning motivation. The results of the study show that the inquiry mind map tool was an impact on increasing critical thinking skills and learning motivation. It was recommended to be able to develop more other learning tools and learning model to improve critical thinking skills. Some im-plication was also provided in the article.
This study investigates the speech norms shaping adult-child discourse in Ghana, focusing on three tribes: Asante, Dagbani, and Akuapem Kyerepon. The study uncovers pervasive cultural conservatism, where challenging established norms is deemed unacceptable, especially in the context of child-elderly interactions. The study reveals a profound acquiescence effect, wherein children are compelled to accept statements from adults, even if they are aware of inaccuracies. Ageism also plays a significant role, as the culture discriminates against children, restricting their ability to contest and/or oppose the knowledge and opinions of the elderly. The implications of these speech norms on critical pedagogy in schools are explored. It was found that the rare practice of critical pedagogy significantly hindered the development of students' critical thinking and problem-solving skills. Students found it quite challenging in question the validity of knowledge, expressing disagreement with teachers views, and initiating discussions due to deeply ingrained speech norms of the Ghanaian society. These findings underscore the need for a paradigm shift in Ghanaian education to foster critical thinking. This calls for the need for sensitization of teachers and educational policy essential for integrating critical pedagogy effectively.
As one of the fundamental skills of the 21st century, critical thinking (CT) is a topic of considerable interest within the domain of assessing English for academic purposes (EAP). Recent literature on EAP instruction and assessment indicates that EAP has evolved beyond a strict focus on language improvement to encompass discourse competence and broader academic literacy development, with CT playing an important role in academic communication. A fundamental consideration in educational assessment is the construct that defines the knowledge, skills, or abilities to be assessed. However, CT has not received due attention in the research literature on EAP speaking assessment, thus raising a legitimate concern about the underrepresentation of the academic speaking construct. This study draws on
Macqueen's (2022)
distinction between theoretical, stated, perceived, and operationalized assessment constructs, with an aim to describe the EAP speaking assessment construct by including the concept of CT. By establishing alignment between what the literature indicates (theoretical), what assessment requires (stated), and how people understand assessment (perceived), a CT assessment framework is proposed to reflect how test takers experience it (operationalized). Our study contributes to a more nuanced conceptualization of CT in the context of EAP speaking, with implications for EAP speaking test development.
This study aims to assess the impact of flipped classroom on public speaking performance of students, considering various levels of critical thinking. Additionally, it focuses on analyzing the interaction between flipped classroom, levels of critical thinking, and achievements of students in public speaking. The study adopted a quasi-experiment design, using data obtained from public speaking tests administered to 66 fourth-semester students in the English Language Education Program at a private college in Indonesia. The analysis further used a two-factor ANOVA test to analyze the data collected. The results showed that the use of flipped classroom proved to be an effective instructional strategy for enhancing public speaking skills of the students. Furthermore, a significant observation was observed between flipped classroom and students’ public speaking performance, particularly when considering their levels of critical thinking. In conclusion, flipped classroom method evolves as a viable alternative for teaching public speaking, aiding students in preparing for speech presentations. Recommendations include the development of well-structured lesson plans and the integration of accessible applications in public speaking classes.
Monografia predstavuje skúmanie integrity kritického a morálneho myslenia. Cieľom teoretickej časti bolo predstaviť konceptualizáciu kritického myslenia a morálneho usudzovania. V empirickej rovine sme formulovali vedecký problém: Existuje vzťah medzi kritickým a morálnym myslením, resp. usudzovaním?
Na Slovensku absentovali empirické zistenia v tomto smere, pretože aj kritické myslenie, aj morálne usudzovanie sa skúmali oddelene. Čiastkovými cieľmi bolo zistiť úroveň kritického a morálneho myslenia a analyzovať súvisiace komponenty tejto integrity.
This monograph presents an exploration of the integrity of critical and moral thinking. The aim of the theoretical part was to present a conceptualization of critical thinking and moral reasoning. On the empirical level, we formulated a scientific problem: Is there a relationship between critical and moral thinking or reasoning?
In Slovakia, there were no empirical findings in this direction, because both critical thinking and moral reasoning were studied separately. The sub-objectives were to determine the level of critical and moral thinking and to analyse the related components of this integrity.
Drawing on data from the 2016 National Assessment of Collegiate Capacity in China, the study on which this article reports explored the value‐added effects of critical thinking capacity in higher education. Specifically, the analysis was developed using the difference in residuals model based on the Hierarchical Linear Modelling approach. The results show that, first, critical thinking capacity is malleable and can be improved through undergraduate education. Second, the results demonstrate that the value‐added effects of undergraduate education on college students' critical thinking capacity are heterogeneous. Only half of the value‐added effects achieved in higher education in China were positive. Third, the size of value‐added effects was not fully aligned with the level of the institutions. High‐ranking universities did not always perform well in achieving high value‐added effects on critical thinking capacity. This study analyses the reasons why some universities in China face insurmountable challenges in efforts to improve college students' critical thinking capacity. Challenges are highlighted from multiple perspectives. Corresponding improvement strategies are proposed in the concluding discussion.
Internship has an essential role in developing the teaching competency of the pre-service
teachers. The objective of this research was to explore the perceptions of teachers under
training towards various aspects of internship. Further this study also aimed to compare
the perspectives of student teachers enrolled in 4-year integrated and two year specific
professional courses. The sample included 250 student teachers from Regional Institute
of Education, Bhubhaneswar who had recently completed their internship. Out of 250
students, 150 were from 4-year integrated courses and 100 were from two year courses.
Purposive sampling was used for this study. The data collection and analysis revealed that
most of the student teachers agreed to the fact that internship is very important as a part
of any teachers’ training program. Further the findings of the study revealed that there
were significant differences in the perceptions of student teachers of integrated and specific
courses with respect to appropriateness of duration of internship, number of lesson plans
assigned, practice of teaching skills and use of ICT in classroom during internship.
This study has two parts: phase I designed activities to support all students’ learning preferences, and phase II used open-ended questions and activities based on these preferences to develop students’ mathematical critical thinking skills in polynomials at all performance levels (i.e., high-achieving, fair-achieving, and low-achieving students). This research used an embedded mixed-method design. The subjects selected were 28 out of 98 seventh graders at a boys’ junior high school in Bangkok, Thailand, who were chosen by cluster random sampling technique. The instruments, which were validated by five experts, included a questionnaire, lesson plans, exit tickets, interview protocols, and tests of critical thinking skills in polynomials. The content validity was assessed via expert judgment, and reliability was assessed by item analysis. The quality and effectiveness of the instruments were acceptable. The research results showed the following: (1) most students at all performance levels prefer activities in which they can learn from participating in classroom activities, such as games, activities with real-life applications, and activities involving listening instead of reading and writing, and (2) critical thinking skills in high-achieving and fair-achieving students were at the fair level, while those of low-achieving students were poor. Analysis was the highest critical thinking subskill among high-achieving and low-achieving students, while interpretation was the highest subskill in among fair-achieving students. Open-ended questions and activities based on students’ preferences appear to be practical for developing critical thinking skills among students of all achievement levels.
Bu kitap sağlıklı bir bireyde yer alması gereken yaşam becerileri üzerine odaklanmaktadır. Yaşam becerilerinin kavramsal boyutlandırmasıyla başlayan bu bilimsel kitapta; problem çözme becerileri, yaratıcı düşünme becerileri, eleştirel düşünme becerileri, karar verme becerileri, öz farkındalık becerileri, duygularla ve stresle başa çıkma becerileri, iletişim becerileri, empati kurma becerileri, dijital yaşam becerileri ile 21. yüzyıl yaşam becerilerine yer verilmektedir. İlgili yaşam becerileri kavram, beceri, gelişim ve örnek uygulamalar bağlamında okuyuculara sunulmaktadır. Eğiticiler, okul liderleri, farklı branşlardan öğretmenler ve öğretmen adayları, çocuk gelişim uzmanları, psikolojik danışmanlar, lisansüstü öğrenime devam edenler, kişisel gelişime önem verenler, aileler, sporcular, sanatçılar, çeşitli meslek kollarında çalışan bireyler ve bu konuyu önemli bulan okuyucular gibi toplumun her kesiminde yer alan bireyler için yaşam becerileri eğitimi konusunda faydalı olacağına inandığımız bu kitapta alanında uzman on iki bilim insanın emeği bulunmaktadır.
The research aims to identify the effect of the Osborne-Barnes model on the creative solution to problems in life skills and critical thinking of second-graders.
The research community requires the choice of one secondary school in Baghdad and only female schools. Provided that the number of people in the second intermediate grade is not less than two divisions. The researcher selected the study sample from all the second grade intermediate students for the academic year (2016 - 2017) from Al-Furat Girls School of the Directorate General of Education Baghdad Al-Karkh / 1 and the chosen mean (75) students distributed randomly on two divisions (A, B). The total number of female students in the Division was (38) students studying using the Osborne-Barnes model for the creative solution of problems, and the total number of students in Division B was 37 students who studied in the usual manner. The parity of the two groups was verified: age in months. IQ degree. Previous achievement and critical thinking, life skills scale, previous information test. The two groups were equal in all variables. As for the research tool, the researcher prepared a test for critical thinking, whose final form consisted of (60) paragraphs and the scale of life skills, which consisted of (44) paragraphs.
After the researcher completed the research experiment according to what was planned in the development of critical thinking and the scale of life skills found the experimental group, which is modeled on the Osborne-Barnes model of creative problem solving, is superior to the development of critical thinking and life skills on the control group taught in the usual way.
The question of how critical-thinking skills could be integrated into English as a Foreign Language (EFL) pedagogy has been one of the main concerns in the field of language teaching and learning as they have a great potential to increase the quality of learning and teaching. The purpose of this study was to investigate whether training based on peer feedback, including critical feedback, contributes to participants’ peer feedback and critical feedback performances. The participants, who were undergraduate English Language Teaching (ELT) students (n = 40), were exposed to an 8-week training program in which several feedback criteria, including critical ones, were introduced to them. Data obtained from the participants’ pre-test and post-test peer feedback performances and semi-structured interviews were analyzed by using SPSS and content analysis, respectively. The results revealed that the training improved performance in providing peer feedback, including critical peer feedback. Finally, learners reported satisfaction with the training program, although some challenges were encountered in the process.
Kemampuan berpikir kritis perlu dimiliki oleh seluruh siswa, tidak terkecuali siswa penyintas Pervasive Developmental Disorder - Not Otherwisa Specified (PDD-NOS). Terlepas dari kondisi disabilitas mental yang ia sandang, ia tetap perlu belajar Matematika dengan baik. Tujuan dari penelitian ini adalah untuk menganalisis kemampuan berpikir kritis siswa PDD-NOS dalam pembelajaran Matematika dengan metode Montessori pada materi Pecahan. Metode penelitian yang digunakan adalah deskriptif kualitatif. Pembelajaran Montessori diterapkan pada seluruh siswa dalam kelas, namun fokus peneliti adalah pada siswa PDD-NOS. Pembelajaran dilakukan secara daring, guru dan peneliti berada di sekolah, sementara siswa PDD-NOS di rumah bersama guru pendamping khusus. Hasil penelitian menunjukkan bahwa siswa PDD-NOS telah dapat berpikir kompeten, efektif, akurat dan jelas, tetapi masih kurang dalam memberikan ketepatan, kedalaman, dan wawasan terhadap masalah yang didapat. Metode Montessori dapat menguatkan kemampuan berpikir kritis dan mengkomunikasikan Matematika secara tepat kepada siswa penyintas PDD-NOS.
In this paper we investigate ignorance in relation to our capacity to justify our beliefs. To achieve this aim we specifically address scientific misconceptions, i.e. beliefs that are considered to be false in light of accepted scientific knowledge. The hypothesis we put forward is that misconceptions are not isolated false beliefs, but rather form part of a system of inferences—an explanation—which does not match current scientific theory. We further argue that, because misconceptions are embedded in a system, they cannot be rectified simply by replacing false beliefs with true ones. To address our misconceptions, we must rather act on the system of beliefs that supports them. In the first step of our analysis, we distinguish between misconceptions that are easy to dispel because they represent simple errors that occur against the background of a correct explanatory apparatus and misconceptions that are, on the contrary, very difficult to dispel because they are the product of pseudo explanations. We show that, in the latter case, misconceptions constitute an integral part of an incorrect explanation and the reasons that support such misconceptions are deeply misleading. In the second step, we discuss various approaches that have been adopted to address the problem of misconceptions. Challenging the notion that directly addressing and criticizing specific misconceptions is an effective approach, we propose that critical thinking is the most fruitful means to deal with misconceptions. We define the core competences and knowledge relevant for the practice of critical thinking and discuss how they help us avoid misconceptions that arise from accepting beliefs that form part of a mistaken explanation.
Informal logic is a newly self-conscious sub-discipline of philosophy that seeks to develop criteria, standards and procedures for the construction, identification, analysis, interpretation, evaluation and criticism of arguments. It is the philosophy of argument, or the philosophy of argumentation, and by extension the philosophy of reasoning. It overlaps with social epistemology and with applied epistemology, and is a significant part of philosophy, now recognized by the Fédération Internationale des Sociétés Philosophiques (FISP) under the label ‘philosophy of argumentation’. An argument is a structure in which either one or more reasons are advanced for or against a claim or a conclusion is drawn from a set of premisses. A simple argument is a second-order illocutionary act in which one or more suppositives or assertives are adduced in support of or in opposition to an illocutionary act of any type. A complex argument is one built up from simpler arguments by chaining (when the conclusion of one argument is used as a premiss of another) or embedding (when one or more pieces of suppositional reasoning are adduced in support of a conclusion). Authors of arguments use them for various purposes. Critical thinking is a process of reflectively thinking about an issue with a view to reaching a reasoned judgment on what is to be believed or done. Education at all levels should aim to develop critical thinkers, i.e. people who think critically when it is appropriate to do so. The fundamental attitude of a critical thinker is a willingness to inquire, in fact a love of inquiry; derivatively, critical thinkers are fair-minded and open-minded, and they proportion the confidence they have in their beliefs to the strength of the evidence for them. The knowledge and skills required by a critical thinker come from formal logic, informal logic, cognitive psychology, epistemology, philosophy of science, statistics, and other disciplines. There is good evidence for the effectiveness of mixing explicit instruction in critical thinking with subject-matter instruction in a setting that includes student discussion, engagement with a problem, and coaching. This evidence is consistent with John Hattie’s recommendation of “visible teaching” and “visible learning” in which teachers see how well their teaching is coming across and learners see how well they are learning.
Teaching Critical Thinking in the "Strong" Sense: A Focus On Self-Deception, World Views, and a Dialectical Mode of Analysis
Critical thinking under that name was inspired by pragmatic philosopher John Dewey (1910) and endorsed by analytic philosopher Max Black (1946). Dewey was revered by the progressive educators, who re-labeled his “reflective thinking” as “critical thinking,” a name I believe they originated and that persists to the present (see Aiken (1942) for a mixture of both terms). Black (1946), insofar as I can determine, wrote the first college text including the words “critical thinking” in the title.
278 non-freshman university students taking a l2-week critical thinking course in a large single-section class, with computer-assisted guided practice as a replacement for small-group discussion, and all testing in machine-scored multiple-choice format, improved their critical thinking skills, as measured by the California Critical Thinking Skills Test (Forms A and B), by half a standard deviation, a moderate improvement. The improvement was more than that reported with a traditional format without computer-assisted instruction, but less than that reported with a format using both computer-assisted instruction and essay-type assignments. Further studies are needed to test hypotheses suggested by these results.
This is a book reprinted by Routledge & Kegan Paul in the mid 20teens. It was originally published by Critical Thinking Press in 1990
This is a book, not a paper. Please buy at Amazon. MJ
If schools are to succeed in teaching critical thinking, educators must have a clear idea of what it is. Critical thinking is skillful, responsible thinking that relies upon criteria, is self-correcting, and is sensitive to context. (TE)
Proposes an expanded definition of critical thinking and discusses its components. Includes an outline of goals and objectives for a critical thinking curriculum. (MCG)
Reviews selected research, widely-used commercial tests, and recent literature on critical thinking. States that evaluation of critical thinking processes should encompass more than simple tests. Concludes with six guidelines for evaluating critical thinking. (JDH)
present a model of the thinking process / characterize the goals for a curriculum designed to teach thinking skills / characterize the skills underlying thinking (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The pace of change in the world is accelerating, yet educational institutions have not kept pace. Indeed, schools have historically been the most static of social institutions, uncritically passing down from generation to generation outmoded didactic, lecture-and-drill-based, models of instruction. Predictable results follow. Students, on the whole, do not learn how to work by, or think for, themselves. They do not learn how to gather, analyze, synthesize and assess information. They do not learn how to analyze the diverse logic of the questions and problems they face and hence how to adjust their thinking to those problems. They do not learn how to enter sympathetically into the thinking of others, nor how to deal rationally with conflicting points of view. They do not learn to become critical readers, writers, speakers and listeners. They do not learn how to use their native languages clearly, precisely, or persuasively. They do not, therefore, become ‘literate’, in the proper sense of the word. Neither do they gain much in the way of genuine knowledge since, for the most part, they could not explain the basis for what they believe. They would be hard pressed to explain, for example, which of their beliefs were based on rational assent and which on simple conformity to what they have been told. They have little sense as to how they might critically analyze their own experience, or identify national or group bias in their own thinking. They are much more apt to learn on the basis of irrational than rational modes of thought. They lack the traits of mind of a genuinely educated person: intellectual humility, courage, integrity, perseverance, and faith in reason.
Happily, there is a movement in education today striving to address these problems in a global way, with strategies and materials for the modification of instruction at all levels of education. At its foundation is an emerging new theory of knowledge, learning, and literacy, one which recognizes the centrality of independent critical thinking to all substantial learning, one which recognizes that higher-order, multilogical thinking is as important to childhood as to adult learning, and as important to foundational learning in monological as in multilogical disciplines. This educational reform movement is not proposing an educational miracle cure, for its leading proponents recognize that many social and historical forces must come together before the ideals of the critical thinking movement will become a full academic reality. Schools do not exist in a social vacuum. To the extent that the broader society is uncritical so, on the whole, will be society's schools. Nevertheless, the social conditions necessary for fundamental changes in schooling are increasingly apparent. The pressure for fundamental change is growing. Whether and to what extent these needed basic changes will be delayed or side-tracked, thus requiring new periodic resurgences of this movement, with new, more elaborate articulations of its ideals, goals, and methods — only time will tell.
Compilación de artículos referentes al pensamiento crítico, en los que el autor plantea la necesidad de situar al pensamiento crítico en el núcleo de las reformas educativas; la importancia de desarrollar formas de pensamiento y aprendizaje más complejas para enfrentar los retos en un mundo de cambios acelerados y el papel imprescindible que este tipo de habilidades desempeñarán en el desarrollo económico futuro.
Critical thinking: An introduction to logic and scientific method
- Max Black
Chancellor’s executive order 338
- Glenn S Dumke
Teaching with classroom response systems: Creating active learning environments
- Derek Bruff
Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. Research findings and recommendations prepared for the Committee on Pre-College Philosophy of the American Philosophical Association. ED 315423. ERIC Document
- Peter A Facione
Critical thinking. An introduction
- Alec Fisher
Critical thinking: Its definition and assessment
- Alec Fisher
- Michael Scriven
Educating reason: Rationality, critical thinking and education
- Harvey Siegel
AS/A Level GCE Critical Thinking-H052, H452. Cambridge: OCR. Information available at http:// www. ocr. org. uk/ qualifications/ as-a-level-gce-critical-thinking-h052-h452
- Cambridge Oxford
- Rsa Examinations
The improvement of critical thinking
- B Smith
- Othanel
An experiment in the development of critical thinking Advanced School of Education at Teachers College
- Edward M Glaser
Critical thinking. Upper Saddle River
- Robert H Ennis
Critical thinking. A guide to evaluating information
- David Hitchcock
Critical thinking: reflection and perspective, part II
- Robert H Ennis
A concept of critical thinking: a proposed basis for research in the teaching and evaluation of critical thinking ability
- Robert H Ennis
CA: The Critical Thinking Company
- Robert H Ennis
- Jason Millman