Tracy Bowell’s scientific contributions

... For different reasons, these competencies have never been well integrated within primarily argumentation-based approaches to CT. They have not been well integrated because the incorporation of causality and skills such as decision making and problem solving remain disproportionately minor compared to the basic forms of formal and informal reasoning; we need only go through the content and space occupied by formal and informal argumentation in relevant works in the field (see Bassham et al. 2023;Bowell and Kemp 2002;Epstein 2006;Fisher 2011;Freely and Steinberg 2013;Foresman et al. 2017;Govier 2014;Jackson and Newberry 2012;Johnson 2000;Johnson and Hamby 2015;Kenyon 2008;Moore and Parker 2021;Tittle 2011;van Eemeren et al. 2007;Walton 2006;Walton et al. 2008). However, other CT perspectives did understand the relevance of post-decisional mechanisms following substantial contributions from cognitive science (see Ennis 1996;Facione 1990;Halpern 1989;Paul 1995). ...

Reference:

Critical Thinking, Formation, and Change

... Meanwhile, according to (Ennis, 1996), critical thinking is a reflective process in determining a reason for evaluating questions. (Bowel & Kemp, 2010) explained that students who think critically have reasons for making conclusions. The purpose of critical thinking is appropriate decision-making so as not to bear a JANUARY 2025 Jurnal Mangifera Edu consequence (Facione, 2015). ...

Reference:

Development of a critical thinking skills assessment instrument for students on diffusion and osmosis subject