In the article we analyze the possibility of testing critical thinking using a self-compiled questionnaire:"A test of selected critical thinking skills." There are four main dimensions of critical thinking studied in the test. In the first dimension, we tested the ability to identify relations between two terms. In the second dimension, we tested the ability of the formal -logical analysis combined with logical operations such as implication, conjunction, negation, and equivalence. In the third dimension we tested the ability of determining relations or contradictions in more extensive text units. The importance lies in the ability to differentiate own interpretation of statements from statements that have been shown and proven in the text. The fourth dimension focuses on the ability to interpret the text in order to identify causality and formulate logically consistent arguments. It was very important to understand the text and identify the tacit explicit information (such as the main idea of the text). The research questions and hypotheses were drawn to validate the parameters of a specific instrument. Results of the analyses showed the existence of statistically significant links between the first and second dimensions of the test.
The chapter deals with critical thinking (CT) theoretical modeling. CT is explained as a multifaceted phenomenon that should be examined systematically on interdisciplinary platform. The prototype of such a platform is that of cognitive sciences. The basic issues linked to an interdisciplinary research of CT are: relations between CT and language, logical and cognitive operations in the process of critical analysis, methods of CT and their anchoring in the methodology of science, the process of CT in relation to personal dispositions and attitudes, possibilities of development, and evaluation of CT within educational and learning processes. The possibilities of a CT development are specified in the scientific methodology classes where students are guided through propositional logic, towards the analysis of judgments and arguments so they are capable of drafting research papers that have explanatory and argumentative character. The mutual conditionality between the scientific methodology, the procedure of scientific research, and the basic thought operation of CT is stressed.
The chapter deals with critical thinking (CT) theoretical modeling. CT is explained as a multifaceted phenomenon that should be examined systematically on interdisciplinary platform. The prototype of such a platform is that of cognitive sciences. The basic issues linked to an interdisciplinary research of CT are: relations between CT and language, logical and cognitive operations in the process of critical analysis, methods of CT and their anchoring in the methodology of science, the process of CT in relation to personal dispositions and attitudes, possibilities of development, and evaluation of CT within educational and learning processes. The possibilities of a CT development are specified in the scientific methodology classes where students are guided through propositional logic, towards the analysis of judgments and arguments so they are capable of drafting research papers that have explanatory and argumentative character. The mutual conditionality between the scientific methodology, the procedure of scientific research, and the basic thought operation of CT is stressed.
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