Bloom's taxonomy and critical thinking in teacher education

Critical thinking instruction and technology enhanced learning from the student perspective: A mixed methods research study.

The purpose of this paper is to examine the studies conducted on critical thinking in teacher education using bibliometric analysis method. Education Educational Research category of Web of Science was preferred as the database. 2,717 publications published between 1989 and 2022 were analyzed using citation, bibliographical coupling, and co-occurrence techniques. Obtained results reveal that the earliest works on critical thinking in teacher education were published in 1989. It was determined that critical thinking in teacher education was met with increased interest after 2010, and that 2019 was the year when the published papers reached a record high. An examination of the citation years of the studies showed that 2021 saw the highest number of citations. USA was found as the country with highest number of publications on critical thinking in teacher education. Most researchers publish their works on the field in the form of articles, and English is the most preferred publication language. The author with the highest citation figures in the field is found as Hwang, Gwo-Jen, while the most frequently cited work was written by Fang in 1996. Document with the highest number of links was authored by Gomez-Jarabo and Sosa in 2018. The keywords with the highest popularity in the studies of researchers in recent years, which have the highest total number of links, were identified as teacher education, higher education, education, learning, curriculum, professional development, creativity, technology, and pedagogy. In this context, researchers who will perform studies in the field are especially advised to prefer keywords with high citation rates in literature review stage. Similarly, researchers are recommended to examine the documents with high citation and link scores in the field. Finally, in their efforts to regulate teacher education policies and programs, countries are advised to find examples in national settings with high total link scores as regards critical thinking approach.

The relevance of the problem under consideration. In the process of training at the pedagogical university, the educational activities of future mathematics teachers should acquire the features of his professional activity, so in addition to mastering knowledge, must have the ability to control mental processes, justify, identify problems and find their own solutions, be able to defend their opinions, choice of elements of educational content and teaching methods in lesson design. These provisions intensify the problem of developing critical thinking of future mathematics teachers in the process of their professional training. The purpose of the study is to reveal ways to organize the process of professional training of future teachers of mathematics, which will contribute to the effective formation of their critical thinking in the study of professional mathematical disciplines. Research methods: theoretical: analysis, systematization and generalization of pedagogical and psychological research. Critical thinking is the most important component of the training of future mathematics teachers. Critical thinking of the teacher is generally defined as a type of evaluative thinking activity, based on the formed skills of a certain type, which contributes to the understanding of theoretical knowledge, translating them into practical activities and predicting results. Methods of training future teachers of mathematics, focused on the formation of critical thinking skills, includes the organization of the educational process based on involving students in active cognitive activities using various methods of working with information and development of specially designed sets of tasks.

Purpose: This study examined the influence of simulation on flexible and reflective thinking in student teachers (STs), and appraised how they evaluate its potential contribution to teacher education programs. Method: Twenty-three Israeli physical education STs participated in a simulation course. They planned teaching-learning conflict scenarios, and served as actors or volunteers in these scenarios, which were filmed and discussed. Discussions were videotaped and transcribed. Content analyses were conducted on the discussions and the written reflections. Results: STs not only increased their flexible and reflective thinking, but they gained an understanding of how to do it independently. As they were learning how to be more open-minded, they were able to feel, think, and behave authentically, and to offer a variety of solutions regarding conflictual situations. Conclusion: STs developed flexible and reflective thinking, and widened their repertoire of behaviors that succeeded in integrating thoughts and feelings into learning-teaching situations.

The article is aimed at summarizing theoretical and empirical studies on the development of students’ creative and critical thinking in ESL classes by means of information technologies and digital tools. Creativity and constructive criticism are the 21st centuries essential skills. The novelty of the study deals with critical overview of the latest multidisciplinary works. The purpose of the research is to consider the implementation of new information technologies to develop students’ cognitive skills. Creative thinking focuses on person’s abilities to come up with new, non-standard, original solutions to problems and challenges. Critical thinking means a way of thinking in which people have an attitude involving questioning such arguments and conclusions. Development of critical and creative thinking is tightly connected with the use of Bloom’s Taxonomy, a hierarchical ordering of cognitive skills. Revised Bloom’s taxonomy implies 126 digital planning verbs. Based on Bloom’s taxonomy, teachers plan educational goals and objectives, project specific methodological steps with the help of didactic tools and achieve excellent learning outcomes. Constituents of the educational process such as setting and assessment of course work, development of materials and visual aids, classroom practice, computer assisted language learning enable to enhance collaboration between a teacher and students in ESL classes. Information competence is an integral part of a foreign language teacher’s professional competence. A comparative analysis of the latest educational digital tools according to some criteria is highlighted in the paper with the purpose to popularize innovations in education. It is emphasized that information technologies act as a link between educational materials and learning outcomes and encourage students to think broadly and use skills, such as resourcefulness, imagination, constructive criticism.

With the rapid advancement of artificial intelligence (AI) technology, translation education faces both new opportunities and challenges. This paper examines the cultivation model of critical thinking in translation teaching within the context of the AI era. It aims to shift the focus from skill-based instruction to the development of critical thinking, thus enhancing the core competencies of translators in environments where humans and machines collaborate. The study underscores that critical thinking is a vital component of translation competence. It is not only crucial for addressing complex translation problems but also serves as the intrinsic value of translation education itself. In order to cultivate this skill, the paper suggests a comprehensive approach: establishing a collaborative translation learning community, integrating content that promotes critical thinking, guiding the teaching process to foster this cognitive skill, and developing an AI-enhanced evaluation system. This approach advocates that translation education should align with the principle of using technology as a tool, while preserving humanity as the foundation. By achieving a balance between technological tools and humanistic literacy, the field can ensure the harmonious development of both. This paper offers theoretical insights and practical recommendations for developing well-rounded translation professionals in the age of artificial intelligence.

<p>In the midst of an increasingly changing world, the ability to think critically has become a crucial attribute expected of university graduates. However, the endorsement of critical thinking in higher education has been challenged by the growing cultural diversity in university classrooms. Concerns about Asian students' lack of critical thinking and the appropriateness of critical thinking instruction in international education have been raised by teaching professionals. The present dissertation sought to understand the influence of culture on the teaching and learning of critical thinking in higher education. Chapter 2 presented a study examining the instructional contexts of Hong Kong and New Zealand. It was found that similar assessment methods were employed in the university courses in both cultures, but university courses in Hong Kong placed more emphasis on knowledge development whereas those in New Zealand explicitly described critical thinking in the course objectives. Chinese international and New Zealand European postgraduate students were individually interviewed to investigate the exact influence of cultural-educational contexts in Asia and New Zealand on university students' conception and practice of critical thinking (Chapter 3). Both samples of students held similar conceptions of critical thinking, but reported differences in their socialization experiences regarding the practice of critical thinking in their respective cultures. Specifically, stronger inhibition on students' practice of critical thinking was noted in Asia than in New Zealand. In Chapter 4, two studies that investigated the differences in critical thinking skills between Asian and New Zealand European students are presented. In both studies, New Zealand European students were found to perform better than their Asian counterparts on an objective measure of critical thinking skills. The difference was explained by students English language ability but not cultural factors such as cultural differences in cognitive styles or behavioral adoption of New Zealand culture. It was suggested that observed cross-cultural difference in critical thinking skills is related more to language ability rather than cultural variables. A significantly positive relationship between critical thinking skills and academic performance was found, and the relationship was not significantly different between Asian and New Zealand European student samples (Chapter 5). The relationship was also not different as a function of students' adoption of New Zealand culture, indicating that pedagogy with an emphasis on critical thinking is similarly applicable to both Asian and New Zealand European students. Overall, the present findings indicated that culture has an important influence on students' practice of critical thinking. Although there is cross-cultural difference in critical thinking skills between Asian and Western student samples, the difference appears to be related more to language ability rather than cultural factors. The present thesis provided empirical evidence to show that culture influences the educational practice of critical thinking, but the influence of culture does not necessarily impede the application of critical thinking instruction in international classrooms. With appropriate adaptation, critical thinking instruction can be beneficial to the intellectual development of students regardless of their cultural backgrounds.</p>

The scientific article analyzes the scientific and pedagogical literature and highlights the role of the facilitator as an important position of the future primary school teacher in the process of implementing STEM-education. Based on a thorough analysis of scientific and pedagogical sources, the essence of the concepts "STEM teacher", "facilitator", "facilitation" and "pedagogical facilitation" was clarified. It is highlighted that a STEM teacher is a new generation pedagogue who not only imparts knowledge, but also creates conditions for the development of students' critical thinking, creativity and innovative approach to solving problems. When implementing STEM-education, such a teacher acts as a "leader" of an integrated approach to learning, successfully combining the study of science, technology, engineering and mathematics. This paper presents the key aspects that define the role of the facilitator in the professional activities of primary school teachers in the process of implementing STEM-education. It has been determined that a STEM primary school teacher should be a qualified, creative and energetic specialist, interested in developing scientific thinking and technological literacy of their students. Being a teacher-facilitator in STEM-education in primary school requires flexibility, creativity and constant openness to new approaches. The article proves the necessity of forming the position of a facilitator in future teachers at the level of their professional training in pedagogical institutions of higher education. It is emphasised that in this context it is important to ensure a qualitative balance between theoretical and practical training of future teachers. Based on the analysis of information sources and available experience, the article provides advice to a future teacher-facilitator who will implement STEM-education in primary school: create a stimulating STEM-educational environment; engage students in practical activities; take into account the individual characteristics and interests of each student; engage students in teamwork in groups; focus on the development of critical thinking in children; encourage students to experiment and solve real problems etc.

This study examined about the Critical Thinking in Teaching and Learning session among secondary school Tamil teachers. This research consists of two objectives. First objective is to identify the use of critical thinking in teaching and learning session among Tamil teachers. Second objective is to identify the techniques to implement critical thinking in teaching and learning among Tamil teachers. Researcher have been chosen an urban secondary school at Kuala Langat, Selangor as my research area for this research. Researcher includes five Tamil teachers consists of a senior assistant dan Two form two teachers and Two form four teachers as research's sample. The types of methods used to collect data were mix method such as Quantitative and Qualitative methods. Besides that, Interview, Questionnaire and also Observation analysis methods were used to analysis the data obtained in this research. Researcher have used Bloom’s Theory for better results in this research. By using Interview and Questionnaire instruments, researcher had collected data for the first objective while do observation for the second objective. Most of the teachers used I-Think maps and do Question & Answer (Q&A) session in Tamil teaching and learning session methods to improve critical thinking among the students. As a result, all 5 teachers implement the Critical Thinking in teaching and learning lesson of Tamil. Moreover, their knowledge toward Critical Thinking is very strong and the use various kind of ways to improve Critical Thinking such as Audio, Video, and most important I-Think Map and Q & A Session to voice out.

The paper is based on the theoretical analysis of the research in the field of problem teaching with the particular reference to its function in the development of students' critical thinking in the initial teaching of mathematics. The aim of this paper is to clarify the important features of problem teaching which influence the development of students' critical thinking. Firstly, we determine the epistemological meaning of the term. Secondly, we present realistic mathematical education as an example of the modern application of problem teaching (Van den Heuvel-Panhuizen, Gravenmeier, de Lange). Finally, we present and analyze the relevant research related to the impact of problem teaching on the development of students' critical thinking. Based on the observed theories and previous research we have come to the following conclusions. Realistic mathematics education enables the use of a wide range of procedures for solving various problems, with the emphasis on the development of the reasoning skills, communication, and encouraging critical thinking among the students. The implementation of problem teaching in the initial mathematics teaching encourages the students to think critically, analyze and solve complex tasks and real problems, find, evaluate and use the appropriate sources of knowledge.

Introduction. Rupert Wegerif, Li Li, James C. Kaufman. Section 1: Theory, history and context of teaching thinking * Teaching for Thinking: Ethical Reasoning. Robert J. Sternberg * A Recent History of Teaching Thinking. Steve Higgins * Teaching Thinking: An Ideological Perspective. Yoram Harpaz * A Confucian perspective on teaching thinking in China. Li Li. * There's more to thinking than the intellect. Douglas P. Newton. Section 2: Approaches to teaching thinking * Tools for Inquiry: the role of thinking skills approaches in developing pedagogy as theory. Vivienne Baumfield. * How to improve thinking. P.N. Johnson-Laird * Thinking-Based Classroom Teaching Theory and Practice in China. Weiping Wei. * Philosophy for Children: Short and long term effects. K., J., Topping and S. Trickey. * Teaching for Successful Intellectual Styles. Li-fang Zhang. * The Prospects of Cognitive (Brain) Training as an Aid for Teaching Thinking. Oshin Vartanian and Erin L. Beatty. * Using an Informed Understanding of Styles to Enhance Learning and Teaching in 21st century Learning Environments. Carol Evans and Michael Waring. Section 3: Creativity and creative thinking * Possibility Thinking: from what is to what might be. Anna Craft * Promoting Creativity in Chinese Classrooms: An Examination Based on Educational Policies. Zhaocun Li, and Amber Lauren Johnston. * What we want impacts how we create: Creativity, motivation, and goals. James C. Kaufman, Roni Reiter-Palmon and Ryan Royston. * Integrating Knowledge Management into the Instruction of Creativity in a Blended Learning Environment. Yu-chu Yeh. * Teaching Creative Thinking in K12 Schools: Lingering Challenges & New Opportunities. Ronald A. Beghetto. * Thinking Creatively Across the Lifespan. Anna Hui. Section 4: Critical thinking and metacognition * Metacognition and teaching higher order thinking (HOT) in science education: Students' learning, teachers' knowledge and instructional practices. Anat Zohar and Sarit Barzilai. * Knowledge, disciplinarity and the teaching of critical thinking. Tim Moore. * Metacognitive Learning Environments: An approach to metacognition research. Shirley Larkin. * An Overview of Metacognitive Awareness and L2 Reading Strategies. Pingyu Liu and Li Li. * Thinking about metacognition improves thinking. Marcel V.J. Veenman. Section 5: The assessment of thinking * Do They Really Work? Evidence For The Efficacy Of Thinking Skills Approaches In Affecting Learning Outcomes: The Need For A Broader Perspective. Robert Burden. * Assessing Critical Thinking in Our Students. Heather A. Butler. * Assessing Creative Thinking: Practical Applications. Haiying Long and Jonathan A. Plucker. * Assessment for creative teaching and learning in disciplined improvisation. Vivian M. Y. Cheng. * A Model for the Assessment of Rational Thought and its Potential Operationalization. Richard F. West Keith E. Stanovich Section 6: Teaching thinking in STEM subjects * STEM Education and Problem-Based Learning Areej M. Adel El Sayary, Sufian A. Forawi, and Nasser Mansour * The Teaching and Learning of Probabilistic Thinking: Heuristic, Informal and Fallacious Reasoning. Egan J Chernoff and Bharath Sriraman. * Cognitive Acceleration through Science Education: The CASE for thinking through Science. Mary Oliver and Grady Venville. * Epistemic practices and thinking in science: fostering teachers' development in scientific argumentation. Sibel Erduran and Merce Garcia-Mila. * Teaching Engineers to Think Creatively: Barriers and Challenges in STEM Disciplines. David H Cropley. * Teaching Mathematics Creatively. Ai-Girl Tan Section 7: Teaching thinking through collaboration and new technology * Technology and teaching thinking: why a dialogic approach is needed for the 21st Century. Rupert Wegerif. * Catalyzing Collaborative Learning and Collective Action for Positive Social Change through Systems Science Education. Michael Hogan, Owen Harney and Benjamin Broome * Becoming a questioner in a philosophy class. Baruch B. Schwarz and Ben Zion Slakmon * Thinking, Interthinking, and Technological Tools. Simon Knight and Karen Littleton.

In the Republic of Congo, formal teacher training is comprised of both theoretical and practical components. Theoretical training takes the form of theoretical courses within the training institution itself. On the other hand, practical training takes place in professional settings such as secondary school. The purpose of this comparative study was to identify the conceptions of critical thinking development held by pedagogical supervisors and student trainees. Rooted in a qualitative methodological approach, this research was based on Eric Lavertu's (2013) conceptual approach to the development of critical thinking during internships. Eight (08) pedagogical supervisors and nineteen (19) student-interns voluntarily participated in the study via focus groups. The results revealed a categorization of several didactic-pedagogical devices for the development of student-interns' critical thinking, according to both the pedagogical supervisors and the studentinterns themselves. To foster the development of critical thinking in student trainees, the devices mentioned specify that the supervisor must implement a supervisory pedagogical approach anchored in a socio-constructivist paradigm to accompany the student's development while employing a reflective approach in coaching. In addition, these systems stress the importance of placing the student at the center of their learning, making them a real player in their own development.

This paper investigates the implementation and impact of critical thinking instruction in political science courses across UK universities. Utilizing a mixed-methods approach, the study evaluates how critical thinking is integrated into curricula and its effects on students’ political analysis skills. Surveys, interviews, and classroom observations were conducted with students and instructors from ten diverse universities. Findings indicate significant improvements in students’ abilities to analyze arguments, evaluate evidence, and engage in political discourse following critical thinking instruction. Pedagogical strategies such as debates, problem-based learning, and reflective writing were identified as effective, although challenges such as resource limitations and student resistance were noted. Theoretical implications are discussed, emphasizing cognitive and constructivist learning theories. Practical recommendations are offered for educators and policymakers to enhance the integration of critical thinking in political science education. This study contributes to the discourse on educational best practices and underscores the importance of critical thinking in preparing informed and capable political science graduates.

The study aimed to examine the impact of analysis of relevancy of secondary school curriculum with Bloom's Taxonomy in KPK. The study investigated This study investigates the relevance of the Secondary School curriculum in KP with Bloom's Taxonomy, a widely recognized framework for categorizing educational objectives across cognitive domains. Through inclusive review of curriculum content and teaching methodologies, study identifies significant gaps in the integration of higher-order cognitive skills within the curriculum in APS PMA Kakul and Burn hall school of Abbottabad. The population of the study includes all the teachers of APS PMA Kakul and Burn hall school of Abbottabad. The mean academic achievement score of teacher was calculated and compared with the teachers interaction score after making a data matrix. The data was analysed and study found that collaborative approach with the relevance of SSC science curriculum in KPK to Bloom's Taxonomy is a critical factor in shaping future of science education in the region. Addressing these gaps over curriculum reform and teacher training, as vital to ensure students’ critical thinking and problem-solving skills necessary for success in higher education and beyond.

Problem and goal. An urgent problem in higher education is the search for effective forms of learning that have didactic potential in terms of developing systematic, critical, creative, and other types of thinking demanded by the digital society. The authors propose to actively involve students in designing quests in the format of a collection of puzzles to develop critical thinking as a universal skill that meets the challenges of transformation and globalization. The purpose of the study is to study the influence of the participation of future teachers in the activity of constructing a quest as a collection of puzzles on the level of formation of their critical thinking. Research methods. At the stage of obtaining theoretical generalizations, an analysis of scientific works on the problem of gamification of learning and the use of digital resources for the intellectual development of the individual was used. The questions of the author's test for diagnosing critical thinking were compiled taking into account Bloom's classification. The quest, as a series of tasks united by a single didactic plot, is implemented in the environment of the Kvestodel designer. 60 students of Vyatka State University (Russian Federation) were involved in the design of a collection of puzzles for educational purposes. Training program - Pedagogical education, bachelor's level. Statistical processing of data was performed using Pearson's χ2 (chi-square) criterion. Results. Collections of puzzles are designed and used in the study of the disciplines “Modern Information Technologies” and “Technologies of Social and Professional Interaction” according to the following plan: analysis of educational needs and capabilities of teachers; studying the digital resource and its functionality; working in an environment for designing an escape room; presentation and defense of the project; application of a complete series of tasks in practice. Statistically significant differences were revealed in the qualitative changes that occurred in the pedagogical system (χ2 = 6.533; p < 0.05). In conclusion, the conditions are formulated under which, involving students in the design of quests as a collection of puzzles, will contribute to the creation of additional resources for the development of critical thinking: highly creative activity, participation in discussions, selection of sources and search for information, analysis of opinions (decisions), individual and group work on thinking through a series of tasks.