Improving Critical Thinking: a review

Powell, Stuart

doi:10.1080/0144341870070302

Cited by 12 publications

(4 citation statements)

References 30 publications

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“…We agree with Powell (1987) that the essential components of critical thinking depend on the academic ant1 intellectual context. We believe that critical thinking in the domain of psychology consists of the ability to evaluate inferential networks, causal assumptions, operational definitions, and research designs.…”

Section: Critical Thinking For Psychology Undergraduatessupporting

confidence: 68%

Conference-Style Learning: A Method for Fostering Critical Thinking with Heart

Underwood

Wald

1995

Teaching of Psychology

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Conference teaching fosters critical thinking, which we define as the ability to evaluate inferential networks and research designs, the confidence to listen to one's own intuitions about what matters, and the sensitivity to recognize and evaluate the goals of others from diverse backgrounds. Teachers contribute to conference-style learning by explaining expectations for classroom behavior, carefully choosing primary source readings, and molding class discussions by posing and responding to questions in strategic ways. To benefit from conference-style learning, students must read assigned materials carefully, practice formulating analytic questions, think aloud about challenging issues, and learn to respect their own intuitions and those of others. The benefits of conference-style learning far outweigh its potential risks, as students learn to practice critical but considerate thinking.

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Section: Critical Thinking For Psychology Undergraduatessupporting

confidence: 68%

Conference-Style Learning: A Method for Fostering Critical Thinking with Heart

Underwood

Wald

1995

Teaching of Psychology

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“…A person can examine problems and determine the course of action he should take using critical thinking. The interventional role of cognitive necessary thinking skills is imposed to achieve such belief and performance (4)(5)(6). Critical thinking is a purposive and self-regulated judgmental process that includes interpretation, analysis, evaluation, inference, and explanation of issues related to evidence, concepts, methods, criteria, or contexts in which judgment is made.…”

Section: Statement Of the Problemmentioning

confidence: 99%

Evaluation of Critical Thinking Skills in Medical Students of Kermanshah University of Medical Sciences

Khazaei,

Niromand,

Shahsavari

et al. 2024

Educ Res Med Sci

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Background: According to the 21st Century Partnership Learning Framework, several competencies or skills should be possessed regarding critical thinking and problem-solving, communication and collaboration skills, creative and updating skills, information and communication technology literacy skills, contextual learning skills, and information and media literacy skills. Increasing critical thinking skills is necessary in modern and advanced educational systems. Objectives: This study aimed to evaluate the critical thinking skills of medical students. Methods: This descriptive and analytical cross-sectional study was conducted on 271 medical students in the primary science section of Kermanshah University of Medical Sciences, Iran, in 2023 who were selected by a convenient sampling method. The data were collected by demographic characteristics and the California Critical Thinking Skills Test (CCTST). Descriptive and inferential statistical methods were used to analyze the data using SPSS software version 21. Results: The total critical thinking skills score in the studied students was 8.89 ± 3.60, equivalent to 25% of the total score. The highest and lowest areas were related to comparative reasoning and inference, with an average of 4.35 ± 1.94 and 2.59 ± 1.56, respectively. There was no significant difference between the average critical thinking skills score regarding age, gender, academic semesters, and living or not in a dormitory. Conclusions: Based on the results, medical students’ critical thinking skills are weak and lower than the exam average. The educational system of Kermanshah University of Medical Sciences should be reviewed in designing a curriculum to foster critical thinking.

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“…Different approaches to teaching 'critical thinking skills' (Powell, 1987) are possible; for example, Riding and Powell (1989) have developed computer assisted learning activities which have been used successfully with normally developing (Riding and Powell, 1985,1987 and autistic children (Jordan and Powell, 1990). Our view is not that there is anything magical in the programmes themselves, but that they embody principles of teaching that can be applied across curriculum areas.…”

Section: A Principles Approachmentioning

confidence: 99%

Teaching thinking: the case for principles

Jordan¹,

Powell²

1991

European Journal of Special Needs Education

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This paper reviews the situation with regard to the teaching of thinking skills as part of the taught curriculum. The case is made for direct teaching of cognitive skills both to meet the particular learning difficulties of children with special educational needs and also to enhance the learning and thinking of all children. The dangers of 'recipe' approaches to teaching this aspect of the curriculum are discussed and a 'principles' approach is advocated. Some principles are then described which may be used to underpin the designing of problem-solving activities, through which thinking skills can be taught across the curriculum.

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Improving Critical Thinking: a review

Cited by 12 publications

References 30 publications

Conference-Style Learning: A Method for Fostering Critical Thinking with Heart

Conference-Style Learning: A Method for Fostering Critical Thinking with Heart

Evaluation of Critical Thinking Skills in Medical Students of Kermanshah University of Medical Sciences

Teaching thinking: the case for principles

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