Conceptualizing critical thinking

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

doi:10.1080/002202799183133

Cited by 368 publications

(280 citation statements)

References 8 publications

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“…There is also general agreement in the literature that critical thinking cannot be narrowly defined [23,24]. This implies the area and the scopes measured in this study that might also justify this study finding.…”

Section: Discussion and Implicationsupporting

confidence: 71%

“…This, in light with Ennis et al [23], points that critical thinking as a reasonable and reflective thinking that focuses on deciding what to believe or do. Critical thinking is an analytical process of arriving at judgments that is directed by a specific end purpose to arrive at a logical, rational, and reasonable problem solution [2,24,25]. Some authors explain that critical thinking is the process of an individual taught to reason for improving the solution [26].…”

Section: Critical Thinkingmentioning

confidence: 99%

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The Impact of Instructional Methods on Critical Thinking: A Comparison of Problem-Based Learning and Conventional Approach in Engineering Education

Masek

Yamin

2012

ISRN Education

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Recent research reveals a gap in determining the effect of problem-based learning (PBL) on students' critical thinking ability. Existing evidences from previous research have been equivocal to be deemed conclusive, especially in across multiple educational disciplines. This paper investigates the effect of PBL on students' critical thinking ability, as compared to conventional approach. The study employed an experimental pretest and posttest with control group design. The participants were 53 undergraduate students in electrical engineering course, who attended Electrical Technology Module (ET101) in their first semester. Participants completed the pretest and posttests of the translated version of the Cornell Critical Thinking Test Specimen set. The results suggested that students' critical thinking ability in the PBL group had not been significantly different from their counterparts in the conventional approach group. This paper further discusses the implication of problem-based learning in engineering education.

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Section: Discussion and Implicationsupporting

confidence: 71%

Section: Critical Thinkingmentioning

confidence: 99%

The Impact of Instructional Methods on Critical Thinking: A Comparison of Problem-Based Learning and Conventional Approach in Engineering Education

Masek

Yamin

2012

ISRN Education

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“…The study by Smith (1977) reveals three instructor-influenced factors which correlate positively to college students' improved CT score: (a) instructors' praise, encouragement or use of student ideas; (b) the amount of interaction among students; and (c) the amount and cognitive level of student participation. In explaining what is involved in effective CT instruction, Bailin et al (1999) present three elements: (a) engaging students in tasks or activities that require the skills of judgment or assessment; (b) helping students develop intellectual resources (e.g., knowledge of CT principles, dispositions or habits of minds to use CT skills) for dealing with these tasks; and (c) providing a favorable environment where critical enquiry is valued and students are encouraged to think critically. A more recent study by Mathews and Lowe (2011) further summarise the characteristics of effective CT instruction, which includes introducing CT skills related to content domain, providing ample opportunities to practise the skills, inclusion of students in classroom decision-making, and creating an emotionally safe learning environment.…”

Section: Common Features Of Effective Ct Instructionmentioning

confidence: 99%

Instructional Strategies for Developing Critical Thinking in EFL Classrooms

Cairan¹,

Pandian²,

Singh³

2016

ELT

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In English as first language contexts, clear requirement for critical thinking (CT) has been listed in teaching guidelines and assessment criteria in higher education. At present, fostering language learners to be critical thinkers is valued in English as a foreign language (EFL) teaching as well; yet how to achieve the objective remains a challenge. Efforts have been made to seek appropriate ways to develop CT in various courses; although no single method has emerged as the best, some do seem to be effective when properly implemented. This paper focuses on three sets of research-supported teaching strategies which are useful in promoting CT and applicable to EFL classrooms; that is, explicit instruction, teacher questioning, as well as active and cooperative learning strategies. Meanwhile, common features of effective CT instruction are discussed, which aims to illuminate instructional strategies for CT at a macro level.

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“…Therefore, having a good perception of the concepts of CT and critical thinker as well as a good understanding of how to convey instruction can help educators in providing the concrete knowledge of what is to be accomplished in teaching CT (Bailin, Case, Coombs, & Daniels, 1999).…”

Section: Journal Of Language Teaching and Research 389mentioning

confidence: 99%

A Survey of EFL Teachers’ Attitudes towards Critical Thinking Instruction

Asgharheidari

Tahriri

2015

JLTR

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Abstract-The ability to think critically is an important and necessary skill that language learners need to develop for their academic and social success. Therefore, providing an active learning environment that is conductive to creativity and in which different activities ask learners to think critically is considered as one of the foreign language teachers' tasks. This study aims at exploring EFL teachers' attitude toward critical thinking (CT) instruction. The participants were 30 EFL teachers who taught English at different language institutes in Tonekabon, Iran. They were surveyed on their beliefs about the concept of CT and its place in their career. Result indicated that most of them have a clear idea toward the concept of CT and believed that it is an important part of their job as a teacher to increase learners' critical thought. On the other hand, most of them conveyed a strong desire for more training in how to teach these skills. Therefore, to increase teachers' ability in teaching CT, special training courses must be included in teacher training courses. Index Terms-critical thinking, instruction, attitude, English as a foreign language (EFL)

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Conceptualizing critical thinking

Cited by 368 publications

References 8 publications

The Impact of Instructional Methods on Critical Thinking: A Comparison of Problem-Based Learning and Conventional Approach in Engineering Education

The Impact of Instructional Methods on Critical Thinking: A Comparison of Problem-Based Learning and Conventional Approach in Engineering Education

Instructional Strategies for Developing Critical Thinking in EFL Classrooms

A Survey of EFL Teachers’ Attitudes towards Critical Thinking Instruction

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