Concept Of Critical Thinking Research Articles

Critical thinking in preparation for student teachers’ professional practice: A case study of critical thinking conceptions in policy documents framing teaching placement at a Swedish university

This paper explores the conceptions of critical thinking in national and local policy documents for teaching placement, using the case of teacher education programs at a Swedish university. The concept under scrutiny is based on three contemporary theoretical models of critical thinking in education: critical thinking movement, critical pedagogy, and “criticality” movement. In Sweden, the teacher profession is framed with a broader socio-ethical scope than the focus on individual cognitive skills of the critical thinking movement. Critical reflection and self-reflection, two conceptions identified with the criticality ideal of education for critical being, prevail in the analyzed documents.

Teachers' perceptions of critical thinking and mathematical literacy in main school PISA 2022 regional survey Yogyakarta, Indonesia

To form critical citizens, integrating critical thinking into the school curriculum is a must. Critical thinking is considered a vital skill that can help students tackle problems effectively, improve academic achievement and develop rational thinking. However, there is no agreement among teachers on the definition of this concept or the best way to train students to apply it, especially at the basic education level. Therefore, through a qualitative research approach, this study aims to uncover the views of junior secondary school teachers in the PISA 2022 Main Survey in Yogyakarta, Indonesia, regarding the concept of critical thinking and Mathematical Literacy. Six teachers working in the three schools that were the subject of this survey were interviewed using a semi-structured interview method. Through thematic analysis, this study sought to identify, analyze and report the main findings from the interviews. The results showed that the teachers recognized the importance of reasoning mapping, group discussions and active learning as practices that promote critical thinking and mathematical literacy among students. Although they had previously been exposed to these concepts through project-based learning and 'Philosophy for Kids', they indicated the need for further support through peer learning and the implementation of the 'Philosophy for Kids'.

Kritické myšlení v kontextu didaktiky filosofie a základů společenských věd

This theoretical study is based on the fact that critical thinking is part of the key competences and specifically civic competences, but it is not defined in detail in curriculum documents. Critical thinking is close to philosophical thinking. For the development of philosophical thinking, a competency-based approach is applied in foreign didactics of philosophy to define the objectives of the discipline. This study attempts to show that the competency-based approach is also suitable for the development of critical thinking in the context of teaching civics and social studies; it is thus necessary to know what critical thinking consists of. Therefore, the first aim of the study is to specify in more detail what critical thinking is, based on an analysis of two foreign conceptions of critical thinking, with an emphasis on its subcomponents. The second aim is to compare critical and philosophical thinking more closely and to show how a critical thinking perspective could enrich the existing elaboration of philosophical competencies. Given the similarity of these two ways of thinking, the author proposes that one of the goals of high school philosophy education should be the explicit development of critical thinking and that the skills, dispositions and knowledge needed for critical thinking should be taken into account in the specification of competency-based goals for philosophy education.

Towards a framework of critical thinking for assessing EAP speaking

As one of the fundamental skills of the 21st century, critical thinking (CT) is a topic of considerable interest within the domain of assessing English for academic purposes (EAP). Recent literature on EAP instruction and assessment indicates that EAP has evolved beyond a strict focus on language improvement to encompass discourse competence and broader academic literacy development, with CT playing an important role in academic communication. A fundamental consideration in educational assessment is the construct that defines the knowledge, skills, or abilities to be assessed. However, CT has not received due attention in the research literature on EAP speaking assessment, thus raising a legitimate concern about its underrepresentation in the academic speaking construct. This study draws on Macqueen's (2022) distinction between theoretical, stated, perceived, and operationalized assessment constructs, with an aim to describe the EAP speaking assessment construct by including the concept of CT. By establishing alignment between what the literature indicates (theoretical), what assessment requires (stated), and how people understand assessment (perceived), a CT assessment framework is proposed to reflect how test takers experience it (operationalized). Our study contributes to a more nuanced conceptualization of CT in the context of EAP speaking, with implications for EAP speaking test development.

Improving Primary School Students Critical Thinking Abilities with the Help of Online Media: Effective Learning Strategies in Elementary Schools

The lack of adequate emphasis on developing primary school students' critical thinking skills in the curriculum is a problem that requires special attention with the help of online media. Integrating critical thinking concepts into the curriculum can help elementary school students develop the analytical and evaluative skills necessary to understand social reality. The main aim of this research is to analyze the effectiveness of online learning methods, especially in the context of online media use among elementary school students. The research method used is mixed research which combines quantitative and qualitative approaches. The number of respondents was 98 elementary school students. Data collection techniques include surveys, interviews, observation, and documentation. Data analysis was carried out using SPSS version 26.0 software to simplify and manage the data. The research results show that the majority of elementary school students have good analysis, synthesis, problem solving, and drawing conclusions skills, but there is still room for improvement. In conclusion, online media is effective in improving elementary school students' critical thinking skills. The implication is that collaboration between educators, educational institutions, and related parties is very necessary to support the optimal development of students' critical thinking skills.

THE ROLE OF CRITICAL THINKING IN FORMING STUDENTS’ RESEARCH COMPETENCE

This article will define the role of the critical thinking strategy in the development of students' research competencies. The study reports that research-oriented learning refers to the type of learning that improves students' critical thinking and enhances student engagement. Conclusions are presented based on the outcomes of both shortened and complete practical lessons.It is noted that students with critical thinking develop the ability to correctly select and analyze information from various sources and give them a critical assessment. The definition of information literacy as a form of critical thinking is given. The purpose and objectives of the study are explained. The ideas of various scientists who have studied the skills of critical thinking and conducting research are compared, on the basis of which conclusions are drawn. For the formation of research competence, some forms of training and pedagogical methods are proposed. For the development of critical thinking and research skills, an analysis is carried out based on samples of shortened and full lessons on the discipline “Constructive teaching methodology”. At 2 different stages, the lesson plan is discussed, the criteria for success, success / failure of the lesson are identified, and a reflective analysis is carried out. The results obtained mean that the ability of students to think critically is important for understanding, analyzing and evaluating information by students.

POLITICAL TRIAD DOGMATISM CASE STUDY OF INDONESIAN STATE INSTITUTIONS IN THE IMPLEMENTATION OF PHILOSOPHISCHE GRONDSLAG

As a result of changes in a system, the transformation of division of power into separation of power, created a strong dogmatic influence in the structure of the institutional system of the Republic of Indonesia. This led researchers to explore dogmatic understanding in the direction of the state in a Philosophische Grondslag manner. Using dogmatic, philosophical and historical learning study models in its preparation and paying attention to the concepts of critical thinking, which leads to a view of absolute dogmatism. In the history of science or intellectual conception, the foundation or view of complete confidence in the support of truth is something that must be sought and proven to be true, so that it can be used as a preview in formulating a more perfect conception in the future both individually and socially, as a human being whose orientation is brcountry, researchers seek answers to these contemplations to become useful research progress. There are many speculations on the hypotheses underlying this research, so that the direction is not legal positivism, the researcher discusses the philosophical dogmatic framework related to the direction of construction of the study of the division of power in state institutions with the final result whether it is still on the path of philosophical grondslag and in line with the aims, vision and mission of the Republic of Indonesia. as stated in the fourth paragraph of the preamble to the 1945 Constitution. In preparing this research, the focus is on a dogmatic understanding of Pancasila as Philosophische Grondslag and an understanding of the dogmatic concept of the Trias Politika from John Locke to the refinement of the concept of the dogmatic idea of the Trias Politika of Montesquieu on its implications for the division of the State's institutional system. Republic of Indonesia.

Teaching Critical Thinking in EFL Classroom: Students and Teachers’ Perspectives

The present article investigates the perspectives of students and teachers towards the teaching of critical thinking in EFL classroom. It also explores the way teachers conceptualise the term in their teaching practices as well as the approaches and methods they adopt to teach the concept of critical thinking. In this regard, 14 Algerian English language teachers were sent an online questionnaire. Nine narrative journals have also been analyzed by means of descriptive and analytic methods with first year English degree students, at the department of English, University of Algiers 2 (Algeria).In addition, ten empirical studies which have relation with the topic under investigation have been examined to reinforce the analysis and discussion of the data obtained. The results of the questionnaire indicated that the majority of participants conceptualize critical thinking as reflective judgment and most of them do introduce the concept in their classes. For the narrative journals, the participants showed awareness of the importance of critical thinking not just in their learning processes but also in their whole life in general

Формирование критического мышления у студентов вузов (на примере обучения иностранному языку)

The relevance of this study lies in the fact that modern society is putting forward more and more requirements for graduates of higher educational institutions, to have a certain set of professional competencies, critical thinking and teamwork. The purpose of this study is to consider the concept of critical thinking, to identify the stages and levels of formation of critical thinking among students of higher educational institutions. To achieve these goals, the following research methods were used: theoretical analysis and generalization of scientific and methodological literature of Russian and foreign scientists on the topic under study. The purposeful introduction of critical thinking elements into the process of teaching students a foreign language contributes to the formation of their critical thinking skills. The authors of the study cite individual fragments of the developed foreign language training sessions aimed at developing critical thinking skills. The conclusions of the study emphasize the main role of teachers, who help students interpret, analyze, evaluate and implement the acquired knowledge in practice. Teaching students a foreign language in line with critical thinking requires university teachers to master language competencies, purposeful, systematic preparation for conducting training sessions aimed at completing tasks related to the formation of students’ critical thinking skills.

Indonesian English language teachers’ conceptions of critical thinking: challenge and strategy

<span lang="EN-US">Critical thinking (CT) has already been acknowledged as a significant skill in education, including in the field of English language learning. However, very few studies have investigated the challenges and strategies in enhancing students’ CT skills in English language subjects. This qualitative research aims to investigate the Indonesian English as a foreign language (EFL) teachers’ conception of the necessity of implementing CT in EFL subject. This research is also intended to find out the challenges and strategies in encouraging students to use CT in their learning process. This research employed two research tools for data collection: questionnaires and semi-structured interviews. The study revealed that EFL teachers believe in the value of promoting CT in their teaching classroom activities. However, CT has been practically rarely unnoticed in the implementation of English language classes due to the EFL teachers’ concentration on linguistic skills, grammar instruction, and English communicative skills. The findings also found some challenges faced by the EFL teachers in implementing CT, as well as some strategies in promoting the skill. This research recommends the importance of involving Indonesian EFL teachers in a training on CT to enhance their understanding and allow them to stimulate CT among their students.</span>

Educational Implications Derived from Derrida's Concept of Critical Thinking

The present study aims to infer the educational implications derived from Jacques Derrida's concept of critical thinking. To achieve this, an analytical-inferential method has been employed. Critical thinking from Derrida's perspective is a complex and multifaceted concept. In his view, critical thinking is related to the analysis and critique of language, texts, concepts, ideologies, and power structures. Derrida believes that no fixed or absolute meaning exists, and all meanings are formed in a play of signs and differences. Critical thinking, according to Derrida, means questioning any established truth, value, reasoning, or principle. Instead, he examines and critiques the methods, criteria, assumptions, and consequences. Derrida emphasizes that education should be critical in nature; he believes that critical thinking should be central, asserting that all aspects of education should be subject to change. In schools, alongside teaching critical thinking, emphasis should be placed on cultivating critical learners. In this way, the process of teaching and learning will be established in a critical and investigative manner. In this regard, the present study, through the exploration of Derrida's concept of critical thinking, aims to infer the educational implications stemming from his views using Frankena’s model.

The Role and Importance of the Concepts of Critical Thinking and Autonomy in Israel Scheffler and Paul H. Hirst

Analitik felsefe 19. yy sonları ve 20. yy başlarında geleneksel felsefe anlayışına bir tepki olarak ortaya çıkan bir akımdır. Analitik eğitim felsefesi ise kısmen geleneksel eğitim felsefesine reaksiyon olarak ve kısmen ise felsefenin diğer alanlarına baskın olan analitik yaklaşımın eğitim alanına uygulama arzusu ile ortaya çıkmıştır. Amerikalı Israel SCHEFFLER ve İngiliz Paul HEYWOOD HIRST 1960’lardan itibaren bu alanda birçok eser üretmiştir ve bu felsefe anlayışının önde gelen düşünürleri arasında kabul edilmektedir. Bu çalışmada bu iki düşünürün eserlerindeki ve genel eğitim teorilerindeki eleştirel/rasyonel düşünce ve özerklik kavramları incelenmiştir. Analitik bir yaklaşım benimsenerek önce farklı eğitim konularındaki görüşleri tasnif ve analiz edilmiştir. Sonrasında ise bu kavramları nasıl yorumladıkları, kendi eğitim modeli önerilerinde nasıl bir önem atfettikleri ve bu kavramların eğitimde nasıl kullanılabileceği ile ilgili görüşleri incelenmiştir. Çalışma sonucunda özellikle Israel Scheffler’de daha baskın olmak üzere eleştirel düşünce eğitimin hem en nihai amacı hem de bu amaca götürecek olan en önemli yöntem olarak ortaya çıkmaktadır. Özerklik kavramı açısından ele alındığında ise her iki düşünür de bireyin doğuştan değerli ve itibar sahibi varlık olduğunu ve rasyonel düşünme yolu özgür seçimler yapabilme hakkına sahip olmasını savunmaktadır.

Application of Critical Thinking in Improving Oral Proficiency of Chinese Universities English Majors

As critical thinking has been gradually valued and applied in various fields, people begin to attach importance to the cultivation and improvement of critical thinking. In education field, many educators and experts have begun to focus their research in critical thinking’s theories. How to improve students’ ability of critical thinking has always been a concern of educators who have been trying to combine critical thinking with curriculums. Based on the concept and definition of critical thinking, this study focuses on the application of critical thinking in improving oral proficiency of English majors. To investigate the relationship between critical thinking and oral English, we designed a questionnaire with the related information and collected a total of 62 college English majors’ views and feedbacks of it. The result shows that most students have awareness of thinking and analyzing from different perspectives. They also believe that the improvement of critical thinking skills influence and promote the clarity and logic in their oral expression. In addition, this essay had interviews with some teachers who are teaching in the university in online or offline form to know how they apply critical thinking into their class. In this essay, we will explore the concept of critical thinking, examine its importance in various contexts such as oral English in education field and shed light on effective strategies for enhancing and developing the skills of thinking and speaking.

Didactic Analysis of Junior High School Students Mathematical Literacy Skill on Space and Shape

It is important for learners to have mathematical literacy skills because it can help learners utilize mathematics in real life, solve problems, assess whether the results obtained make sense, and analyze situations and make conclusions. In the Program for International Students Assessment (PISA), there are four mathematics contents: Space and Shape, Change and Relationship, Quantity, and Uncertainly and Data. The purpose of this study is to identify the learning obstacles experienced by students in the Space and Shape content. This study used a qualitative approach using dedactical design research. With 16 learners, this research was conducted at SMP PST Guppi Samata class IX. The instruments used in data collection are tests and non-tests. The test material consists of questions about mathematical literacy skills level 3, 4, and 6 using flat-sided space building material. The non-test instruments used in collecting data are observation and documentation. Based on the research results, students experience learning difficulties in space and shape content which causes them to be less able to evaluate solutions that have been interpreted. The percentage shows that out of 16 students in class IX, 10% of them have high math ability, 60% have medium math ability, and 30% have low math ability. Efforts can be made to start with the habituation of providing basic calculations so that students can answer test questions correctly. After that, motivation can be given and encourage students to be enthusiastic in understanding the concept of critical thinking in applying the context of the problem to real objects.

Critical thinking for transformative praxis in teacher education: Music, media and information literacy, and social studies in the United States

The notion and practice of critical thinking (CT) has moved from its speculative formation by John Dewey to a standard element in teacher education curricula and standards. In the process, CT has narrowed its focus to the analysis and articulation of logical thought, and lost transformative value. In this paper, we examine the conception and implementation of CT in three teacher education domains primarily in the United States–music, media and information literacy, and social studies–asking how CT has deformed education in those domains, and how domain-specific approaches could reinvigorate CT. We further suggest refocusing the purpose of CT in teacher education on accomplishing transformative education for equity in school and society, by implementing a critically reflective, transformative praxis based on the insights of domain-specific approaches to CT.

Development of critical thinking of junior school children in mathematics lessons

The concept of critical thinking presupposes the ability to present a situation perspective from all sides: to see difficulties, to imagine alternative scenarios for the development of events, to see difficulties where they were not initially expected, to use mental activity to find a way out of a difficult situation, to study a complex state of affairs from all sides, to be able to see your own mistakes and the mistakes of others, draw the right conclusions from the experience gained. The purpose of the study was to develop and apply a methodology that allows the development of critical thinking in a mathematics lesson among first-graders, as well as to select diagnostic techniques in order to identify the level of development of critical thinking in first-graders, as well as to develop lesson plans for the purpose of developing critical thinking skills in children primary school age.

An Examination of Articles on Critical Thinking in Science Education: An Analysis Using Bibliometric Mapping

Critical thinking (CT) is a high-level thinking skill that should be gained in raising individuals who can analyze facts, make independent decisions, make comparisons, and make inferences. On the other hand, these varying states require the inclusion of new acquisitions, such as CT, as the focal point of education. This skill is critical in science education (SE) and has been the subject of many studies. The research examined the articles published on critical thinking in SE using bibliometric mapping analysis. It is crucial to guide researchers by revealing research trends in this field. In the research, 377 articles in SSCI, SCI-Expanded, A&HCI and ESCI indexes related to critical thinking in science education were examined and the last access date is June 2023.The results obtained from the analysis demonstrated that the studies on CT in SE tended to decrease when the distribution of years was examined; the studies focused on STEM and undergraduate education. It has been determined that the country with the most publications in this field is the USA, and the institution with the most references is the State University of New York Suny System. Finally, it was seen that the most cited author was Chang, Shao-Chen, and the journal was Journal of Research in Science Teaching. The results obtained from the research will guide future research since they reveal the current situation in examining the concept of CT in SE.

The Philosophy of Critical Thinking in Problem-Based Science Learning

Exploration of effective pedagogical methods is the main focus aimed at cultivating not only specific knowledge of the subject matter but also critical thinking skills. Referring to the dynamics of exploring critical thinking skills, the role of critical thinking is considered highly important as a support for individual success, even regarded as a crucial skill. The current study aims to examine the role of critical thinking philosophy in Problem-Based Learning (PBL) in science education. This study is a literature review, where information and relevant data were sourced from Scopus and Google Scholar databases. The review findings reveal that science education is not just about knowledge of subject matter content but also about thinking skills. Critical thinking is deemed essential in the 21st century and requires stimuli to develop. One of the learning models that support the development of critical thinking is PBL. The literature review results also disclose the context of critical thinking philosophy, the concept of critical thinking, and critical thinking philosophy in PBL. Critical thinking is reflected in four key indicators: the ability to analyze, evaluate, inference, and decision-making. The review highlights how PBL facilitates critical thinking through engagement with complex problems, active learning, student autonomy, reflection, and repeated problem-solving. Thus, PBL aligns with philosophical principles emphasizing active engagement and experiential learning, inherently fostering students' critical thinking skills.

Teaching Critical Thinking in the Ottoman Empire

Thinking is a distinctive action that distinguishes human beings from other living things with the faculty of reason and enables them to understand and make sense of what exists. In this respect, the act of thinking has been a regulator of behavior in the development of the individual and the formation of social structure in ancient societies. The act of thinking has been developed over time by philosophers such as Socrates, Plato and Aristotle within the framework of a certain discipline and accompanied by practices. In the Islamic tradition of thought, these practices were given a different meaning through madrasa education. In Ottoman educational institutions, it was aimed to improve the standard of thinking of individuals through courses such as philosophy and logic based on rational knowledge offered within the curricula with the act of critical thinking. In this study, an answer will be sought to the problematic of how the concept of critical thinking was handled in Ottoman educational institutions and how critical thinking competence was acquired by individuals. Critical thinking in the perspective of the act of thinking, critical thinking on the historical plane, the processes of imparting critical thinking to the individual in Ottoman educational institutions will be discussed, and it will be tried to understand how thinking practices were imparted to with a methodology in curricula and books. In the study, the data were evaluated by using historical analysis and document analysis method together.

Формирование компонентов критического мышления курсантов в процессе изучения русского языка как иностранного

Introduction. One of the tasks of modern education is the formation of the competencies of the «Systemic and Critical Thinking» group. Theoretical analysis. The article reveals the meaning of the concept of critical thinking, highlights its components and substantiates the significance of the development of this thinking in the cadets of the preparatory course, since it is during this period that the skills of working with scientific literature written in Russian are laid. Empirical analysis. These methods and techniques of working with didactic material based on the texts of the disciplines of the professional cycle made it possible to increase not only interest in learning the Russian language, but also to prepare students for the analytical reading of textbooks, which contributes to the development of critical thinking. Conclusion. The article presents arguments proving the importance of the development of critical thinking in military personnel, since the study of scientific and methodological literature led to the conclusion that, first of all, grammatical skills are formed in the process of learning a language as a foreign one. Examples of tasks that form and develop the components of critical thinking are given, the methods used in the process of studying Russian as a foreign language are briefly substantiated, the purpose and objectives of studying this discipline are indicated. The article is advisory in nature, and its relevance is justified by the requirements of the educational standard of the specialty “Flight Operation and Application of Aviation Complexes”.