How to teach critical thinking: an experimental study with three different approaches

Abstract

The aim of this study was to examine the effects of critical thinking (CT) teaching involving general, immersion, and mixed approaches on the CT skills and dispositions of high-school students. The study, which had three experimental groups (EG) and one control group, employed a pretest–posttest control-group quasi-experimental design. CT teaching was initiated with a general approach in EG I, an immersion approach in EG II, and a mixed approach in EG III. The Critical Thinking Skill Test and UF/EMI Critical Thinking Disposition Instrument were used to collect the data. General, immersion, and mixed approaches improved CT skills and dispositions, with a large effect size for the improvement of CT skills. CT teaching with general, immersion, and mixed approaches had large, moderate, and small effects, respectively, on improving CT dispositions. In terms of improving CT skills and dispositions, the most effective approach, respectively, was the general, mixed, and immersion approach.

Suggestions for overcoming the barriers to critical thinking in nursing

“…Evidently, to become critical thinking proficient is a complex, long, and arduous process (Christodoulakis et al, 2022). Remarkably, the most prominent barrier in this process is that active learning methods are more time consuming than traditional teaching, and require thorough preparation, experience, and time from the educator (Orhan & Çeviker Ay, 2022). Also, educators, quite often, are reluctant to change their methods and adopt critical thinking-enhancing techniques because they are more familiar with traditional lectures.…”

“…Additionally, the setting where the teaching is conducted may be another barrier, if appropriate facilities, labs, or equipment are not available (Makhene, 2022). On the other hand, from the perspective of students, there can also be difficulties with respect to a new active type of learning and the use of critical thinking (Orhan & Çeviker Ay, 2022). Therefore, educators, in their first lessons, should explain to students the need to improve their critical thinking and ask for their vivid participation during the learning process.…”

“…Studies have identified two types of barriers that inhibit nurses' abilities to effectively develop and/or utilize critical thinking. The first type of barrier emerges when teaching critical thinking to pre‐graduate or even graduate nurses (Orhan & Çeviker Ay, 2022; Willingham, 2008). The second type of barrier emerges when a nurse tries to use critical thinking during clinical practice (Futami et al, 2020; Raterink, 2011).…”

“…Therefore, studies have highlighted teaching strategies that could improve critical thinking (Christodoulakis et al, 2022), but utilizing them can be challenging (Lee et al, 2016). However, critical thinking can also be cultivated “on the job” (Polat et al, 2019), but it can also be taught by educators who incorporate strategies enhancing it early at a pre‐graduate level to their trainees/students (Orhan & Çeviker Ay, 2022). Nevertheless, nurses still find it difficult to utilize critical thinking during clinical practice (Futami et al, 2020; Lee et al, 2016).…”

A multi‐country comparison of lower secondary students' critical thinking under the International Baccalaureate and national curricula

“…Admittedly, an examination of the DfE subject curriculum guidance (DfE, 2013b(DfE, , 2015 demonstrates that each subject aims to develop critical thinking. Since most students in England will prepare to sit the General Certificate of Secondary Education (GCSE) at the age of 16 through the national curricula route, they will be offered an opportunity to develop their critical thinking (Ofqual, 2017). However, Sizmur and Cunningham (2013) highlight that in England, although there is evidence in the GCSE (aligns with national curricula) documentation of the importance of progression student higher order thinking skills, there was less explicit expectations for the development of these skills when compared with international curricula such as the MYP.…”