Abstract
The paper offers an initial theoretical insight into critical and creative thinking constructs (tools), as well as it provides the theoretical and empirical evidence of the relationship between mentioned variables and their level in specific populations. The main objective is to verify differences in critical and creative thinking of teacher trainees within the region schools, considering their fields of study. Critical thinking has been mapped by W-GSTA questionnaire and for creative thinking has been applied Test for Creative Thinking - Drawing Production (TCT-DP). The sample consisted of 317 teacher trainees studying single-subject study programmes (humanities or natural sciences) or two-subject study in combination. Statistical analyses have revealed the significant difference in the rate of critical and creative thinking. Particularly, teacher trainees of two-subject study in combination have achieved significantly higher results in a critical thinking in comparison with teacher trainees studying humanities. On the other hand, teacher trainees of natural sciences have achieved higher results in a creative thinking in comparison with students of humanities.
Highlights
Since students and pupils are surrounded by a great amount of information from different sources, demands on their cognitive functions have been increasing
Petrasová (2009, p. 7), for instance, states that a term critical thinking has been applied in an education field for decades and some significant educators call it as “a higher” way of thinking, representing “a set of thought processes that starts with some information and finishes with a decision”
The main objective of research was to find out whether the level of critical thinking differs from the level of creative thinking of university students considering their fields of study
Summary
Since students and pupils are surrounded by a great amount of information from different sources, demands on their cognitive functions have been increasing This fact is a reason why a students, and teachers, ability to think critically has been emphasized in education. Based on the National Programme of Education in the Slovak Republic, the critical (as well as creative) thinking is considered the key competence of each individual. It is “an ability to solve problems in both critical and creative ways, to identify them, to analyse, to propose solutions, to offer feedback and evaluate them, and to learn from them” Applying critical thinking in the learning process, both in students and teachers work, is
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