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

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.

<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 purpose of the study was to identify and analyze the contributions made to the development of critical thinking in the educational field. Therefore, the examination corresponds to a systematic review design of basic research. The information was collected using the bibliographic and systematic search of documents in different reliable databases. Twenty articles were selected. From the documentary review, it has been determined that the most prevalent investigations have been quantitative, descriptive, qualitative, and mixed. It was found that the development of critical thinking is essential to becoming a whole person. This implies that the subject can define or fully understand a situation or problem that guides him towards its solution. In this context, as a critical thinker, a student must develop specific capacities that are constantly stimulated so that they can be sufficiently enhanced to become an actual skill.

Critical thinking is essential for success in the 21st century, particularly in language learning. This study explores pre-service English language teachers’ (ELTs) perceptions and practices regarding critical thinking instruction in Indonesia. Through a qualitative case study approach, semi-structured interviews were conducted with two pre-service ELTs from a private university in Yogyakarta. Thematic analysis revealed a rich tapestry of insights into the participants’ understanding of critical thinking, their perceived importance in language learning, and their willingness to integrate critical thinking into their teaching practices. The findings highlight the significance of critical thinking in language acquisition, as it empowers students to analyze complex information, evaluate diverse perspectives, and form informed judgments. Participants emphasized the need for incorporating critical thinking strategies into language teaching to enhance students’ cognitive abilities and facilitate deeper understanding. Nevertheless, the study also identified potential challenges, including the uneven distribution of critical thinking practices across the education system and the need for specialized teacher training to implement critical thinking instruction effectively. The study contributes to understanding pre-service ELTs’ perceptions and practices of critical thinking in Indonesia. It also provides valuable insights for teacher training programs, curriculum development, and future research investigating critical thinking instruction in English language teaching.

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.

Teaching critical thinking skills is far from being an easy undertaking. Educators take it for granted that their knowledge of critical thinking makes them ready for critical thinking instruction. Within this framework, this study investigates the Moroccan educators’ perceptions of critical thinking basics together with their perceptions of critical thinking instruction. To do so, 90 English as foreign language (EFL) teachers and lecturers belonging to middle- and high-school and higher education filled in a questionnaire that was adopted in previous studies (Stedman and Adams, 2012). Findings show that regardless of the level being taught, the respondents replied to the questions related to their perceptions of critical thinking concepts with moderate consistency and accuracy. Similarly, many of their reactions to critical thinking instruction show they need more confidence to teach it. Article visualizations:

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.

Critical thinking and collaboration skills are fundamental skills that must be owned by teachers in the 21st- century. Critical thinking skills make teachers more sensitive and critical of the teaching and learning process so the teachers can continue to improve the quality of their learning. Improving the learning process will be maximized if a teacher collaborates with other teachers to design improvements in the teaching and learning process. The development of critical thinking and collaboration skills will be maximized if they realize the importance of having these skills. The purpose of this paper is to outline the opinions of prospective teacher students about how important the development of critical thinking and collaboration skills for prospective teacher- students. The method of this research was descriptive and literature study. Data retrieval was carried out through questionnaires that were given to 224 prospective teacher students at Universitas Negeri Malang. The questionnaire was filled out by 63 postgraduate and 161 undergraduate students. The purpose of the questionnaire was to find out the opinions of prospective teacher students about how important the development of critical thinking and collaboration skills is. Analysis of the data was carried out using qualitative analysis techniques. The results of the questionnaire showed that all prospective teacher-students agree that the development of critical thinking and collaboration skills is important, especially for prospective teacher-students. These results indicate the need for developing critical thinking and collaboration skills for prospective teacher-students through various models/methods/strategies in learning.

In the second decade of the 21st century, there is an ongoing discussion on the value of online classes in higher education as the implementation of new technologies in the higher education processes is on the rise. The main questions that are emerging are the level of interactions, quality of knowledge transfer, and development of critical thinking. Several previously conducted research concluded that online models of higher education teaching add more value than traditional methods, and some of the research has shown the shortcomings of online higher education programs. The pandemic of Covid-19 disease caused by a Corona Virus (SARS-CoV-2) has forced most of the higher education institutions in Europe to transfer almost the entire educational process to online platforms. In this paper, the satisfaction of the teachers and the students with the online classes’ effectiveness regarding the teacher-student communication, knowledge transfer, and development of critical thinking in the case of the School of Engineering Management in Belgrade, Serbia, is researched through a short survey and interviews. Statistical analysis has shown that there is a statistically significant difference between students' and teachers' satisfaction. Furthermore, in short interviews, it is shown that the students are more receptive to knowledge transfer, teacher-student communication, and the development of critical thinking through online classes than the professors. As the sample is small, further empirical research on the wider sample is needed in order to get more compelling conclusions.

The ability of critical and reflexive thinking is necessary not only for the learning process, in the labor market employers also appreciate specialists who are able to make reasoned decisions, adapt, think and analyze their own and the actions of others. Many methods declare the development of critical thinking in students of higher educational institutions, but, unfortunately, do not measure the actual progress using verified methods for assessing the level of critical thinking. The article offers the results of a study of the effectiveness of the allocated course, aimed at the development of critical thinking among future chemistry teachers. A dedicated course of special seminars aimed at developing critical thinking conducted entirely in an online format in the first months of the COVID-19 pandemic, and considered as an online course using limited methods, but no less effective. The effectiveness of the special seminar course tested by adapting selected questions from the Watson-Glazer questionnaire before and after the course for the control and experimental groups. Then, by comparing the relative values, it was found that for the main five targets (evaluation of approval, interpretation, recognition of assumptions, deduction and the ability to draw conclusions), the experimental group showed an increase compared to the control group. It is prove that the students with whom the course passed, in absolute terms, showed an improvement in all measured parameters by 34% compared with the control group.

The article analyzes and compares Bloom's traditional and revised taxonomy, focusing on the cognitive domain and, in particular, on knowledge. A two–dimensional model of Bloom's revised taxonomy is proposed for consideration, since an interesting situation has developed in Kazakhstan education now - the hierarchy of cognitive skills is used from the classical taxonomy, while the concept of active verbs is already used from the revised one. We believe that it is necessary in this case to fully use the revised concept, and the article provides an example of a matrix for formulating educational goals. Particular attention is paid to the cognitive skill of application, which some classify as the lowest level of thinking, while others consider it the highest. The article suggests that this skill is transitional, echoing both levels. In addition, the article explores the relationship between critical thinking and Bloom's taxonomy in the context of teacher training. It is considered how the use of Bloom's taxonomy can contribute to the development of critical thinking in future teachers, and what advantages this may have in educational practice. The article provides a better understanding of the evolution of the taxonomy and descriptions of cognitive skills and abilities presented in Bloom's taxonomy, their role in the formation of competent teachers with the ability to think critically and effectively apply knowledge in the learning environment.

Augustine's concept of the deep self provides a basis for a complex and many‐faceted account of critical thinking. He uncovers the moral sources of thinking in the inner depths of the self and shows that critical thinking presupposes radical self‐reflection ready to face the truth about oneself. Self‐knowledge assumes transparency, consciousness of the corrupt desires and prejudices that distort one's thinking. Unresolved guilt endangers transparency and thereby makes it difficult to become aware of the vices distorting one's perspective on reality. That is why human beings need divine grace that gives them the courage to face their corruption. For Augustine, the problem of critical thinking is part of a larger problem about how the human self and identity are formed, which factors influence the process, and how a person comes to know herself. Augustine writes an open account of his life in order to clarify this problem. His intention is to make sense of the nature of his self by thinking carefully who he is and how he became who he is. Augustine seeks to find an answer to this question both philosophically and autobiographically, by analysing the factors that influenced the formation of his own identity and the development of his self‐knowledge and by reflecting philosophically on the nature of these influences. Reason is one essential part of the human soul. Since God has given reason to human beings, it must have a purpose. Augustine seeks to clarify this purpose by reflecting on fundamental epistemological questions: What is knowledge and where does it come from? What is the relationship of human reason to knowledge? How can one reach ultimate knowledge? According to Augustine, human reason and perception have been formed to acquire knowledge about reality. If God had not made human reason and perception fitting for their task, knowledge would be completely unattainable. Since God has made human reason capable of acquiring reliable knowledge, reason has an important task in the spiritual development of human beings. It is especially useful when trying to make clear conceptual distinctions. Reason does not, however, function independently of the will and the emotions. For reason to acquire a reliable grasp on reality and to understand things properly, the human heart must love the truth, the good and the right sufficiently to face its own prejudices and to gain self‐knowledge. Critical thinking has, therefore, certain crucial preconditions, according to Augustine. The aim of this article is to clarify the structure of these preconditions. (1) In order to think critically, one has to distinguish between how reality appears to one and how it is in fact. (2) There is a close connection between willing and thinking, between one's deepest desires and one's view on reality. (3) One cannot distinguish reality from appearances unless one realizes how corrupt desires and prejudices distort one's perspective on reality. (4) In order to be able to face one's evil desires and become conscious of their distorting influence, one needs the courage to face one's depravity. Such a courage presupposes God's grace and his promise of forgiveness, since without divine grace human beings try to cover up the truth about themselves and remain unconscious of the distorting influence of their evil desires. (5) One needs a source of light that enlightens the deep recesses of the self and shows it in the true light but is yet external to the human being and independent of him. (6) This source of inner light has to be of a personal nature to provide the learner with the possibility of inner dialogue. Augustine assumes that God is the inner teacher of every human being. A crucial factor in the development of critical thinking is that one becomes more dialogically engaged with the inner teacher.

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.

Today, the need for the formation and development of critical thinking attracts more and more attention from foreign and domestic scientists. It was found out that this is primarily due to the lack of independence, social orientation, motivation and effectiveness of thinking of the younger generation. There is a tendency to increase the flow of information with which a person interacts on a daily basis, but the question arises not only of perceiving and memorizing this information, but also of critical understanding, highlighting important characteristics, and achieving the truth of knowledge. The development of critical thinking becomes the main task of education, in particular higher education, it is an important component of the intellectual development of future teachers. The article considers the need to develop critical thinking skills in future educators. The didactic features of the mentioned phenomenon among students of higher education in the specialty 012 Preschool education during the study of the discipline «Formation of soft skills of a modern specialist in preschool education» were revealed. Education focused on the development of critical thinking is an urgent methodological problem of modern education. Techniques for the development of critical thinking make it possible to obtain positive results in the formation of active mental activity of students. The specified type of thinking is aimed at developing skills for working with information, the ability to analyze and apply this information in solving professional situations. Based on the analysis of scientific literature, the interpretation of the concept of «critical thinking» from the perspective of psychological and pedagogical science, namely the views of researchers of the past and modern scientists, is highlighted. The author describes the methods and techniques of developing critical thinking. Among them, the following were found to be effective: «INSERT», «Open microphone», «Brainstorming», «Conjecture tree», «Written discussion», «Thick and thin questions», «PRES-formula», «Fishbone». The specified methods and techniques accustom students to independent thinking, a critical look at alternative solutions to existing problems, and the choice of well-founded argumentation. Emphasis is placed on the application of the problem-based approach in the educational process, which is the main tool for the development of critical thinking, because it contains a contradiction that allows students to form their own attitude to the issues under consideration. It has been proven that during the study of micro- and macroeconomics, effective methods of developing critical thinking are the division of students into groups and teamwork during preparation for debates, and the important role of essay writing is also analyzed. Key words: critical thinking, professional training, future educator, «INSERT», «Written discussion», «PRES-formula», «Fishbone».

In the context of globalization, critical thinking is still regarded as the core content of higher education. The difference between Eastern and Western cultures has a key impact on understanding critical thinking. When the current literature studies the influence of culture on critical thinking, it mainly considers from the macro level, mainly including ethnic history, traditional customs, religious beliefs, art, ethics, and so on. However, from a specific and micro cultural perspective, how critical thinking is influenced by a culture still lacks effective research. This paper studies the influence of Confucian paternalistic leadership on the development of critical thinking in the East from a specific cultural perspective. The study discovers that Asians are easier to understand how things change and they are more tolerant to conflict, which means that they see things as interrelated and interdependent. They are more likely to use intuitive and experience-based reasoning if there is a conflict between intuitive and logical reasoning. Benevolence and hierarchy in paternalistic leadership promote the formation of cooperative critical thinking in improving the operation of organizations so that the characteristics of oriental critical thinking can be analyzed more comprehensively.