Teaching Of Critical Thinking Research Articles

A Digital Tool for Argument Standardisation

In PHIL1037: Critical Thinking, a first-year compulsory unit in the Bachelor of Arts at Macquarie University, mastering the structure and evaluation of arguments is an essential learning outcome. The process through which students learn to do this is argument standardisation. The need for a tool arose from challenges in traditional critical thinking instruction, where the explicit and systematic representation of arguments is often overlooked. Dwyer et al. (2002) describe argument mapping as a visual representation of text-based arguments using a ‘box-and-arrow’ style flow-chart. Their research suggested that argument mapping can reduced cognitive load and facilitate both learning and cultivation of critical thinking skills. To address these challenges, we developed a digital Argument Standardisation Tool, taking into account feedback from PHIL1037 students and instructors. The tool is designed to help students identify and represent the premises and conclusions of arguments while disregarding non-essential elements. It provides a workspace for students to input statements, organise them into structured arguments, and label components such as conclusion, main premises, sub-premises, convergent, or linked. Key features include free text entry, labelling, logical ordering, sharing, saving and downloading of work for future use. This structured representation clarifies complex reasoning and supports critical analysis whilst ensuring an accessible and efficient process. The theoretical foundation of our tool is supported by research on argument mapping and cognitive science. Studies by van Gelder (2005) and Dwyer, Hogan, & Stewart (2012) highlight the benefits of explicating argumentative relationships, which our tool achieves through visual and textual representation. Gelder's emphasis on systematic skill development and practical teaching strategies guided our design to incorporate structured and iterative practice sessions. Meanwhile, Dwyer et al.'s findings inspired us to integrate visual representation techniques to clarify the logical structure of arguments and promote iterative analysis. Key stakeholders identified critical features for the tool: a general workspace for initial text input, a structured area for building arguments with appropriate labels, automatic logical ordering, and easy error correction. The tool also allows premises to be labelled as linked or convergent, ensuring an accurate representation of argumentative relationships. The tool was launched in Session 1, 2024. Initial feedback (n=80, representing an 80% response rate from the course) indicated high satisfaction, with an average user-friendliness and effectiveness rating of 8/10. Ninety-two percent of respondents reported an enhanced learning experience, 82% found it facilitated collaboration with peers and staff, and 48% anticipated using the tool in future studies. Initial implementation results are promising, indicating strong user engagement and effectiveness in enhancing critical thinking skills. The next phase will be informed by continued feedback from students and instructors, to refine the tool and explore its potential applications across other disciplines within the university. The Argumentation Standardisation Tool is a major advancement in TEL, enhancing teaching and learning of argumentation. It supports critical thinking in PHIL1037 and offers a model for future TEL initiatives in higher education. Given the broad applicability of critical thinking skills, this tool could be adapted for various disciplines, where effective argument analysis is essential.

Integrative Learning Strategies for Enhancing Critical Thinking in Islamic Religious Education

This research employs a qualitative approach to explore integrative learning strategies aimed at enhancing critical thinking skills in Islamic Religious Education at the secondary school level in Padang, Indonesia. The study involved four teachers and 120 students from various classes to provide a comprehensive perspective. Given the increasing importance of critical thinking in education, especially in subjects that shape students' moral and ethical foundations, this research emphasizes the crucial role of developing these skills within Islamic Religious Education. Data were collected through direct classroom observations, in-depth interviews with teachers and students to capture their experiences and insights on the strategies used, and a detailed analysis of relevant teaching materials. The findings reveal that group discussions create a dynamic environment where students can exchange ideas, broaden perspectives, and develop critical arguments. Case study analyses enable students to connect religious concepts to real-life situations, reinforcing the practical significance of religious teachings. Problem-solving activities promote logical, systematic, and reflective thinking skills, especially when addressing complex moral and ethical dilemmas. The study also highlights that these strategies not only enhance students' critical thinking but also increase their active engagement in learning, deepen their understanding of religious teachings, and foster a reflective approach toward moral values. This research offers an in-depth understanding of the effectiveness of integrative learning strategies in Islamic Religious Education and underscores their relevance in preparing students to meet the demands of modern education, which prioritizes critical thinking skills.

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.

Visualization of AI Accuracy: A Novel Assignment for the Teaching of Critical Thinking and Science Writing

Background Rapid changes brought on by generative artificial intelligence (AI) have emphasized the need to teach students to work with this technology while also developing the “robot proof” human skills future workers will need, such as creativity, communication, and critical thinking. Objective The study objective was to explore whether a fact-checking, generative-AI assignment, inserted between the outline, and first-draft stages of a student's literature review writing process, would relate to student classification, perceptions of AI accuracy, and future trust in AI-generated content. Method Students in upper and lower division psychology classes used AI to generate a literature review on their final paper topic, which they then fact-checked for accuracy and usefulness using a color-coded system. Results Lower division students expected more inaccuracy, highlighted less information as inaccurate, and reported greater future trust of AI-generated content than upper division students. Conclusion Students with more experience critically evaluating primary sources may be better equipped to detect inaccuracies within AI-generated content. Teaching Implications Teachers of any course requiring a literature review paper may use this assignment to encourage student use of AI with a critical eye toward recognizing where that content is incorrect.

Enhancing critical thinking skills of EFL learners in Beninese secondary schools: Strategies and implementation

This paper investigates effective strategies for fostering critical thinking skills among English as a Foreign Language (EFL) learners in Beninese secondary schools. Critical thinking is essential for language and literacy development, as well as success in all domains. The importance of critical thinking in educational contexts is particularly crucial in a multicultural and diverse setting like Benin. This mixed-methods study combines qualitative interviews with EFL teachers and quantitative surveys with secondary school students to identify effective strategies. Results indicate that collaborative learning, inquiry-based instruction, problem-solving tasks, critical reading and writing exercises, and the integration of real-world issues into the curriculum are effective approaches. The study's findings suggest that incorporating these strategies into EFL instruction can significantly enhance the success of teaching and learning critical thinking in Beninese secondary schools.

The troublesome nature of learning to teach critical thinking: Using Threshold Concepts Theory to support Teacher Education

Teaching critical thinking is fundamental for students’ academic success and helps to equip them for life after university. There are some studies which discuss teachers’ perceptions of the barriers regarding the teaching of critical thinking. However, more empirical evidence is needed about the actual challenges which educators experience when learning to teach it. Using the lens of threshold concepts theory, this small-scale collective case study examines the barriers encountered by 14 HE educators in the UK, as they experimented with teaching critical thinking in their disciplinary contexts. Educators identified the troublesome and transformative nature of learning to do so experienced through shortcomings in curricula, learning environment and ways of thinking and practising. These findings suggest that the process of learning to teach critical thinking could be a threshold concept of higher education which supports educators to think differently about how to teach this subject. It provides initial considerations for professional development programmes and resources to support educators to overcome their barriers and learn to teach criticality within their disciplines.

The dark side of critical thinking and the need to restore learning relationships

In the 20th century, critical thinking emerged as an important ideal in and aim of education. Hardly anyone opposes critical thinking, its weight is re-enforced in debates on education and its positive value is largely taken for granted because of the manifold promises it carries. However, in this paper I will challenge critical thinking as an aim of and unanimous positive value in education. The climate for critical thinking has changed in the course of modernization, since modern society no longer carries an open inviting view of the future; rather, it has been overloaded with dystopian energy and meaning as a result of negative and affirmative critical thinking to the extent that is it becoming self-crippling and existentially alienating. In the paper, I discuss different and significant views of critical thinking in education and higher education in order to highlight why and in what ways it is cherished and extolled in education. I argue that processes of reflexive modernization in society have altered the conditions for critical thinking to the extent that the imaginaries, institutions and practices we used to trust and still rely on in social life and in education are paradoxically dead and alive. In this context, I explicate a dark side of critical thinking that we can no longer neglect. I argue that quite common ways of doing critical thinking may have self-crippling, existentially alienating and dystopian dynamics and effects in times when we need confidence and trust the most. Consequently, no matter how much we cherish critical thinking we are no longer in a position to think of it as an unanimous good or as an ultimate aim of education. Critical thinking is, like many practices obstructed by reflexive modernization, full of self-serving fictions, nurturing its status as an all-but-only-good-purpose skill. There is a need to rethink critical thinking, its role and status in education and restore its learning relationships without falling prey to its darker dynamics, or so I argue.

Different Approaches to Enhance Critical Thinking in Digital Education

. This paper explores the integration of critical thinking (CT) in English language teaching, emphasizing its vital role in both academic and professional settings. Although critical thinking is frequently highlighted in curriculum guidelines, many English language teachers find it challenging to effectively teach these skills. This study reviews various approaches to CT instruction, including general, infusion, immersion, and mixed methods, and evaluates their effectiveness in enhancing students' critical analysis and reasoning abilities. It highlights how CT is linked to language proficiency and cultural context, noting the potential resistance due to traditional teaching methods and lack of materials. The discussion includes practical strategies for fostering CT in the ESL classroom, such as Socratic questioning, genre awareness, corpus analysis, and collaborative work. Additionally, the study examines simulation/game-based approaches and content-based instruction as effective methods for embedding CT in language learning. Results indicate that the infusion and immersion approaches are particularly successful in subject-specific CT development, while the mixed approach provides a balanced methodology. The paper concludes by stressing the importance of teacher training in CT and the necessity of creating a supportive learning environment to reduce student anxiety. By fostering critical thinking, ESL educators can better prepare students to navigate complex academic and professional landscapes, ensuring their long-term success. This study underscores the need for a nuanced understanding of CT and the careful scaffolding of language to enhance students’ analytical skills.

Can the infusion teaching of critical thinking improve Chinese secondary students’ critical thinking and academic attainment? Findings from a randomised controlled trial

Critical thinking has been recognised as a core skill in the latest English curriculum standards for secondary schools in China. However, the current state of critical thinking education in China remains underdeveloped. Although some Chinese secondary schools have reported success in infusing critical thinking into regular teaching, there is little evidence of its impact as no independent robust studies have been conducted. The aim of this study was to determine whether the infusion of critical thinking in the regular curriculum has any impact on improving Chinese secondary students’ critical thinking skills and academic attainment using a more robust research design that can establish causation. Twenty-one English language teachers and 2,011 Grade 8 students from four rural secondary schools in China participated. The intervention was delivered by 11 experimental English language teachers once a week for three months. The impact of the intervention was measured by differences in modified standardised critical thinking skill tests. A process evaluation, including class observations and interviews, was also conducted to determine fidelity to the treatment. The results indicate a small positive impact of the infusion teaching on students’ critical thinking skills. Therefore, it is feasible and promising to infuse critical thinking into the English curriculum in China's secondary schools. However, the positive impact was not observed in academic attainment outcomes. The trial provides policy and educational practice recommendations to support the development of critical thinking skills among Chinese students.

Approaching Cognitive Bias in Critical Thinking Instruction

Research has increasingly identified how cognitive biases can filter and influence thinking before people are consciously aware of them. These findings have led some scholars to question the traditional critical thinking framework, which seeks to analyze and evaluate thinking processes that are typically inaccessible and rethink how to approach conventional critical thinking pedagogy. This paper first describes critical thinking instruction and the importance for it to include a framework for bias mitigation. Three types of activities are then introduced to facilitate bias mitigation, which include promoting a general mindset to encourage open-mindedness, integrating awareness-raising strategies to show that certain biases can impair rationality, and intervention strategies to target and reduce the negative outcomes of cognitive bias. Instructional strategies and interventions to contend with cognitive biases in different contexts are described to give instructors a clear understanding of some practical and powerful tools that can be used immediately to address the adverse outcomes of cognitive bias that can limit and undermine rational thinking processes. 認知的バイアスは、人々が意識的に気づく前に思考にフィルターをかけ、影響を与えることが、過去の研究によって明らかになりつつある。バイアスはしばしば目に見えず無意識的であるため、思考プロセスを分析・評価しようとする従来のクリティカル・シンキングのアプローチは不適切でり、従来のアプローチ方法が再考されるようになった。本稿では、思考に偏りがあることを示す啓発戦略と、認知バイアスの否定的な結果を標的とし軽減する介入戦略を統合する枠組みを提供し、さらに、クリティカル・シンキングの指導を改善するための最近の研究を紹介する。合理的な思考プロセスを制限し、損なう可能性がある認知バイアスの悪影響に対処するために、すぐに使える、実用的かつ強力なツールについて教師が明確に理解できることを期待して、さまざまな文脈における認知バイアスと闘うための指導戦略について述べる。

Critical Thinking in Education: Skills and Strategies

Critical Thinking in Education: Skills and Strategies

Third-generation nursing schools can lead to improved teaching of critical thinking and problem-solving skills among nursing students

To the Editor Considering social, economic, environmental, and internal developments within universities, the need for medical universities, particularly nursing schools, to transition into third-generation universities has become evident [1]. Given the extensive changes in the field of medical sciences and society's needs, shifting perspectives on university education is necessary. Unfortunately, outdated university curricula, the lack of alignment between educational planning and global changes, reliance on traditional teaching methods, and the absence of creative skills among students are some of the main obstacles preventing universities, especially medical and nursing schools, from fulfilling their educational missions [2]. Meanwhile, the higher education system in each country is responsible for training specialized workforces [2]. Undoubtedly, the economic and social added value of any society depends on the performance of its universities. Moving toward third-generation nursing schools is an inevitable process [1].

Brain and Critical Thinking in Education: A Bibliometric Review and Wordcloud Analysis

Brain and Critical Thinking in Education: A Bibliometric Review and Wordcloud Analysis

Critical Thinking as a Pedagogical Category: A Comparative Aspect

The article is dedicated to a comparative analysis of critical thinking as a pedagogical category in the works of Ukrainian and foreign researchers. Critical thinking is considered as a necessary component of modern education aimed at developing students' abilities for analysis, synthesis, and making informed decisions in various life situations. Various approaches to the development of critical thinking in education in Ukraine and abroad are analyzed; common and distinctive features in the scientific approaches in the works of Ukrainian and foreign researchers are identified. During the research, methods of comparative analysis, systematic approach, synthesis, and generalization of scientific and pedagogical literature were applied. It is concluded that the development of critical thinking is a key factor in improving the quality of education. It has been proven that the integration of the best foreign practices into Ukrainian educational programs will contribute to the preparation of highly qualified specialists capable of adapting to the conditions of a globalized world. The prospects for further research are outlined, including the development of innovative techniques for the development of critical thinking, taking into account the specifics of Ukrainian education and the needs of modern students.

Investigating Critical Thinking Skills in Debate Class through the Use of the Case Method

Classroom debates serve as a pedagogical tool to enhance students' critical thinking skills. This study investigates classroom debate and case studies as tools to augment students' critical thinking abilities. There are still many students whose critical thinking is still lacking in daily life and in supporting their education. With this debate class, students can improve their critical thinking because they are faced with a case study that students must solve. It explores the significance of critical thinking in education and classroom debates' role in fostering critical thinking, oral communication, and independent learning. The research conducted for this study employed descriptive qualitative research methods to investigate the impact of classroom debates on students' critical thinking skills. Participants came from Tidar University students who had previously attended debate classes in the 3rd and 4th semesters. The sample we processed the data from was 31 participants. The findings indicate that the debate sessions have substantially improved students' thinking abilities, as demonstrated by their enhanced capacity to identify assumptions, evaluate pertinent and coherent evidence, and identify logical fallacies in arguments. Case method in debate class also helps students to support problem-solving skills that can improve their critical thinking ability. Furthermore, this article proposes incorporating case study activities within debates to enhance students' critical thinking skills further, ultimately benefiting them in their academic pursuits.

Critical Thinking as an Integrative Process: Debating Wolves in Yellowstone

Abstract The topic of critical thinking has engaged philosophers, psychologists and educators for well over one hundred years. Amid polarized political attacks on the teaching of controversial issues, however, education in critical thinking appears to be nearing a new low, not only in the United States, but also in other countries being torn by partisan politics. This article reviews the ebb and flow of critical thinking efforts, suggests explanations for their discouraging results, and proposes a way forward that treats critical thinking as an integrative process advanced by Mary Parker Follet, and more recently espoused by Bruno Latour and Donna Haraway. In the exploratory spirit of John Dewey and Alfred North Whitehead, I am introducing this essay, not with analysis or theory, but with a narrative of educational events in all their richness of context. These events describe how middle school students addressed the question of whether wolves should be removed from the endangered species list in the Northern Rocky Mountains of the United States. In the course of this discussion, I wish to demonstrate that thinking critically requires moving beyond winning, losing, or compromising to resolution of conflict, and furthermore, understanding that even stable resolutions must be revisited as events change.

Effect of using multiple representations in teaching mechanics problem-solving on engineering students’ academic performance in Rwanda

In recent years, the use of multiple representations in physics teaching and learning has become more common. This study sought to determine if engineering students’ performance in Rwanda might be improved by the use of numerous representations when solving mechanics problems. Multiple representations improve students’ comprehension and recall of mechanics ideas, supporting efficient teaching methods and critical thinking. This study employed a quasi-experimental research design with pre-and post-test control and experimental groups. A total of 100 students were enrolled in the study, divided into two groups: the experimental group consisted of 52 students who received instruction using multiple representations, and the control group consisted of 48 students who received instruction using traditional methods. In the study, students’ performance was measured before and after intervention using a mechanics test. The mechanics problem-solving pre-test findings indicated a p-value greater than 0.05 between the control and experimental groups, indicating no statistically significant differences between the two groups. A post-test revealed a p-value < 0.001 between the groups, indicating that the experimental group outperformed the control group significantly. According to the findings, engineering student’s academic performance in physics can be improved through the use of multiple representations in teaching and learning mechanics problem-solving. This study will support the development of Rwandan education policies, instructional approaches, and global pedagogy are all supported by this study.

University lecturers’ lived experiences of teaching critical thinking in Australian university: a hermeneutic phenomenological research

AbstractThe study explores insights into the phenomenon of Australian lecturers’ lived experiences of teaching standalone critical thinking units within associate degree courses at one university in Victoria, Melbourne, Australia. The study makes an original contribution by focusing upon the experiences of teaching staff in Australian universities in relation to teaching critical thinking, particularly from a Heideggerian hermeneutic phenomenological and Gadamerian hermeneutic theoretical and conceptual framework. At present, there are no unified methods, frameworks, or models of teaching critical thinking in Australian higher education. This problem for lecturers is an important aspect of a university education that is not well understood. This is a global educational issue and is a matter of teaching and learning concern worldwide in tertiary education (e.g. United States of America, New Zealand, Canada, and the UK). Although, several studies have been conducted on teaching critical thinking from the perspective of university lecturers. There is limited research that focus on teaching staff in Australian universities’ experience with teaching critical thinking that has used Heidegger’s hermeneutic phenomenology and Gadamer’s hermeneutic circle, interpretive approach in gathering data. Using interviews, data is conducted with three first-year undergraduate Australian university Ph.D. lecturers. During the analysis of the empirical data, three themes were significant in revealing the key findings: (a) Dwelling; (b) Sorge, and (c) Concern. The comprehensive understanding of the results was that the challenges university lecturers faced in developing students to thinking critically provided new pedagogical curriculum insights for the teaching and learning of a standalone critical thinking unit within the associate degree course.

Annotating Throughout or Annotating Afterward: Preservice Teachers’ Experiences with the ANNOTO Hyper-Video in Blended Learning

This study aims to explore the perspectives of pre-service teachers (PSTs) regarding their experiences with the ANNOTO personal note feature within a blended learning (BL) context. Employing qualitative research methods, the analysis incorporates reflections from 45 PSTs, insights derived from two focus groups, and data gathered through semi-structured interviews. The objective is to comprehend how PSTs engaged with ANNOTO’s personal note during their learning experiences and how they perceived its role in shaping their professional development. The findings underscore a predominantly positive experience among PSTs, with their perceptions linked to heightened motivation and meaningful learning. Additionally, the study identified three distinct annotating styles—annotating throughout watching, annotating after watching, and a combination of both—each associated with enhanced concentration, memory prompting, and improved writing skills. Furthermore, PSTs articulated professional insights related to teacher and student agency, encompassing themes such as the use of video as a teaching tool, active learning, self-directed learning, scaffolding, critical thinking, and temporal considerations aligned with students’ needs. The principal implications center on the necessity of engaging in discussions with PSTs regarding the integration of hyper-video and the pedagogical approaches it may endorse.

Investigating the impact of critical thinking instruction on writing performance: A multilevel modelling analysis of relative gain data in the Australian national assessment program

Critical thinking is an international educational and economic priority, as are writing and effective communication skills. Little is known, however, about how these skills interact or whether instruction in one skillset has transferable benefits to the other. Given declining performance in writing skills in the Australian context, evidence that critical thinking instruction improves students’ writing performance should be of interest to policy makers and school leaders. In this quasi-experimental retrospective cohort study, we utilised multilevel modelling to examine the effects of direct online critical thinking instruction on writing performance by Queensland state school students as measured by results from the Australian standardised testing scheme (NAPLAN) assessing writing structure, grammar, and spelling. Receiving critical thinking instruction correlated with significantly higher relative gains in academic performance across literacy domains and year levels compared to a comparable numeracy instruction control. We argue that these findings indicate a transfer of cognitive skills developed through critical thinking instruction to literacy domains and discuss the potential mechanisms underlying these effects. We summarily hypothesise that improving students’ ability to identify, analyse, construct, and evaluate arguments empowers them to navigate the cognitive and metacognitive demands of academic writing with greater ease, leading to improved outcomes in standardised test settings and on writing tasks more generally.