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I posted some quotations of his topic in my research in: June, 2023S
Critical Thinking Research |
My Researching
PhD
in
( Research Content )
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 school 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 complex 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, 1987; Alfonso, 1986).
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.
Good 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.
H- Solving problem4-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.
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 teachers 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:
Overall, critical thinking skills, when taught in the classroom,
bring a
positive effect to the students' lives whether it's in academics, at future
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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Agolla J. E. (2018). Human capital in the smart manufacturing and Industry 4.0 revolution. In Petrillo A., Cioffi R., De Felice F. (Eds.), Digital transformation in smart manufacturing (pp. 41–58). https://doi.org/10.5772/intechopen.73575
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Alfonso R. M. (1986). How Jesus taught: The methods and techniques of the master. New York, NY: Alba House.
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Anderson L. W., Rathwohl D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York, NY: Addison Wesley Longman.
Anthony M. J. (2008). Pneumatology and Christian education. In Estep J. R., Anthony M. J., Allison G. R., 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/10.1016/j.promfg.2017.07.366
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Bloom B. S., Engelhart M. D., Furst E. J., Hill W. H., 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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Caram C. A., Davis P. B. (2005). Inviting student engagement with questioning. Kappa Delta Pi Record, 42(1), 19–23.
Chew S. W., Lin I.-H., Chen N.-S. (2019). Using Socratic questioning strategy to enhance critical 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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Chin C., Osborne J. (2008). Students’ questions: A potential resource for teaching and learning science. Studies in Science Education, 44(1), 1–39.
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Cotton K. (2001). Classroom questioning. Portland, OR: Northwest Regional Educational Laboratory.
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Cottrell J. (2005). Romans. Joplin, MO: College Press.
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Dami Z. A. (2019). Pedagogi shalom: Analisis kritis terhadap pedagogi kritis Henry A. Giroux dan relevansinya bagi pendidikan kristen di Indonesia. Jurnal Filsafat, 29(1), 134–165.
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Davie G., Wyatt D. (2011). Document analysis. In Stausberg M., Engler S. (Eds.), The Routledge handbook of research methods in the study of religion (pp. 151–160). New York, NY: Routledge.
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Degotardi S., Torr J., Han F. (2018). Infant educators’ use of pedagogical questioning: Relationships with the context of interaction and educators’ qualifications. Early Education and Development, 29(8), 1004–1018. https://doi.org/10.1080/10409289.2018.1499000
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Doyle W. (1986). Classroom management techniques and student discipline. Arizona: University of Arizona.
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Efruan E. M. C., Dami Z. A., Latupeirissa D. S., Dethan M. A. P. (2020). Multicultural counselling with the technique of parable: A diacognitive analysis. European Journal of Science and Theology, 16(1), 165–176.
Elder L., Paul R. (1998). The role of Socratic questioning in thinking, teaching, and learning. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 71(5), 297–301.
Caram C. A., Davis P. B. (2005). Inviting student engagement with questioning. Kappa Delta Pi Record, 42(1), 19–23.
Alsaleh, N. J. (2020). Teaching Critical Thinking Skills: Literature Review. Turkish Online Journal of Educational Technology, 19(1), 21-39.
The author posted it in January, 2020
I posted some quotations of his topic in my research in: June, 2023
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Al-Samarraie, H., & Hurmuzan, S. (2018). A review of brainstorming techniques in higher education. Thinking Skills and Creativity, 27, 78-91.
The author posted it in January, (2018)
I posted some quotations of his topic in my research in: June, 2023
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Cottrell, S. (2017). Critical thinking skills: Effective analysis, argument and reflection. Macmillan International Higher Education.
The author posted it in January, (2017)
I posted some quotations of his topic in my research in: June, 2023
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Itmeizeh, M., & Hassan, A. (2020). New Approaches to Teaching Critical Thinking Skills through a New EFL Curriculum. International Journal of Psychosocial Rehabilitation, 24(07), 8864-8880.
The author posted it in January, (2020)
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International Journal for Lesson and Learning Studies
ISSN: 2046-8253
Article publication date: 4 January 2016I posted some quotations of his topic in my research in: June, 2023
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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 of Research and Reflections in Education, 14(2), 249-258.
The author posted it in January, (2020)
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I posted some quotations of his topic in my research in: June, 2023
©Foundation for Critical Thinking Press, 2007
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Originally published Jun 5, 2019, updated September 19, 2021
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-----------------------------------------------------------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
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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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I posted some quotations of his topic in my research in: June, 2023S
{ 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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I posted some quotations of his topic in my research in: June, 2023S
I posted some quotations of his topic in my research in: June, 2023S
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 |
|
|