An approach to teaching critical thinking across disciplines using performance tasks with a common rubric

Investigating teachers' perceptions of their own practices to improve students' critical thinking in secondary schools in Saudi Arabia

“…Overall, the findings of this study are consistent with the work of Larsson (2017) who exemplified the role of phenomenology in teaching critical thinking. In addition, the vital role played by practical tasks and openended questions is in line with the key arguments presented by Browne and Free-man (2000), and Cargas et al (2017). The key implication of these outcomes is that more attention should be devoted to the outlined practices in the secondary schools of Alhafouf.…”

“…Nevertheless, the caveat of the study of Larsson (2017) was that this article only focused on one task. Another unique method of improving students' critical thinking skills was posited by Cargas et al (2017). The researchers argue that establishing difficult performance tasks across academic disciplines in which the students are faced with a pre-determined problem and are asked to develop their own solutions, works as a positive driver for critical thinking.…”

Profile of Critical Thinking Skill Students’ Analytical Aspect in Excretory System

“…This confirms with Kao [25] stating that if the students are usual with the strategy demanding them to memorize the learning material, they will find it difficult to expand their logic and critical thinking skill included analytical skill. Giving the opportunity to observe, research, and experiment using the problem conveyed by the teacher, looking for the literature and doing discussion [27] can enhance the students' analytical skills. For most university students, a learning analysis will assist them in planning their learning activity.…”

The Effectiveness of Discovery Learning to Improve Critical Thinking Skills College Student on Mastery of Arrhenius Acid Base

“…In the syntax of data processing, lecturers can provoke students thinking with questions to build concepts in solving problems and using the ideas and skills they have learned to discover new concepts. So through the active involvement of students themselves and involves an interaction between students and lecturers who are expected to hone the skills of critical thinking (Aun & Kaewurai, 2017;Cargas, Williams, & Rosenberg, 2017;Thomas, 2017). On the syntax of verification hypothesis /verification on learning discovery learning is supported by data collection activities through books /webblog or discuss with friends/lecturers (Wenning et al, 2011;Dalgarno, et al, 2014).…”