Researcher, Academic Writer, Web developer
I posted some quotations of his topic in my research in: June, 2023S
Critical Thinking Research |
My Researching
PhD
in
Chapter : 1
1-Abstract
Abstract:
The major challenges confronting society are complex
and interdisciplinary, and current solutions to today’s
and tomorrow’s intractable problems are not working.
This complexity requires a different type of professional;
one who is equipped to work in a very different and
collaborative way to find new solutions.
This study talks about critical thinking skills in education
processes and the importance of thinking critically for a
student who attends any education program.
Developing the ability to think critically is an important
element for modern education approaches and models.
The key finding from this study, contrary to extant
findings, is that this study intends to give a framework
on the concept of thinking critically while setting an
education policy, teaching, learning and means of
assessment. All fields must work together and
simultaneously to improve education. The skill of
thinking critically is generally accepted as a very vital
stage in every field of learning, particularly in the last
decades. This research study pays the attention to the
importance of implementing critical thinking skill to form
a good citizen that can solve problems, make a decision,
do a project, do a task, do a case study, express himself
democratically and
do a research in team work.
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Critical thinking is one of the twenty-first-century skills
and an essential aspect of formal education. The current
study aimed to analyze the education policy documents
to get an understanding of policy recommendations for
developing critical thinking in secondary students
These critical thinking skills are needed inside the
classroom. Lesson should be carved with life skills
ingrained in them to sow in students a positive attitude
consisting of self-reliance, emotional, social
competencies and interpersonal skills.
The ability to understand another person’s perspective
and see the world through another person’s eyes is
beneficial for all forms of social interactions and
relationships.
As students start to ask themselves “What is life like for
that person?” and “How can I relate to their experience
to understand how they feel?” they will begin to expand
their worldview and ability to solve problems.
Aims
Here are my aims are:
1-I need to help my education community
2-I need to help my country, Egypt.
3-I need to offer my education solutions to the whole
world.
4- My aim is to add new ideas thoughts and knowledge
to humanity.
5-My research contributes to my current work in my
field.
6- I implement my research practically inside all
education associations
The amount of information and variety of situations
tackled on a daily basis call for new cognitive functions,
namely combining knowledge, experience and
intellectual abilities. Critical thinking is valued as a
higher-order type of reasoning and a skill transversal to
the educational organisms.
We introduce some definitions suggested in the
literature, and describe the cognitive functions
responsible for critical thinking used in learning and
problem solving situations. We then present the most
used assessment procedures, illustrating with
instruments as well as programs and curricular planning
implemented in the classroom to teach and develop
critical thinking.
Critical thinking emerges from the learning-teaching
process, being gradually and deliberately acquired, and
assuming a previous and symbiotic mastery of a set of
basic skills, such as reading comprehension, argument
analysis and production, or still, search for evidence to
stand for a particular point of view (Facione, 2010; van
Gelder, 2005).
The term critical comes from the Greek word kritikos
meaning “able to judge or discern”. Good critical thinking
is about making reliable judgements based on reliable
information.
The Foundation for Critical Thinking calls critical thinking
the “art of analyzing and evaluating thinking with a view
to improving it.” True critical thinkers take measured
steps when considering any important issue. They ask
questions and gather information, then form and test
their conclusions. They are self-disciplined, self-
monitored and self-corrective; adhere to a high standard
of excellence; and keep an open mind.
Critical thinking is a higher-order cognitive skill that is
indispensable to students, readying them to respond to
a variety of complex problems that are sure to arise in
their personal and professional lives. The cognitive
skills at the foundation of critical thinking are analysis,
interpretation, evaluation, explanation, inference, and
self-regulation. When students think critically, they
actively engage in these processes:
To create environments that engage students in these
processes, instructors need to ask questions, encourage
the expression of diverse opinions, and involve students
in a variety of hands-on activities that force them to be
involved in their learning.
Critical thinking and Background:
1-Critical Thinking and Jesus as
a Model Teacher
Previous studies have proven that Jesus is “the Master
of all teaching,” “the Master Teacher par excellence,”
“the supreme Teacher,” “the perfect Teacher,” “the
greatest Teacher,” “the paragon of pedagogy,” and “the
Master Teacher” (Robertson, 2019; Hinsdale, 2018; Kuhlman,
All of these works have shown that Jesus has an
excellent teaching style, is a model of superior teaching
art, and is remembered as one of the world’s masters of
the technique of teaching (Guthrie, 1975). In addition,
Kemp writes that measured by the nature of the lessons
He taught, by His method of presenting them, by the
number of persons whom they reached, and by the
results they have accomplished, He was the greatest
teacher of all teachers (Kemp, 1901).
Matthew explained that teaching is one of Jesus’ most
prominent activities (Didaskalos 12, Rabbi 2, dan
Kathegetes 1) (Zuck, 2002, p. 24). Williams (1911) states
six facts of Jesus as a model teacher:
1) Jesus was an ethico-religious teacher. He loves all
men as a Father loves His children. So men should love
and trust Him. Likewise, Jesus emphasized the ethical
side of human life. Men should love one another, as the
Father loves the Son and loves men. They should
forgive one another. They should even love their
enemies. He taught that men could and should know'
God as their Father, and as His children should walk
and live in the light of His love; that they should
recognize their fellowmen as brothers, and as such
should love and help one another in all the relations of
life.
2) Jesus was a conservative teacher. Jesus was not
designedly undermining the Old Testament teaching
but was positively building upon it a superstructure of
the purest ethical and religious teaching;
3) Jesus was a fearless teacher. He was fearless in the
presentation of those marvelous spiritual realities which
He knew the world needed. He was not afraid of the
Scribes whose teachings He necessarily opposed by
teaching the spiritual nature of the Kingdom and that
love and service are greater than external deeds which
do not
necessarily express a loving heart;
4) Jesus was an exoteric teacher. Jesus did not teach
abstract truths; His language is concrete. He was a
practical teacher. He taught those truths that help to
make life moral and religious. He did not teach truth for
the sake of its intrinsic beauty, but for the sake of its
power in molding character, conduct, and life. He
speaks in pictures. He uses figures of speech, the
simile, the metaphor, the apostrophe, the synecdoche,
the hyperbole, and the parable;
5) Jesus was an authoritative teacher. In Matt. 7:28-29,
“the crowds were amazed at His teaching, because He
taught as one who had authority,” meaning He did not
resort to human teaching for endorsement, as did the
Scribes, He was an original Teacher because He had a
personal knowledge of God, a rich experience of
fellowship with the Father, and He was God’s appointed
representative; and
6) Jesus was a cosmopolitan teacher. He taught
universal principles—love, forgiveness, righteousness,
service, sacrifice—which are still as suitable for societal
relations in the contemporary world as it was in the first
century. Jesus taught for all the centuries and for all the
world.
Socrates set the agenda for the tradition of critical
thinking, namely, to reflectively question common beliefs
and explanations, carefully distinguishing those beliefs
that are reasonable and logical from those which —
however appealing they may be to our native
egocentrism, however much they serve our vested
interests, however comfortable or comforting they may
be — lack adequate evidence or rational foundation to
warrant our belief.
3-Critical Thinking and Plato
Socrates’ practice was followed by the critical thinking
of Plato (who recorded Socrates’ thought), Aristotle
, and the Greek skeptics, all of whom emphasized that
things are often very different from what they appear
to be and that only the trained mind is prepared to see
through the way things look to us on the surface
(delusive appearances) to the way they really are
beneath the surface (the deeper realities of life).
From this ancient Greek tradition emerged the need,
for anyone who aspired to understand the deeper
realities, to think systematically, to trace implications
broadly and deeply, for only thinking that is
comprehensive, well-reasoned, and responsive to
objections can take us beyond the surface.
4-Critical Thinking and
Thomas Aquinas
In the Middle Ages, the tradition of systematic critical
thinking was embodied in the writings and teachings of
such thinkers as Thomas Aquinas (Sumna Theologica)
who to ensure his thinking met the test of critical
thought, always systematically stated, considered, and
answered all criticisms of his ideas as a necessary
stage in developing them. Aquinas heightened our
awareness not only of the potential power of reasoning
but also of the need for reasoning to be systematically
cultivated and "cross-examined." Of course, Aquinas’
thinking also illustrates that those who think critically do
not always reject established beliefs, only those beliefs
that lack reasonable foundations.
5-Critical Thinking and
Francis Bacon
Francis Bacon, in England, was explicitly concerned
with the way we misuse our minds in seeking
knowledge. He recognized explicitly that the mind
cannot safely be left to its natural tendencies. In his
book The Advancement of Learning, he argued for
the importance of studying the world empirically. He laid
the foundation for modern science with his emphasis on
the information-gathering processes. He also called
attention to the fact that most people, if left to their own
devices, develop bad habits of thought (which he called
"idols") that lead them to believe what is false or
misleading.
6-Critical Thinking and Bloom's Taxonomy:
Instructors should select activities based on the level
of thinking they want students to do and the learning
objectives for the course or assignment. The chart
below describes questions to ask :
Level of critical thinking | Skills students demonstrate | Questions to ask |
---|---|---|
Lower levels | ||
Remembering |
recognize, describe, list, identify, retrieve |
|
Understanding | explain, generalize, estimate, predict, describe |
|
Higher levels | ||
Applying | carry out, use, implement, show, solve |
|
Analyzing | compare, organize, deconstruct |
|
Evaluating | check, judge, critique, conclude, explain |
|
Creating | construct, plan, design, produce |
|
Critical thinking enhances language and
presentation skills.
Thinking clearly and systematically can improve the
way we express our ideas. In learning how to analyze
the logical structure of texts, critical thinking also
improves comprehension abilities.
Critical thinking promotes creativity.
To come up with a creative solution to a problem
involves not just having new ideas. It must also be the
case that the new ideas being generated are useful and
relevant to the task at hand. Critical thinking plays a
crucial role in evaluating new ideas, selecting the best
ones and modifying them if necessary.
Critical thinking is crucial for self-reflection.
In order to live a meaningful life and to structure our
lives accordingly, we need to justify and reflect on our
values and decisions. Critical thinking provides the
tools for this process of self-evaluation.
Critical thinking is the foundation of science
and democracy.
Science requires the critical use of reason in
experimentation and theory confirmation. The proper
functioning of a liberal democracy requires citizens who
can think critically about social issues to inform their
judgments about proper governance and to overcome
biases and prejudice.
Critical thinking and public education:
Critical thinking helps you to think in an analytic and
rational way. It encourages students to make life
decisions cautiously and after evaluating all aspects.
Also, by using critical thinking skills in education,
students can enhance their ability to solve problems
and make effective decisions. Moreover, in education,
critical thinking helps in valuing peer perspectives,
better interaction within students, and approaching
problems in a systematic manner.
Critical thinking and Higher education:
Critical thinking has been identified as one of the most
important outcomes of higher education courses
(Dunne, 2015; Facione, 1990). It is the “kind of thinking
involved in solving problems, formulating inferences,
calculating likelihoods, and making decisions”
(Halpern, 1999, pp. 70). Strong critical thinking skills
are therefore considered essential if higher education
students are to succeed not only academically but also
within personal and professional domains (Butler, 2012;
Butler et al., 2012).
The expert panel members of the Delphi Report formally
defined critical thinking as “purposeful, self-regulatory
judgement which results in interpretation, analysis,
evaluation, and inference, as well as explanation of the
evidential, conceptual, methodological, criteriological or
contextual considerations upon which that judgement is
based” (Facione, 1990, p. 3).
Regarding assessment format, critical thinking
assessments can utilise either selected- or constructed-
response items. Selected-response items require test-
takers to select the correct response from a list of
options, such as multiple-choice questions or true-false
statements. By contrast, constructed-response items
require test-takers to construct (or generate) their
response, such as short-answer or essay questions.
Critical Thinking and Education policy:
The new National Education Policy, released by the
Ministry of Education (MoE) on July 29, 2020, aims to
promote creativity and critical thinking in 21st-century
learners to encourage logical decision-making and
innovation. This way, the revised policy strives to
recognize, identify and foster each individual’s unique
capabilities and talent across the country.
The word curriculum may simply denote the material
offered in a course of study. In local school districts,
however, it is more fully defined as “the lessons and
academic content taught in a school or in a specific
course or program.” The elements of curriculum
include:
Once the district chooses educational products from a
publisher, teachers have little control over what
textbooks, manipulative, multimedia access and student
materials reach the classroom. Learning standards,
objectives and district-wide assessments are rarely
negotiable.
Teachers have the responsibility to evaluate their
students and the class as a whole, and then decide
how best to assist everyone involved while meeting requirements of the curriculum. Materials provided by
the district are tools to meet these requirements, but it
takes critically thinking teachers to consider all
possibilities to ensure student success.
Critical thinking and Course content:
Critical Thinking courses promise to show their students
how the disciplinary practices being introduced in that
class use at least three of the following lenses:
(1) Reasoning
(2) Representation
(3) Cultural judgment
(4) Information literacy
(5) Meta-cognitive reflection.
Critical Thinking courses also show how those practices
and skills relate to a primary domain of thinking (e.g.,
scientific or multicultural / international thinking) and at
least one other domain. By having departments and
teachers articulate the different domains in which a CT
course operates, the goal is to help everyone see the
inter-related nature of courses in different disciplines.
CT courses emphasize conscious development of a few
key skills by active learning rather than the accumulation
of knowledge by memorization. They do so by helping
students develop those skills though varied pedagogical
methods that teachers specify. The courses also ask
students to demonstrate those skills so that the teacher
can assess the student’s proficiency in higher-order
cognition such as application, analysis, synthesis,
evaluation, imagination, creation and innovation.
The critical thinking based course content enables
learners to participate, interact, think, pair, share in
(pairs, peers or groups), research, explore, experience,
observe, dialogue, argue, analyze, synthesize, solve the
problem and make a decision inside the class and in
real daily
life situations.
Teaching methods play a significant role in critical skills
learning since they raise students’ consciousness of
critical thinking. This is achieved through a variety of
activities designed to get them conversing with others in
order to reflect on their thoughts and to be aware of the
thinking process.
However, it is unfortunate that most educators continue
to use conventional teaching methods in schools. Some
are still impacted by how they were taught. In contrast,
others are hesitant to adopt any method or tactic since
there are so many options which can be “confusing”
(Schmaltz, 2017, p.2). If teachers provide students with
a variety of teaching methods and skills, children will
adapt to diverse problems and resolve issues.
A number of strategies can be used by teachers to
contribute to the process of critical thinking learning.
The first teaching method is based on brainstorming,
which is the first step to the activity. Brainstorming is one
of the most popular methods which stimulates creative
activity (Al-Samarraie, 2018).
This is an excellent way to quickly involve all students of
the group in work based on the free expression of their
thoughts on the issue under consideration. The purpose
of such a lesson is to create comfortable learning
conditions in which students feel their success, their
intellectual viability, which makes the learning process
itself productive. Thus, brainstorming is the best
connection with students, which is achieved by
interacting with children and asking them about their
opinion and assumptions on the subject at hand.
I explored the course content of the automated
American online :
EDX program, Harvard University, USA.
(Introduction to Data Wise) :
(A Collaborative Process to Improve Learning
&
Teaching).
Its course content is:
To solve an education problem,
EDX program steps are :
A-Collaborative work.
B-Creating data.
C- Digging into data.
D-Finding evidence.
E- Deciding the problem.
F-Developing
action plan.
G-Assessing progress.
4-Practice, Researching projects, Collaboration,
Exploration,communication, Using technology,
Reasoning,Case study, Making decisions, Arguing,
Assumption, Analysis, Synthesis and Evaluation
as CT Teaching methods and CT learning styles,
all are in one in :
East Anglia University, Norwich schools
and colleges,Norfolk, East Anglia,
England, UK.
I was sent to the East Anglia University, Norwich,
Norfolk, England, UK as a governmental education
scholarship.
In the UEA, professors taught us about the British
Curriculum theoretically. I was sent to primary, middle,
high schools and different colleges to see the piratical
side of our curriculum inside the classrooms.
In a middle school in Norwich, inside a classroom, I was
introduced to the learners as an Egyptian teacher guest
from Egypt. I was asked by 2 learners inside the
classroom about ancient and modern Egypt. The
dialogue changed into projects to do. The class learners
made a decision to go on a trip to London to do their
projects using the critical thinking skills practically.
The learners were divided into 4 groups to do
collaborative projects.
Group: 1 : Group 1 was asked to do a practice, research
and analysis comparison between ancient and modern
Egypt using my guide as a source of knowledge and a
visit to the school library to explore more knowledge. It
was a
case study.
Group: 2 : Group 2 was asked to do a practice, and
synthesis research of a geographical project about Egypt
in terms of its position, weather and climate all over the
year including temperature, rains, pressure and winds
for the 4 seasons. There, the learners used the electronic
earth design where they pointed to Egypt. They
discovered the temperature, saw the rains and heard
the sound of the winds of the weather of Egypt
electronically in the science museum of London .
Group: 3 : Group 3 was asked to go to the science
museum too in London, to watch, explore, reason and
argue the video events and changes of the 4 stages of a
volcano before, during and after the volcano eruption
and
wrote an evaluation report.
Group: 4: Group 4 was asked to do an interview for
the 3 tasks or projects of the other 3 groups in the form
of reasoning and arguments Real communication was
created efficiently. We were observing and encouraging
such event of
implementing the critical thinking skills.
The week after, with the attendance of Mrs Louis Black,
the representative of East Anglia University, the class
teacher, the 2 assistant teachers the school headteacher
and I met inside the same classroom. We worked as
monitors, supporters, cheerers and observers. All of us
were excited. The classroom teacher used her video
camera to register that wonderful educational event of
that academic assembly.
Every group presented their project. Group 4 evaluated
the 3 tasks through a brainstorm, arguments and
reasoning discussion. All of us saw that lovely education
festival happily and excitedly. All the critical thinking
skills were implemented practically and wonderfully
through all the 5 sides of the education process:
(Critical thinking across Education policy, Curriculum
and Assessment must work together (simultaneously)
to improve education. All the fields were practiced
collaboratively. No field was ignored. There was a great
harmony. That is exactly the same vision, mission, aim
and content of my PhD thesis.
5-Other CT methodological approaches
involve:
. Active Learning, participation and integration .
. Learner-centered teaching and using technology.
. Experiencing, experimenting,and observation and
self-discovery.
Critical thinking and Activities
1-Note-taking pairs.
2-Quiz or test questions.
3-Round Robin response.
4-Summarizing peers' answers.
5-Active review sessions.
6-Debates.
7-Interviewing.
8-Exchanging Evaluation.
9-Puzzles and paradoxes.
10-Quotations.
11-Role-playing.
12-Jigsaw group projects.
13-Solving a problem.
14-Relating concepts.
15-Analyzing and composing.
16-Comparing and evaluating.
Online instructors can use technology tools to create
activities that help students develop both lower-level
and higher-level critical thinking skills.
Newman says learning critical thinking involves
teaching students to ask questions such as:
This type of ‘referential’ question leads to much more
authentic, spontaneous and personal information
sharing, and requires more reflective and critical thought.
Examples of higher-order referential questions (here, for
a reading or listening exercise) might be:
Why does the writer use the word ‘_______’ in this sentence?
Why do you think the writer starts the article in this way?
Do you agree with the writer when she says ‘________’? Why?
Do you think the writer feels positive / negative / happy / sad / worried… by the topic? Why?
What does the word/sentence ‘__________’ make you think of?
At word level, a lot of meaning can be deduced from
prefixes, suffixes and stems. By getting students to
identify the stem meaning of a word, then applying
prefixes and suffixes, they will be surprised at how
they can decode new meanings more easily, as in:
Undeniable = prefix: un- + stem: -deny- + suffix: -able
If a student knows the word ‘deny’, they can build the
meaning of un- (not) + -deny- (refuse) + -able (be able to)
This kind of inductive work leads to activities with word
families, where one stem word can be explored for all
its related forms: deny, denial, deniable, undeniable,
etc., building several words form a single, known root.
3-Use project-based activities
inform students of the goal of the project - what product are they working towards?
Students break the project into parts and assign roles to each group member (in first language with lower-level groups)
Students produce a plan for creation of the project, step by step to get everything done in good order and within the time limit (again, in first language if necessary)
Students each work on their role for the project, keeping in communication with each other at each step
Group members check each others’ work for accuracy of language, quality and how well it fits the project brief from 1)
In larger classes, further critical thinking can be developed by having each group present their work to another group for feedback - what do the other group(s) think of their work? Each group writes action points to improve their product and goes back to make any changes they think are necessary.
Each group presents their project to the class, either in a show-and-tell style, or by moving from project to project to view each others’ work.
4-Develop students’ reflective skills
A simple way of bringing self-reflection into he classroom
is to include a short stage at the end of each activity that
you do, or at the end of each class, which focuses on
how students performed.
Some simple questions that can prompt self-reflection
after a period of class activity are:
How do you feel after completing this activity?
Did you find it easy or difficult? Why?
What did you find most useful in that activity?
How did you complete the activity? What did you do first, then what did you do?
If you did it again, what would you do differently?
Just as education needs to be personalized, so does
assessment. From the student’s point of view, testing
should provide feedback about where they are in relation
to their own potential, rather than in comparison to
others or to an arbitrary uniform standard. Like their
education, their assessment should be authentic, based
on abilities they need in real life. It also needs to be
collaborative.
Just as students are encouraged to take agency for their
own learning, they should play a role in deciding the
what, how, and when of their assessments. This does
not mean teachers or authorities play a less significant
role. They
would have a brand-new role in designing and
developing a personalized, more comprehensive and
meaningful assessment in collaboration with the student.
Critical thinking mindset determines how disposed a
person will be to work to achieve goals and to engage
and resolve significant problems.
Do they have the integrity to honestly define problem
situations, the disposition to take an organized approach
to seeking out best possible solutions, the tolerance to
listen to all points of view, the ability to reconsider when
the evidence points to the need for a new
appraisal ?
The test itself, no matter the publisher, is multiple choice.
As a rule, the questions present a paragraph of
information for a scenario that may include numerical
data. There will then be a statement and a number of
possible answers.
The critical thinking test is timed, so decisions need to
be made quickly and accurately; in most tests there is
a little less than a minute for each question. Having
experience of the test structure and what each question
is looking for will make the experience smoother for you.
2-Five separate sections in a critical thinking test,
and each section may have multiple questions.
Inference questions assess your ability to judge whether
a statement is true, false, or impossible to determine
based on the given data and scenario. You usually have
five possible answers: absolutely true, absolutely false,
possibly true, possibly false, or not possible to determine.
In this section, you are being assessed on your ability
to avoid taking things for granted. Each question gives
a scenario including data, and you need to evaluate
whether there are any assumptions present.
Here you are given a scenario and a number of
deductions that may be applicable. You need to assess
the given deductions to see which is the logical
conclusion – does it follow?
In the interpretation stage, you need to read and analyze
a paragraph of information, then interpret a set of
possible conclusions, to see which one is correct. You
are looking for the conclusion that follows beyond
reasonable doubt.
In this section, you are given a scenario and a set of
arguments that can be for or against. You need to
determine which are strong arguments and which are
weak, in terms of the information that you have. This
decision is made based on the way they address the
scenario and how relevant they are to the content.
Last and not least, Critical thinking skills across Education policy, curriculum and assessment must work together to improve the education process as a whole. All must work together. None can go without the other. None can ignore the others. They work together side by side. They are interrelated and interwoven. They serve each other at the same time. There must be an integration among them. If one field ignores the others, the education process will face problems, shocks, conflicts, complaints, disappointment and failure.
Assessment is a necessary part for education. Students,
parents, teachers, taxpayers, business and
governments—all those involved directly or indirectly in
education—need and want to know its effectiveness.
Tests should be designed to align with the curriculum
rather than the other way around. Says Diane Ravitch,
“Educators can glean from test results what students
have and have not learned.
But there is a risk in
putting too much faith in tests and the data they
generate. The biggest risk is in forgetting that test scores
are an indicator of the learning that has taken place and
where improvement is
needed, not the goal of
education.
Just as education needs to be personalized, so does
assessment. From the student’s point of view, testing
should provide feedback about where they are in relation
to their own potential, rather than in comparison to
others or to an arbitrary uniform standard. Like their
education, their assessment should be authentic, based
on abilities they need in real life. It also needs to be
collaborative.
Just as students are encouraged to take agency for their
own learning, they should play a role in deciding the
what, how, and when of their assessments. This does
not mean teachers or authorities play a less significant
role. They
would have a brand-new role in designing and
developing a personalized, more comprehensive and
meaningful assessment in collaboration with the student.
Critical Thinking and my attitude:
A real actual example:Suppose that the education policy calls for using critical thinking skills in education system to have a generation of thinkers, inventors and great scientists who will give a hand in developing their country in the future.
The education curriculum must follow the same instructions of the education policy exactly. How? The course content must have real life topics that talk about problems to solve, decisions to make, tasks to do, practical work to do through real life situations, projects to do, case study to discuss and study and exercises that lead to brainstorming and others. If the course content includes pieces of information only to recite, this will break the education policy that depends on implementing the critical thinking skills. The education system will fall.
The teaching methods of the teacher and learning styles of the learners must follow the education policy and the course content that use the same critical thinking skills. I mean that the teacher must work as a monitor, guide, supporter and checker. The teacher must use the methods that are mentioned above to enable learners to think, pair and share. Learners must practice, analyze, synthesize, evaluate, imagine, create and innovate. Learners must experience, observe, talk, reason, argue and search for exploring knowledge. If the teacher, the learners and the course content don't follow the education policy that is based and structured on using critical thinking skills, the education system will fall.
Teaching English as foreign language must be taught through the 5 language skills: Listening, speaking, reading, writing and culture awareness. Then, teaching English needs a theoretical part and a practical part. The practical part includes practicing listening and speaking accurately and fluently. Teaching English needs real life situation to create practical learning. Teaching English needs dialoguing and participation to create communication. The new system of education in my country ignored the practical side of assessment in teaching English completely. Teaching English changed from a means of communication, contact and understanding other peoples and other countries into a school subject that has information to be learnt by heart and to be asked about during assessment. The learner doesn't need to listen, speak, pronounce or know about English literature or culture as he will not be examined in. As a result, learning foreign languages failed.
The
process of assessment must include all kinds of objective questions and
little part of subjective questions. All questions must measure the
learners' abilities to think, practice, analyze, synthesize, evaluate,
imagine, create and innovate. If the education policy, the teacher, the
methods of teaching, the learners and the course content use and
implement critical thinking skills, but the assessment exercises use
questions that depend on just giving recited information as
traditional exercises, the education system will fail.
This exactly and practically what is happening in Egypt. Before the secondary certificate exam starts, imagine that policy makers ask learners not to study or worry themselves studying, not to use the textbooks and not to listen to their teachers. !!! why? They answer them saying that the exam questions will be out of the curriculum, out of all what they have read or learnt before across the whole year!!! The exams are open book exams. For 3 years ago and till now, the learners sit for the exam and when they leave the exam rooms they say that they have never heard about such exam questions shapes or their content before. The marks given out of this multiple choice exam questions are by luck. Fear, worry and disappointment fill the lives of learners, parents, teachers and even the work market.
Critical Thinking and the solution
Then, what is the solution?
The real and actual solution is:
1. Instrumentation ………………………..
2. Validity and Reliability ………………. .
C. Data Analysis …………………………..
Data analysis focuses on describing methodological characteristics,
illuminating patterns of strength and weakness in review methods,
and identifying a set of exemplary reviews.
1. Descriptive Statistics ……………………
2. Inferential Statistics …………………... .
3-A Comparing analysis study report
about critical thinking between:
Curriculum in :
England and Egypt:
In the past, I used the same methods of researching above and the
same evaluation forms above with the:
1- Learners of Norwich schools in England.
2- The teachers of Norwich schools and the UEA instructors in England
3- I will present a comparison analysis between the British curriculum
and the Egyptian curriculum. I will register my final judgement and
evaluation presenting the same problem solution I mentioned above.
1-Tool 1 : Course Evaluation Form
for Student
Perceptions of Critical Thinking in
Instruction
Tool: 2
C- A Comparing analysis study report
about critical thinking between
Curriculum in :
England and Egypt:
After the teacher's interview:
Through the use of questions, Jesus wants His
listeners to explain, describe, illustrate, recognize,
tell, express, report, review, discuss, restate,
promote the skills of critical thinking (high order
thinking).analyze, evaluate, rate, recommend,
criticize, justify, estimate, measure, choose, score,
decide, assess, judge, and value (comprehension
and analysis). Questions like these will promote
critical thinking skills. Jesus is the master teacher
because Jesus’ teaching style emphasizes the use
of effective questions to
However, it must be noted that many children
experience difficulties when learning critical thinking
skills, thus, needing extra assistance. People,
regardless of their education or intellectual aptitude,
may fin it challenging to think critically. Critical
thinking can be mastered through both learning and
understanding it, as well as applying it.
Each critical thinking barrier is individual; however,
all barriers are based on misunderstanding,
emotions, lack of detailed knowledge and desire to
perform different tasks.
Learning critical thinking skills can only take a
student so far. Critical thinking depends on knowing
relevant content very well and thinking about it,
repeatedly.
The idea that scientific thinking must be taught hand
in hand with scientific content is further supported by
research on scientific problem-solving; that is, when
students calculate an answer to a textbook-like
problem, rather than design their own experiment.
Group-think can lead to unhealthy decision-making
patterns. Breaking the cycle requires individuals
to stand apart from the group and question
opinions, thoughts, and popular ideas.
Teachers should avoid the temptation of slipping
into patterns that can lead to a drone mentality
effect in the classroom. By constantly finding
connections to new things and fields, their
teaching methods can stay fresh and interesting
while fostering an environment for critical thinking.
Personal biases can prohibit critical thinking because
they prevent the thinker from being fair, inquisitive
and open-minded. This kind of thinking can also
prevent an individual from using experience,
reasoning and common sense to make informed
decisions.
Time constraints often serve as a barrier to
integrating learning opportunities that support
critical thinking skills. Test scores and mandated
teaching measures often result in teachers
covering a great deal of content in a short
amount of time.
1-Teachers can use real-life situations, such as car
buying, as examples when strengthening critical
thinking skills.
2-The goal is to illustrate that making mistakes and
suffering consequences are natural parts of
decision-making.
4-All that can be a whole lot of fun.
5-A criticism that is usually pointed at conventional
intelligence assessment tests insinuates that these
instruments disregard the role of the context to the
quality of the subject's performance (Almeida, 1994;
Sternberg, 1999). As a matter of fact, nowadays
only a small number of authors defend the
possibility of assessing the essence of intelligence
without considering it, in part, as a product of the
subject's learning experiences and their cultural
contexts of life (Almeida, 1994).
Daily life contexts have a meaningful impact on
cognitive functioning, making it necessary to secure
that the power of such circumstances is taken into
consideration when assessing intelligence. In fact,
people don't live in an aseptic environment,
invulnerable to its stimuli. From here derives the
need to weigh the contextual variable when defining
and assessing critical thinking (Sternberg, 2003;
Yanchar et al., 2008).
It is essential to give continuity to research and to
make efforts towards the development of knowledge
in this area. There is lacking an attempt to build an
approach both wider and grounded in valid
assessment efforts, which is able to contain the
diversity of perspectives and characteristics that
the myriad of authors associate to critical thinking,
as to make dialogue amongst researchers and
between these and the education system possible.
Teaching critical thinking in the classroom can't be
ignored, as it has several benefits, such as:
Students who are taught critical thinking in the classroom get an opportunity to better understand what they learn and control how they learn.
Overall, critical thinking skills, when taught in the classroom,
bring a positive effect to the students' lives whether it's in
academics, at futur employment, or with tackling family problems.
Now, I can jump to the conclusion of my research of my research focusing on implementing critical thinking skills in education policy, curriculum including teaching methods, learning styles and course content must match and work together with assessment that depends
on also critical thinking skills.
Critical thinking skills can't be ignored at all either in education policy, curriculum or assessment. This leads to a great success to all people in charge of the education process. I give that to my reader and
teacher all over the world to apply. Be in touch.
Final consideration:
In this
sense, the capacity to think critically is an essential resource for a
society one hopes to be a democratic one, made of citizens capable
of thinking for themselves and unreceptive to hastily accepting any argument as valid (Brookfield, 1997; Facione, 2010).
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Bloom’s taxonomy of educational objectives.
New York, NY: Addison Wesley Longman.
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A theology for Christian education (pp. 147–173).
Nashville, TN: B & H Publishing.
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Appalachia Educational Laboratory. (1994).
Questioning and understanding to improve learning
and thinking (QUILT): The evaluation results. A
proposal to the National Diffusion Network (NDN)
documenting the effectiveness of the QUILT
professional development program. Charleston,
WV: Appalachia Educational Lab.
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Benešová A., Tupa J. (2017). Requirements for
education and qualification of people in
Industry 4.0.
Procedia Manufacturing, 11, 2195–2202. https://doi.org
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Krathwohl D. R. (1956). Taxonomy of educational
objectives: The classification of education goals. In
Bloom B. S. (Ed.), Handbook I: Cognitive domain.
New York, NY: David McKay.
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Browne M., Keeley S. M. (2012). Asking the right
questions: A guide to critical thinking (12th ed.).
Upper Saddle River, NJ: Pearson Education, Inc.
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engagement with questioning. Kappa Delta Pi Record,
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Chew S. W., Lin I.-H., Chen N.-S. (2019). Using
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thinking skill of elementary school students. IEEE 19th
International Conference on Advanced Learning
Technologies (ICALT) (pp. 290–294). DOI:
10.1109/ICALT.2019.00088.
Chikiwa C., Schäfer M. (2018). Promoting critical
thinking in multilingual mathematics classes through
questioning. EURASIA Journal of Mathematics,
Science and Technology Education, 14(8), 1–15.
https://doi.org/10.29333/ejmste/91832
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Jurnal Filsafat, 29(1), 134–165.
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June, 2023
---------------------------------------
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June, 2023
-----------------------------------------
ISSN: 2046-8253
I posted some quotations of his topic in my research in:
June, 2023
------------------------------------------
Jamil, M., Muhammad, Y., Masood, S., & Habib, Z.
(2020). Critical thinking: A qualitative content analysis of education
policy and secondary school science curriculum documents. Journal
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14(2), 249-258.
The author posted it in January, (2020)
I posted some quotations of his topic in my research in:
June, 2023
------------------------------------------
I posted some quotations of his topic in my research in:
June, 2023
Originally published Jun 5, 2019,
updated September 19, 2021
I posted some quotations of his topic in my research in:
June, 2023
------------------------------------------
I posted some quotations of his topic in my research in: June, 2023
4 ways to increase critical thinking in the English classroom.
It is posted by the author in : May, 2022
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written by Chris Green
Critical Thinking.”Philosophy of Education: An Encyclopedia London: Routledge, 1996. Credo Reference. Web. 19 September 2010.It is posted by the author in : 19 September 2010.
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http://pepsic.bvsalud.org/scielo.php?script=sci_serial&pid=0254-9247&lng=pt&nrm=iso
Apartado 1761, Lima 100, Perú
Tel.: +511 626-2000 anexo 4560/4574
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revpsicologia@pucp.edu
Atualizado emOutubro 02, 2018
ublicação dePontificia Universidad Católica del Perú. Departamento de humanidades
versão impressa ISSN 0254-9247
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© 2023 Insight Assessment a division of California Academic Press
Email us: contactus@insightassessment.com
Critical Thinking for Life:
Valuing, Measuring, and Training
Critical Thinking in All Its Forms
PETER A. AND NOREEN C. FACIONE
© 2013 Measured Reasons, Hermosa Beach, CA. First North American publication rights are assigned to INQUIRY.
All other rights worldwide including rights to figures and images are reserved.
Originally Published in INQUIRY Spring 2013, VOL. 28, NO. 1
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https://www.cwauthors.com/
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{ Taken from the California Teacher Preparation for Instruction in Critical Thinking: Research Findings and Policy Recommendations: State of California, California Commission on Teacher Credentialing, Sacramento, CA, March 1997. Principal authors: Richard Paul, Linda Elder, and Ted Bartell }
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https://researchmethod.net/author/hassan/
Researcher, Academic Writer, Web developer
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The Tools
1-Tool 1 : Course
Evaluation Form
for
Student Perceptions of
Critical
Thinking in Instruction
INSTRUCTOR ________________________
Course Number and Title __________________
Instructions: Do not put your name on this sheet. Circle appropriate number for each item.
|
Low High Score Score |
1) To what extent does the instructor teach so that you must THINK to understand the content, or are you able to get a good grade by simply memorizing without really understanding the content? |
1 2 3 4 5 |
2) To what extent did your instructor explain what critical thinking is (in a way that you could understand)? |
1 2 3 4 5 |
3) To what extent does your instructor teach so as to encourage critical thinking in the learning process? |
1 2 3 4 5 |
4) To what extent does your instructor teach so as to make clear the reason why you are doing what you are doing (the purpose of the assignment, activity, chapter, test, etc…)? |
1 2 3 4 5 |
5) To what extent does your instructor teach so as to make clear the precise question, problem, or issue on the floor at any given time in instruction? |
1 2 3 4 5 |
6) To what extent does your instructor teach so as to help you learn how to find information relevant to answering questions in the subject? |
1 2 3 4 5 |
7) To what extent does your instructor teach so as to help you learn how to understand the key organizing concepts in the subject? |
1 2 3 4 5 |
8) To what extent does your instructor teach so as to help you learn how to identify the most basic assumptions in the subject?
|
1 2 3 4 5 |
9) To what extent does your instructor teach so as to help you learn how to make inferences justified by data or information?
|
1 2 3 4 5 |
10) To what extent does your instructor
teach so as to help you learn how to distinguish assumptions, inferences, and
implications? |
1 2 3 4 5 |
|
Low High Score Score |
11) To what extent does your instructor teach so as to help you learn how to think within the point of view of the subject (think historically, think scientifically, think mathematically)?
|
1 2 3 4 5 |
12) To what extent does your instructor teach so as to help you learn how to ask questions that experts in the subject routinely ask?
|
1 2 3 4 5 |
13) To what extent does your instructor teach so as to enable you to think more clearly?
|
1 2 3 4 5 |
14) To what extent does your instructor teach so as to enable you to think more accurately?
|
1 2 3 4 5 |
15) To what extent does your instructor teach so as to enable you to think more deeply?
|
1 2 3 4 5 |
16) To what extent does your instructor teach so as to enable you to think more logically?
|
1 2 3 4 5 |
17) To what extent does your instructor teach so as to enable you to think more fairly?
|
1 2 3 4 5 |
18) To what extent does your instructor teach so as to help you learn how to distinguish what you know from what you don’t know?
|
1 2 3 4 5 |
19) To what extent does your instructor teach so as to help you learn how to think within the point of view of those with whom you disagrees?
|
1 2 3 4 5 |
20) To what extent does your instructor teach so as to encourage you to think for yourself using intellectual discipline? |
1 2 3 4 5 |
|
|
The American English (AE) E-Teacher Program
a program of the
U.S. Department of State and Family Health International 360
Awards this certificate to
Mr. / Girgis Hanna Haroun Abdoh
For participating in the
Spring 2018 Five-Week Massive Open Online Course
Using Educational Technology in the English Language Classroom
Delivered April 16 – May 21, 2018 by
Iowa State University
Curtis Chan Volker Hegelheimer
AE E-Teacher Global Program Officer Course Instructor, ISU
Using Educational Technology in the English Language
Classroom.
The American English (AE) E-Teacher Program
a program of the
U.S. Department of State and Family Health International 360
Awards this certificate to
Massive Open Online Course Certificate was
awarded to me by:
The U.S. Department of State and Family Health
International 360 in: Using Educational Technology
in the English Language Classroom,
( IOWA State University), USA
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