critical thinking concepts and tools pdf

Critical Thinking: Concepts and Tools- A Mini Guide, By Dr. R. Paul & Dr. L. Elder

The Miniature Guide to The Foundation for Critical Thinking www.criticalthinking.org 707-878-9100 [email protected]

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halimah Farin

According to Laws of The Republic Indonesia Number 12 in 2012 about Higher Education article 5, one of the main purposes of higher education is to promote the potentially development of students in order to be man of faith and fear of God Almighty and noble, healthy, knowledgeable, skilled, creative, independent, skilled, competent, and cultured for the sake of the nation. Therefore, the students of higher level should be promoted to have critical, reflective and analytical abilities. Although students at university levels should be able to develop this kind of thought, thinking critically is not simply acquired; it ought to be promoted and practiced constantly trough effective aids. A useful mean to foster critical thinking in this context is reading, and more specifically comprehension reading game " Brain Teasers ". Reading without comprehension is simply word calling. Effective comprehends not only make sense of the text, but are also able to use the information it contains. They are able to think thoughtfully or deeply and to make personal connections as they analyze and question what they are reading, hearing, and seeing. Studies showed that developing students' abilities to take critical literacy boldness when reading texts is an important aspect of literacy instruction. Interpreting texts through a critical literacy lens can help students become aware of the messages that texts communicate; who should receive privileges; and who has been or continues to be oppressed. As students learn how to engage in critical

Syeda Momina

Educational Philosophy and Theory

Jennifer W Mulnix

As a philosophy professor, one of my central goals is to teach students to think critically. However, one difficulty with determining whether critical thinking can be taught, or even measured, is that there is widespread disagreement over what critical thinking actually is. Here, I reflect on several conceptions of critical thinking, subjecting them to critical scrutiny. I also distinguish critical thinking from other forms of mental processes with which it is often conflated. Next, I present my own conception of critical thinking, wherein it fundamentally consists in acquiring, developing, and exercising the ability to grasp inferential connections holding between statements. Finally, given this account of critical thinking, and given recent studies in cognitive science, I suggest the most effective means for teaching students to think critically.

Seyed Ehsan Afsahi , Akbar Afghari

Critical thinking is an intellectually disciplined process of actively and skilfully conceptualising, applying, analysing and evaluating information gathered from or generated by observation, experience, reflection, reasoning or communication, as a guide to belief and action. To accomplish these critical thinking actions good language ability is crucial. Vygotsky revise great importance to the link between the development of language and critical thinking. This is a correlational research in which 30 MA Students of Azad University of Shiraz branch were selected as participants. California Critical thinking skills questionnaire was used to collect the data in this research. Results indicated that there is significant relationship between mother tongue and critical thinking level, but there is no significant relationship between age, gender and critical thinking level.

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Academia EduSoft , Ali Taghinezhad

This study was intended to investigate the effectiveness of teaching critical thinking on students' writing performance and their critical thinking dispositions. To this end, 140 students were selected. 73 students were assigned to the experimental group and 67 were assigned to the control group. The experimental group received instruction in critical thinking strategies whereas the control group did not. The instruments used in this study were the researcher-developed essay test, the Ennis-Weir critical thinking essay test, and the California Critical Thinking Dispositions Inventory (CCTDI). A 2-group pretest/posttest quasi-experimental design was utilized to determine the outcome measures. Data were analyzed using descriptive statistics and independent-samples t-test. Statistically significant differences were observed in the experimental and the control groups in the total scores of the three instruments. The results indicated an improvement in students' writing performance and their dispositions toward using critical thinking strategies. Nonetheless, some dispositional aspects such as truth-seeking, cognitive maturity, and open-mindedness did not differ significantly after the intervention.

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Learning using 1:1 mobile devices is a partnership between the user and the curriculum, where learning interventions are strategically integrated to foster critical thinking skills for effective problem solving. The purpose of this research study is to explore the question, How can 1:1 mobile technology be used to develop critical thinking skills and support creativity? The skill of problem solving is evidence of applied critical thinking during targeted learning. The literature review and focus group results, contextualise and aim to demonstrate how learners are using 1:1 mobile devices to develop critical thinking skills to achieve problem solving outcomes. Engineering courses that are using problem orientated design-based learning and are allowing students to use 1:1 mobile devices, need to support students by including targeted learning interventions. Learning interventions using active learning (self-directed learning) principles that are designed to teach critical thinking skills to achieve higher order problem solving outcomes for ‘real world’ solutions. Focus group results are included in this research study to highlight students’ perceptions when using 1:1 mobile devices for learning as evidence of applied critical thinking skills.

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Critical thinking definition

Critical thinking, as described by Oxford Languages, is the objective analysis and evaluation of an issue in order to form a judgement.

Active and skillful approach, evaluation, assessment, synthesis, and/or evaluation of information obtained from, or made by, observation, knowledge, reflection, acumen or conversation, as a guide to belief and action, requires the critical thinking process, which is why it's often used in education and academics.

Some even may view it as a backbone of modern thought.

However, it's a skill, and skills must be trained and encouraged to be used at its full potential.

People turn up to various approaches in improving their critical thinking, like:

• Developing technical and problem-solving skills
• Engaging in more active listening
• Actively questioning their assumptions and beliefs
• Seeking out more diversity of thought
• Opening up their curiosity in an intellectual way etc.

Is critical thinking useful in writing?

Critical thinking can help in planning your paper and making it more concise, but it's not obvious at first. We carefully pinpointed some the questions you should ask yourself when boosting critical thinking in writing:

• What information should be included?
• Which information resources should the author look to?
• What degree of technical knowledge should the report assume its audience has?
• What is the most effective way to show information?
• How should the report be organized?
• How should it be designed?
• What tone and level of language difficulty should the document have?

Usage of critical thinking comes down not only to the outline of your paper, it also begs the question: How can we use critical thinking solving problems in our writing's topic?

Let's say, you have a Powerpoint on how critical thinking can reduce poverty in the United States. You'll primarily have to define critical thinking for the viewers, as well as use a lot of critical thinking questions and synonyms to get them to be familiar with your methods and start the thinking process behind it.

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