Teaching Critical Thinking: Some Lessons From Cognitive Science

Gelder, Tim van

doi:10.3200/ctch.53.1.41-48

Cited by 356 publications

(245 citation statements)

References 11 publications

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“…In other words, critical thinking can be taught as a separate and explicit part of school curriculum. Gelder (2005) appears to strongly support this general approach, advocating that students need to have "deliberate practice" in promoting critical thinking ability.…”

Section: The Teachability Of Critical Thinkingmentioning

confidence: 99%

Using Teacher Questions to Enhance EFL Students’ Critical Thinking Ability

Feng¹

2014

JCT

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In this era of information and economic globalization, developing critical thinking skills in college students has been set as a primary goal and learning outcome in higher education. Teaching critical thinking, however, is a great challenge to most EFL teachers. This article, therefore, attempts to examine the nature and teachability of critical thinking, analyze and discuss the functions and types of teacher questions as well as Bloom's Taxonomy of Questions. Its primary purpose is to help EFL classroom instructors gain a deep understanding of teacher questions and get to know how to use higher order questioning to enhance EFL students' critical thinking ability.

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Section: The Teachability Of Critical Thinkingmentioning

confidence: 99%

Using Teacher Questions to Enhance EFL Students’ Critical Thinking Ability

Feng¹

2014

JCT

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“…Van Gelder (2005), for instance, shows resistance to the indirect approach; he argues that subject course instruction, even with implicit emphasis on critical thought or critical analysis, will not effectively prepare students to become excellent critical thinkers. Hence, he suggests that CT be practised deliberately and taught explicitly as an indispensable part of the curriculum.…”

Section: Explicit Instructionmentioning

confidence: 99%

Instructional Strategies for Developing Critical Thinking in EFL Classrooms

Cairan¹,

Pandian²,

Singh³

2016

ELT

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In English as first language contexts, clear requirement for critical thinking (CT) has been listed in teaching guidelines and assessment criteria in higher education. At present, fostering language learners to be critical thinkers is valued in English as a foreign language (EFL) teaching as well; yet how to achieve the objective remains a challenge. Efforts have been made to seek appropriate ways to develop CT in various courses; although no single method has emerged as the best, some do seem to be effective when properly implemented. This paper focuses on three sets of research-supported teaching strategies which are useful in promoting CT and applicable to EFL classrooms; that is, explicit instruction, teacher questioning, as well as active and cooperative learning strategies. Meanwhile, common features of effective CT instruction are discussed, which aims to illuminate instructional strategies for CT at a macro level.

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“…Considering the importance of CT in education, Gelder (2005) stated that developing CT skills in learners should be considered as the primary goal of each educational program. Today many educators understand the need of improving CT skills in learners and finding the effective ways for teaching these skills is considered as one of language teachers' responsibility (Bracken, Brown, & Feng, 2009).…”

Section: Journal Of Language Teaching and Research 389mentioning

confidence: 99%

A Survey of EFL Teachers’ Attitudes towards Critical Thinking Instruction

Asgharheidari

Tahriri

2015

JLTR

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Abstract-The ability to think critically is an important and necessary skill that language learners need to develop for their academic and social success. Therefore, providing an active learning environment that is conductive to creativity and in which different activities ask learners to think critically is considered as one of the foreign language teachers' tasks. This study aims at exploring EFL teachers' attitude toward critical thinking (CT) instruction. The participants were 30 EFL teachers who taught English at different language institutes in Tonekabon, Iran. They were surveyed on their beliefs about the concept of CT and its place in their career. Result indicated that most of them have a clear idea toward the concept of CT and believed that it is an important part of their job as a teacher to increase learners' critical thought. On the other hand, most of them conveyed a strong desire for more training in how to teach these skills. Therefore, to increase teachers' ability in teaching CT, special training courses must be included in teacher training courses. Index Terms-critical thinking, instruction, attitude, English as a foreign language (EFL)

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Teaching Critical Thinking: Some Lessons From Cognitive Science

Cited by 356 publications

References 11 publications

Using Teacher Questions to Enhance EFL Students’ Critical Thinking Ability

Using Teacher Questions to Enhance EFL Students’ Critical Thinking Ability

Instructional Strategies for Developing Critical Thinking in EFL Classrooms

A Survey of EFL Teachers’ Attitudes towards Critical Thinking Instruction

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