How Do Technology-Enhanced Learning Tools Support Critical Thinking?

Nguyen-Thinh Le

doi:10.3389/feduc.2019.00126

Abstract

This paper reviews existing computer-supported learning systems that have claimed to adopt Socratic methods for enhancing critical thinking. Several notions of Socratic methods are differentiated: the critical thinking framework of Paul and Elder, the classic Socratic method, the modern Socratic method, and the neo-Socratic group discussion method. Three lessons are highlighted. First, the development of learning systems specifically supporting critical thinking is still lacking Thus, further research in this area is urgent. Second, most developed computer-supported learning systems claim to support Socratic approaches (e.g., Socratic tutoring) which are based on human tutoring strategies and do not show a systematic Socratic method. Third, the classic Socratic method has not been applied in any reviewed learning system.

Highlights

What is critical thinking? The definition of Sumner (1940, p. 632–633) might be one of the earliest notions of “critical thinking”: [Critical thinking is] “. . . the examination and test of propositions of any kind which are offered for acceptance, in order to find out whether they correspond to reality or not.” This notion implies active scrutiny of propositions when articulated
The goal of this paper is to investigate the research question: How do existing technology-enhanced learning tools help learners develop critical thinking? Answering this question should shed light on associated pedagogical practices
The foregoing investigation of Socratic Methods is presented as important context for understanding the application of contemporary technology support for critical thinking, for the main reason that most systems have adopted the modern Socratic Method

Summary

Introduction

What is critical thinking? The definition of Sumner (1940, p. 632–633) might be one of the earliest notions of “critical thinking”: [Critical thinking is] “. . . the examination and test of propositions of any kind which are offered for acceptance, in order to find out whether they correspond to reality or not.” This notion implies active scrutiny of propositions when articulated. The critical thinker needs to ask questions in order to test assumptions, to recognize ambiguity, to examine, to interpret, to evaluate, to reason, to reflect, to clarify, to articulate, and to justify positions (Ennis, 1962; Ruggiero, 1975; Hallet, 1984; Halpern, 1996) None of these definitions provides a systematic framework for adoption in educational scenarios. In 2012, Richard Paul published an article criticizing the education of critical thinking at schools as follows: “The fundamental problems in schooling today at all levels are fragmentation and lower order learning. Both within and between subject areas there is a dearth of connection and depth. A recent study conducted with 143 teachers in Learning Tools for Critical Thinking

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