Fostering Critical Thinking Skills in German as Foreign Language Classroom

Abstract

Thinking is an innate human beings capacity that can be developed through learning process. Therefore there is specific purpose on learning that has to be achieved namely gradually developing thinking skills, specifically critical thinking skills. As one aspect that has to be mastered before High Order Thinking Skills (HOTS), critical thinking skills have recently emerged as a new focus in education research. In consequence these skills have to be integrated in the classroom, not least in the foreign language classroom. Classroom research has been conducted in the class Lesen II (Reading II) to enhance student's critical thinking skills using problem-based learning. Reading involves specific thinking process to gain comprehensive understanding. The data were collected through observations, interviews, and document. The findings suggest that the development of critical thinking skills using problem-based learning in the Lesen II classroom can be performed into two stages, i.e a) pointing controversial issues and (ii) active learning through discussion and debate. This study confirms that problem-based learning is an effective alternative to develop university student's critical thinking skills in German as foreign language classroom, in the subject Lesen II.