Common misconceptions of critical thinking

Bailin, Sharon; Case, Roland; Coombs, Jerrold R.; Daniels, Leroi B.

doi:10.1080/002202799183124

Cited by 152 publications

(114 citation statements)

References 7 publications

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“…According to Zamel (1982, p. 197), -writing is the record of an idea developing‖ in which individuals should manage their thoughts to come up with a consistent and coherent writing. Critical thinking is a subject of considerable current interest, both in terms of theory and pedagogy and most researchers have advocated the integration of critical thinking into other areas of foreign language learning (Bailin, Case, Coombs, & Daniels, 1999).…”

Section: Introductionmentioning

confidence: 99%

On the Relationship between Problem-solving Trait and the Performance on C-test

Ghodrati¹,

Bavandian²,

Moghaddam³

et al. 2014

TPLS

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Abstract-Individuals attend language classrooms with miscellaneous personal attributes which are going to influence learners' test performance. Therefore, individual differences play an important role in sources of variance in test scores. This paper aims at investigating the effect of problem solving on the language ability obtained through C-tests. To this end, 70 EFL learners were randomly chosen and they were required to fill Parker's Problem-Solving Style Questionnaire (PSSQ). Simultaneously, they were given three C-tests to complete. The PSSQ measures four functions of problem solving: Sensing, Intuitive, Feeling, and Thinking. These four functions are the independent variables of this research. The Multiple Regression showed that there is a high positive correlation between C-test and intuitive (.844) and thinking (.838) functions. The results also point out a large effect size (R 2 = .786) for correlations which in turn describes how much of the variance in dependent variable is accounted for by the four functions of problem solving. To link theory into practice, the pedagogical implications in the EFL context are discussed.

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Section: Introductionmentioning

confidence: 99%

On the Relationship between Problem-solving Trait and the Performance on C-test

Ghodrati¹,

Bavandian²,

Moghaddam³

et al. 2014

TPLS

View full text Add to dashboard Cite

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“…However, there appears to be a recent shift towards a synthesis of the two views (Bailin, Case, Coombs & Daniels, 1999;Davies, 2013;Smith, 2002). First, it has been understood that although content and issues differ from one domain to the next, the synthesis view assumes that there are some commonalities among CT tasks across domains, and thus a set of common CT skills that are applicable across a wide variety of domains do exist.…”

Section: Domain-specificity and Domain-generality Of Ct Skillsmentioning

confidence: 99%

“…Advocates of the general approach argue that CT skills need to be taught in dedicated courses so that they will not be overshadowed by domainspecific content knowledge (Siegel, 1988). However, as CT competency requires indepth prior domain-specific content knowledge, the general approach had become less dominant in recent years, and CT instruction has mainly focused on embedding CT skills within specific subject domain instruction (Bailin et al, 1999;Smith, 2002).…”

Section: Teaching Students To Think Critically: Review Of the Empiricmentioning

confidence: 99%

Designing Learning Environments for Critical Thinking: Examining Effective Instructional Approaches

Tiruneh

Cock

Elen

2017

Int J of Sci and Math Educ

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Fostering the development of students' critical thinking (CT) is regarded as an essential outcome of higher education. However, despite the large body of research on this topic, there has been little consensus on how educators best support the development of CT. In view of some of the controversies surrounding the teaching of CT skills in higher education, this study examined the effects of embedding CT instruction systematically in domain-specific courses (Immersion vs. Infusion) on the acquisition of domain-specific and domain-general CT skills and course achievement. First-year university students (N = 143) enrolled in an introductory physics course were assigned to one of three instructional conditions: Immersion, Infusion, and control. The Immersion and Infusion conditions followed lessons designed systematically based on the First Principles of Instruction model, whereas the control condition followed a regular instruction. Results showed that participants in the Immersion and Infusion conditions significantly outperformed those in the control condition on domain-specific CT proficiency and course achievement. However, neither the Immersion nor the Infusion condition was helpful in fostering the acquisition of domain-general CT skills. The findings generally demonstrated that embedding CT instruction systematically in domain-specific courses requires greater clarity about what set of CT skills could be targeted in domain-specific instruction, how specific subject-matter instruction could be designed considering CT as an integral part of domain-specific instruction, and how best CT outcomes be assessed. Some considerations for the design of CT-supportive learning environments are discussed.

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“…Theoretically and pedagogically, critical thinking is currently a subject of prime interest among many scholars and most researchers have strongly endorsed the integration of critical thinking into other areas of foreign language acquisition (Bailin, Case, Coombs, & Daniels, 1999). Scholars advocating critical thinking skills have convincingly contented that enhancing thinking skills must be urgency for educationalists.…”

Section: Introductionmentioning

confidence: 99%

The effect of inference-making, deduction, and self-monitoring on EFL learners' language achievement, reading, and writing ability

Bagheri¹,

Ghanizadeh²

2015

IJRSLL

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In line with the studies demonstrating the positive relationship between critical thinking ability, self-regulation and language proficiency, this study aimed to particularly examine the impact of the two subcomponents of critical thinking, i.e., inference-making and deduction, as well as one subcomponent of self-regulation, i.e., self-monitoring, on EFL students' overall language achievement, reading and writing achievements. To the best of researchers' knowledge, there is no documented study investigating the relationship between these constructs among EFL learners. To achieve the purpose of the study, 120 EFL university students were selected according to a convenience sampling from Hakim Sabzevari University, a city in the north-east of Iran. They were asked to complete the "Watson-Glaser's Critical Thinking Appraisal" and the "Self-Regulation Trait Questionnaire". They were also requested to report the grade point average of their previous term together with their reading and writing scores on these courses. The results showed that there is a significant relationship between EFL learners' inference-making, deduction, self-monitoring and their language achievement as well as their reading and writing ability. Subsequent data analyses demonstrated that among the variables, self-monitoring is the most powerful predictor of language achievement. In addition, the results revealed that the three mentioned variables can predict about 27 percent of language achievement. This study has some implications for educators and administrators to take full advantage of these associations by establishing guiding principles for enhancing EFL university students' self-monitoring, inference-making, and deduction.

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Common misconceptions of critical thinking

Cited by 152 publications

References 7 publications

On the Relationship between Problem-solving Trait and the Performance on C-test

On the Relationship between Problem-solving Trait and the Performance on C-test

Designing Learning Environments for Critical Thinking: Examining Effective Instructional Approaches

The effect of inference-making, deduction, and self-monitoring on EFL learners' language achievement, reading, and writing ability

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