Producing Intellectual Labor In The Classroom: The Utilization Of A Critical Thinking Model To Help Students Take Command Of Their Thinking

Abstract

ABSTRACT

The Use of Fables in Science Laboratory

“…Especially the "take home message" of the fables serves this purpose. They also improves critical thinking, reflective thinking and creativity of the participants (Crenshaw,Hale, & Harper, 2011;Geertsen, 2003;Ness, 2015;Wallace, Berry, & Cave, 2009). Incorporating science related activities will enhance critical and reflective thinking among students.…”

Creating Critical Thinking Writers in Middle School

“…A meta-analysis of the research by Crenshaw, Hale, and Harper (2011), articulates one problem contributing to the literature of critical thinking, and that is the lack of an exact agreement on what constitutes critical thinking The authors feel the lack of an agreed upon definition actually "acts as a barrier" (p.13) to teaching critical thinking. They assert that it is taught in a variety of ways, while still acknowledging that the various definitions contain common threads.…”

“…In fact, "when people apply critical thinking concepts and use constructive behaviors, they develop more ideas, make fewer mistakes and reach better decisions" (Crenshaw et al, 2011, p14). They believe it is up to educators to use words which encourage critical thinking; this not only aids in the organization of thoughts, but also helps people communicate those thoughts more clearly and succinctly (Crenshaw et al 2011). As human beings who reason, the article quotes a study by Paul and Elder (as cited in Crenshaw et al, 1995), explaining that, "the elements of thought are the basic building blocks of thinking" (p.15).…”

Una Educación Transformadora Para El Salvador: Propuesta Y Obstáculos Para Alcanzarla

“…Aunque desde la postura oficial (como se le denomina en Lim, 2011y en Doughty, 2007 el pensamiento crítico se entiende como el análisis de argumentos junto con el razonamiento lógico sobre textos escritos y se ha desarrollado bajo un enfoque racional-instrumental, varios autores coinciden en la necesidad de potenciar el pensamiento crítico desde la educación bajo el supuesto que las habilidades asociadas a este proceso reflexivo son transferibles al campo profesional y que, además, motivan a la acción ciudadana (Boghossian, 2012;Crenshaw, Halke y Harper, 2011;Dwyer, Hogan y Stewart, 2012;Facione, 1990Facione, y 2014Elder y Paul, 2013;Levine, 2010;Lim, 2011;Nussbaum, 2006y Posada, 2013. En tal sentido, Levine (2010) argumenta que "teaching for critical thinking is an essential element of professional education -of educating professionalssince it promotes reasoned judgment…future professionals must develop the habit of making difficult decisions about means and ends under conditions… which require moment-to-moment decision-making action" ( p. 72).…”