Literature review
Most of my attitudes on skepticism were shaped by the writings of Carl Sagan. The main
inspiration for my passion in the issue stems from his book: “The Demon Haunted
World: Science as a candle in the dark” Copyright 1996, Ballantine Books, New York
Title:
Contemporary Approaches to Critical Thinking and the World Wide Web
Author(s):
Buffington, Melanie L.
Source:
Art Education, v60 n1 p18-23 Jan 2007. 6 pp. (Peer Reviewed Journal)
ISSN:
0004-3125
:
Internet, Thinking Skills, Critical Thinking, Academic Achievement, Web Based
Instruction, Art Teachers, Educational Strategies, Art Education, Elementary
Secondary Education
Teaching critical thinking skills is often endorsed as a means to help students
develop their abilities to navigate the complex world in which people live and, in
addition, as a way to help students succeed in school. Over the past few years, this
author explored the idea of teaching critical thinking using the World Wide Web
(WWW). She began in-depth research on the topic to understand what critical
thinking entails and the potential for art educators to use the WWW to help their
students develop critical thinking skills. This article begins with a review of the
history of critical thinking and some current ideas on the topic. Then, the author
explains her working description of critical thinking and how critical thinking is
currently articulated in discussions of the WWW in schools. She concludes with
ideas for teachers related to developing critical thinking in art classrooms using
the WWW. (Contains 1 figure and 3 endnotes.)
:
ERIC:
37:
English:
6
Journal Articles; Reports - Descriptive
National Art Education Association. 1916 Association Drive, Reston, VA 20191.
Tel: 703-860-8000; Fax: 703-860-2960; Web site: http://www.NAEA-Reston.org
http://www.naea-reston.org/index.html
JUL2007
2007
EJ766956
ERIC
Title:
The Domain Generality--Specificity of Epistemological Beliefs: A Theoretical
Problem, a Methodological Problem or Both?
Author(s):
Limon, Margarita
Source:
International Journal of Educational Research, v45 n1-2 p7-27 2006. 21 pp. (Peer
Reviewed Journal)
ISSN:
0883-0355
Epistemology, Learning Theories, Beliefs, Debate, Context Effect, Inquiry,
Intellectual Disciplines, Research Problems, Research Methodology, Concept
Formation, Interdisciplinary Approach, Thematic Approach
Research on epistemological beliefs has clearly increased in the last decade. Even
though the construct is clearer and relevant data are being collected, there are
important theoretical and methodological issues that need further
clarification. One of them is the debate about the domain generality-specificity of
epistemological beliefs. I argue that there are both theoretical and methodological
difficulties that hinder a more fruitful approach of the domain generalityspecificity debate. Differences in goals and scope of the diverse
conceptualizations about epistemological beliefs and how they devise the role of
content-domain and context are a major source of difficulties. Methodological
problems such as whether such epistemological beliefs can be measured "in
isolation"--free of content and context influence--or the impossibility of collecting
direct measures of epistemological beliefs may influence how the domain
generality-specificity question is approached. Some suggestions about how these
difficulties may be overcome are developed. The relevance of exploring
epistemological beliefs across domains and across contexts is emphasized.:
Author:
English:
21:
Journal Articles; Opinion Papers
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126;
Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site:
http://proxy.library.upenn.edu:5546
http://proxy.library.upenn.edu:5570/10.1016/j.ijer.2006.08.002
DEC2006
2006
EJ746405
ERIC
Title:
Teaching Students to Think Critically
Author(s):
Black, Susan
Source:
Education Digest: Essential Readings Condensed for Quick Review, v70 n6 p4247 Feb 2005. 6 pp.
ISSN:
0013-127X
:
Critical Thinking, Thinking Skills, Faculty Development, Teaching Methods,
Teacher Expectations of Students, Teacher Student Relationship, Classroom
Environment
In this article, the author stresses that teachers need to teach their students to think
critically and to reason their way. One prerequisite for teaching critical thinking is
a classroom climate of high expectations, teacher warmth and encouragement, and
pleasant physical surroundings. Schools should see to it that students become
progressively more disciplined in their reasoning, and more self-critical and selfdirected in the process and products of their thinking as they advance through the
grades. She also states that the students need opportunities to analyze their own
thinking according to standards of clarity, accuracy, relevance, logic, and fairness.
Moreover, she notes that teachers should give necessary information and thinking
tools to solve problems that focus more on affective and cognitive features of
learning; and for students to become good critical thinkers, teachers must be good
thinkers themselves. Furthermore, she discusses some of the possible things that a
teacher should do in order to develop the students' thinking skills.
ERIC:
Englis:
Journal Articles; Opinion Papers; Reports - Descriptive
Prakken Publications, 832 Phoenix Dr., P.O. Box 8623, Ann Arbor, MI 48108.
Tel: 734-975-2800; Fax: 734-975-2787; Web site: http://www.eddigest.com/.
http://www.eddigest.com/html/contentsmain.html
SEP2006
2006
EJ741259
ERIC
Academic Search Premier
Title:
Teaching Critical Thinking: Some Lessons from Cognitive Science
Author(s):
van Gelder, Tim
Source:
College Teaching, v53 n1 p41 Win 2005. 6 pp. (Peer Reviewed Journal)
ISSN:
8756-7555
Cognitive Psychology, Critical Thinking, Teaching Methods, Beliefs, Thinking
Skills, Skill Development, Transfer of Training, Guidelines, Higher Education
This article draws six key lessons from cognitive science for teachers of critical
thinking. The lessons are: acquiring expertise in critical thinking is hard; practice
in critical-thinking skills themselves enhances skills; the transfer of skills must be
practiced; some theoretical knowledge is required; diagramming arguments
("argument mapping") promotes skill; and students are prone to belief
preservation. The article provides some guidelines for teaching practice in light of
these lessons.
Author:
22:
English:
6
Teachers
Journal Articles; Reports - Descriptive
Heldref Publications, Helen Dwight Reid Educational Foundation, 1319
Eighteenth Street, NW, Washington, DC 20036-1802. Web site:
http://www.heldref.org.
DEC2005
2005
EJ708705
ERIC
Academic Search Premier
Title:
Problems with Two Standard Models for Teaching Critical Thinking
Author(s):
Nosich, Gerald M.
Source:
New Directions for Community Colleges, v2005 n130 p59-67 Sum 2005. 9 pp.
(Peer Reviewed Journal)
ISSN:
0194-3081
:
Intellectual Disciplines, Critical Thinking, Teaching Methods, Role, Community
Colleges, Higher Education, Two Year Colleges
Two common models of teaching critical thinking in a discipline fail to do justice
to the essential role critical thinking plays in all learning or to its role in the
discipline as a whole. This chapter describes a model that emphasizes a more
central role for critical thinking in shaping all course activity and in focusing on
the most fundamental and powerful discipline-based concepts.
:
2:
English:
9
Journal Articles; Reports - Descriptive
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ
07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail:
subinfo@wiley.com; Web site:
http://proxy.library.upenn.edu:5556/browse/?type=JOURNAL
http://proxy.library.upenn.edu:5570/10.1002/cc.196
MAY2007
2007
EJ761035
ERIC
Academic Search Premier
Title:
If X, Then Y: Teaching Critical Thinking Skills.
Author(s):
Powell, Gwynn M.
Source:
Camping Magazine, v73 n1 p22-23 Jan-Feb 2000.
ISSN:
0740-4131
:
Camping, Counselor Training, Critical Thinking, Decision Making, Job Skills,
Skill Development, Staff Development, Thinking Skills
Offers advice to camp professionals on teaching critical thinking skills to staff.
Lists components of teaching critical thinking and the characteristics and skills of
a critical thinker. Describes staff orientation activities that emphasize critical
thinking: role playing in an "if, then" format; discussing developmental stages and
needs; interpreting parent responses; modeling decision making; and using
training videos. (CDS)
Theme issue title: "Staff Development.":
English:
Guides - Non-Classroom; Information Analyses; Journal Articles:
CIJJUL2000
2000
EJ600012
ERIC
MasterFILE Premier
Title:
Common Misconceptions of Critical Thinking.
Author(s):
Bailin, Sharon; Case, Roland; Coombs, Jerrold R.; Daniels, Leroi B.
Source:
Journal of Curriculum Studies, v31 n3 p269-83 May-June 1999.
ISSN:
0022-0272
:
Cognitive Processes, Critical Thinking, Decision Making, Educational Practices,
Higher Education, Methods, Misconceptions, Problem Solving, Skill
Development, Thinking Skills
:
Analyzes three widely-held conceptions of critical thinking: as one or more skills,
as mental processes, and as sets of procedures. Considers each a misconception
and offers alternative proposals for teaching critical thinking. (CMK)
English:
Journal Articles; Reports - Descriptive:
CIJSEP2001:
2001
EJ623970
ERIC
Academic Search Premier
Title:
Conceptualizing Critical Thinking.
Author(s):
Bailin, Sharon; Case, Roland; Coombs, Jerrold R.; Daniels, Leroi B.
Source:
Journal of Curriculum Studies, v31 n3 p285-302 May-June 1999.
ISSN:
0022-0272
:
Concept Formation, Critical Thinking, Educational Practices, Educational
Theories, Elementary Secondary Education, Heuristics, Higher Education,
Knowledge Level, Psychological Characteristics, Standards
:
Provides a conception of critical thinking and the critical thinker, who is
characterized by five intellectual resources: background knowledge, operational
knowledge of good thinking, knowledge of critical concepts, effective heuristics,
and habits of mind. Explains, with examples, each intellectual resource. Discusses
the task of teaching critical thinking. (CMK)
:
English:
Journal Articles; Reports - Descriptive:
CIJSEP2001:
2001
EJ623971
ERIC
Academic Search Premier
Title:
Critical Thinking: Teaching Students To Seek the Logic of Things, Part II.
Author(s):
Paul, Richard; Elder, Linda
Source:
Journal of Developmental Education, v23 n2 p34-35,40 Win 1999.
ISSN:
0894-3907
:
Critical Thinking, History Instruction, Instructional Design, Instructional
Innovation, Learning Strategies, Logical Thinking, Student Development,
Teaching Methods, Thinking Skills
:
Advocates teaching critical thinking through showing students the logic of a
subject. Uses one example of instruction in history that allows students to think
their way through the logic of the subject rather than memorize bits and pieces of
someone else's thought (never grasping its logic). (VWC)
:
English:
Journal Articles; Opinion Papers:
CIJJUN2000:
2000
EJ597643
ERIC
Academic Search Premier
Title:
Teaching Critical Thinking for Transfer across Domains: Dispositions, Skills,
Structure Training, and Metacognitive Monitoring.
Author(s):
Halpern, Diane F.
Source:
American Psychologist, v53 n4 p449-55 Apr 1998.
ISSN:
0003-066X:
Cognitive Psychology, College Students, Critical Thinking, Higher Education,
Metacognition, Personality Traits, Teaching Methods, Teaching Models,
Thinking Skills
:
Presents four-part empirical model for teaching and learning critical thinking.
Model consists of dispositional or attitudinal component, instruction in and
practice with critical-thinking skills, structure-training activities designed to
facilitate transfer across contexts, and metacognitive component used to direct
and assess thinking. Contains 24 references. (MMU)
English:
Journal Articles; Reports - Descriptive:
CIJOCT1999:
1999
EJ582977
ERIC
Title:
Teaching Critical Thinking for Transfer across Domains: Dispositions, Skills,
Structure Training, and Metacognitive Monitoring.Find More Like This
Author(s):
Halpern, Diane F.
Source:
American Psychologist, v53 n4 p449-55 Apr 1998.
ISSN:
0003-066X
Cognitive Psychology, College Students, Critical Thinking, Higher Education,
Metacognition, Personality Traits, Teaching Methods, Teaching Models,
Thinking Skills
Presents four-part empirical model for teaching and learning critical thinking.
Model consists of dispositional or attitudinal component, instruction in and
practice with critical-thinking skills, structure-training activities designed to
facilitate transfer across contexts, and metacognitive component used to direct
and assess thinking. Contains 24 references. (MMU)
Title:
Focus on Teaching: Critical Thinking.
Author(s):
Dyrud, Marilyn A.; Worley, Rebecca B.
Source:
Business Communication Quarterly, v61 n3 p62-63 Sep 1998.
ISSN:
1080-5699
Assignments, Business Communication, Class Activities, Critical Thinking,
Higher Education, Thinking SkillsI
Blooms Taxonomy
Discusses Bloom's Taxonomy of Cognitive Skills and presents a table that
outlines and defines its six skill levels. Introduces articles in this journal
describing assignments for business communications which involve the these
higher-order thinking skills. (SR)
See CS 757 429-433 for related articles.
English
Journal Articles; Opinion Papers; Reports - General
CIJJAN2000
2000
EJ587507
ERIC
Business Source Premier
Title:
Effectively Teaching Critical Thinking Skills to High School Students.
Author(s):
Brown, Elizabeth A.
Source:
18 pp.
Publication
Date:
1997:
Class Activities, Critical Thinking, Debate, High School Students, High Schools,
Instructional Effectiveness, Problem Solving, Student Development, Thinking
Skills
Today's highly technical information society is marked by constant change. To be
competent, functional, and prepared to deal with the future, students need to be
able to analyze, question, and evaluate information critically. Therefore, the
educational community has renewed interest in teaching critical thinking.
Unfortunately, educational practices often concentrate on rote knowledge of facts
while neglecting problem solving skills. This paper addresses the effectiveness of
classroom debate as a tool to teach problem solving skills. The strategies given
enable high school teachers to prepare their students for classroom debate.
Contains 18 references. (Author/BT)
English:
18:
Guides - Classroom - Teacher:
Full Text from ERIC
Available online
RIESEP1999
1999
ED429850
ERIC
Title:
Teaching Critical Thinking: A Metacognitive Approach.
Author(s):
Wilen, William W.; Phillips, John Arul
Source:
Social Education, v59 n3 p135-38 Mar 1995.
ISSN:
0037-7724:
Cognitive Processes, Comprehension, Critical Thinking, Curriculum
Development, Decision Making, Educational Objectives, Elementary Secondary
Education, Interpretive Skills, Learning Processes, Learning Strategies,
Metacognition, Social Studies, Teaching Methods, Thinking Skills:
Asserts that a primary goal of social studies is to prepare students to make
informed decisions on public and political issues. Maintains that the most
effective approach to teaching critical thinking is through infusion--teaching
thinking skills in the context of subject matter. (CFR)
Theme issue topic: "Teaching Students to Think.":
English:
Teachers; Practitioners:
Reports - Descriptive; Journal Articles
CIJAUG1995
1995
EJ502217
ERIC