Piaget's final stage of cognitive development, formal operations, involves reasoning skills that appear to relate to the traits of critical thinking. The current study was designed to assess whether a relationship exists between the level of cognitive development (as measured by the Lawson Classroom Test of Scientific Reasoning [Lawson CTSR]) and critical thinking (as measured by Assessment Technology Institute Critical Thinking Assessment-Entrance test [ATI-CTA-Ent]). This study explored the possible relationship between the level of cognitive development and the level of critical thinking exhibited by first semester nursing students seeking an Associate Degree (ADN). It also explored the relationship between specific subsets of cognitive development and critical thinking as a whole as well as between cognitive development and the distinct traits that characterize critical thinking. Furthermore, this project asked whether the level of general knowledge held by nursing students (as measured by Assessment Technology Institute Test of Essential Academic Skills [ATI-TEAS] is correlated with the level of cognitive development. All statistical analyses controlled for gender, age, and prior schooling. A sample of 190 first semester nursing students were administered the Lawson CSTR as a test of cognitive development, the ATI-CTA-Ent as a test of critical thinking and the ATI-TEAS as a test of general knowledge. In a hierarchical multiple regression analysis it was found that cognitive development accounted for 19.3% of the variance in critical thinking scores after controlling for gender, age and prior schooling. With multiple subscales on both the predictor (Lawson CTSR) and the criterion (ATI CIA) side, regression models noted ATI-Inference with the largest explained variance (21.15%) and the smallest for ATI Evaluation (9.36%). The covariates explained 9.6% and cognitive development explained an additional 33.6% of the variance in general knowledge. These findings suggest that measures of cognitive development are associated with measures of critical thinking ability.

The curiosity for source criticism was something that sparked in us during our internships. We discovered that students, even at an early age, frequently use digital sources and social media to find information and news. The purpose of this meta-study is to find out how the Swedish school system teaches the younger students about critical thinking and source criticism. The current Swedish curriculum mentions in the introductory chapters, along with the core content for Swedish and civics education, that the students should get the opportunity during their education in compulsory school to develop a source-critical approach. The research question posed was therefore “Are the younger students in compulsory school given the right tools and conditions to develop their critical thinking in civics education, to thus understand contemporary society?”. To find answers to this question, a qualitative textual analysis was conducted to determine a selection of related literature. The results showed that the schools lacked practical work regarding critical thinking and source criticism. As a result the teachers find it difficult to determine how it should be incorporated, along with which subject is responsible for it. Studies have shown confusion mainly among Swedish and civics teachers, since both teachers considered source criticism to be the other teacher's area of responsibility. The results also included which abilities are needed for a student to be able to develop a source-critical approach to thinking, also how a phenomenon can be interpreted differently depending on the experiences of the observer. The primary conclusion drawn was that there is a significant lack of research focusing on students in elementary school and how they relate to media and other information they meet every single day. It was also concluded that there is a lack of communication regarding this topic in the Swedish school system and how important it is for young students to develop critical thinking skills to be able to participate in our society as democratic citizens.

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This exploratory, mixed-methods study investigated the relationship between information literacy and critical thinking. The research question guiding the first portion of the study was: How do information literacy and critical thinking relate in undergraduate students conducting academic research? Using two standardized assessments, the study assessed the information literacy and critical thinking skills of a small population of college students from a private, university in Texas. The correlational analysis of the scores from the two assessments showed a statistically significant, positive, moderate correlation. The study also explored the likelihood of gender differences in cognitive processing using information literacy and critical think skills assessments. The independent samples t-tests for both assessments demonstrated no statistically significant differences between female and male participants. Finally, a qualitative component comprised of a questionnaire provided context to the assessment scores through items requesting information on participant source selection priorities via the three middle stages of Kuhlthau's information search process model as well as their criteria for selecting sources of information. Though only a small number of the participants completed the questionnaire, the responses highlighted areas of interest for future research.

Thesis (D.Tech.: Postgraduate Nursing Studies)-Dept. of Postgraduate Nursing Studies, Durban Institute of Technology, 2006 2 v. (920 leaves) / An educational course for post-basic multi-cultural South African nurses, based on a model for critical reflective practice, forms the case study for a participatory action research paradigm that frames this qualitative study

本研究旨在探討教學者以及學習者對使用繪本學習批判性思考能力的想法，並且了解學生使用Law於2012年提出的六個策略 學習批判性思考能力後有何看法。此外，本研究也整理教學以及學習過程中遇到的困難，同時間提出如何調整教案以解決問題。 本研究採用質性個案研究。研究對象為某高中二年級的四十四位學生。這些學生為研究者某一任教班級。他們透過兩本繪本進行為期八週的批判性思考課程。本課程的核心為四項能力：(1) 能把各類訊息加以比較、歸類、排序、(2) 能根據上下語境釐清不同訊息間的因果關係、(3) 能分辨客觀事實與主觀意見和(4) 能評估不同資訊，提出合理的判斷或建議。研究者透過課室錄影觀察、學習單、學習/教學日誌和焦點團體訪談等蒐集資料。 研究結果顯示繪本教學不僅能夠提升學生的批判性思考和英文能力，還可以維持他們強烈的學習動機。此外，雖然繪本中的圖片造成學生一些理解上的問題，教師還是可以利用多元感官教學方式以及有目的性的引導學生來解決困難。另外，Law於2012年提出的六項策略也大大地幫助學生學習批判性思考能力。然而，在使用這六項策略時，老師必須注意給予充足的待答時間，加入學生小組討論，並選用貼近生活以及適合學生程度的繪本。最後，本研究發現互動式朗讀和提問作者法也能幫助高中學生發展批判性思考能力。 本研究顯示遵照台灣普通高級中學英文科98課綱，教師可以將批判性思考納入繪本閱讀課程中，並創造一個良好的學習環境，培養學生成為有素養的公民。此外，本研究亦提供教師教學現場以及未來研究方向之建議。 / This study aims to examine how the teacher and students respond to cultivating critical thinking skills through picture books and to the six strategies suggested by Law (2012). Besides, it also explores what problems occur in the teaching/learning process and how to adjust the lessons to solve the problems. This study adopted a qualitative case study design. The participants were forty-four eleventh graders in one class taught by the teacher researcher. They learned critical thinking through two picture books in an eight-week study. The foci of the teaching were the four critical thinking skills, namely, (1) being able to compare, classify and sequence various information, (2) being able to identify the causal relationship between information based on the context, (3) being able to distinguish facts from opinions and then one advanced ability, and (4) being able to assess different pieces of information and propose reasonable judgments or suggestions. The students’ and the teacher researcher’s responses were collected from video-taped classroom observations, worksheets, learning/teaching logs, and focus group interviews. The important findings are listed as follows. First, picture books were helpful in the enhancement of critical thinking skills, the improvement of English skills and a high level of learning motivation. Second, the nature of illustrations in picture books resulted in some comprehension problems, which could be solved through a multi-sensory approach and teachers’ purposeful guidance. Third, the six strategies recommended by Law (2012) assisted the students a lot in promoting critical thinking skills. It is noted that when implementing these six strategies, the teacher were advised to give sufficient wait time for students, join students’ discussion, and select picture books with real-life themes and suitable difficulty levels. Fourth, interactive read-alouds and questioning the author were also proved to be useful strategies for high school students to develop their critical thinking through picture books. This study suggests that following the 2010 New Guidelines of English Curriculum in Taiwan, teachers can integrate critical thinking skills into picture book reading and create a good learning environment for students to become productive citizens. Pedagogical implications and suggestions for future studies were presented as well.

Thesis (PhD)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: Effective use of thinking skills and processes affects every aspect of our lives. This study investigates the nexus between an alternative approach to science teaching with an emphasis on teaching thinking skills, and the special needs of learners in two South African classrooms. Two cycles of intervention programmes with an emphasis on thinking skills were introduced to learners with special needs and evaluated. The aims of this study are to critically explore whether and to what extent teaching science to learners with special needs using selected Instrumental Enrichment instruments can: • Contribute to the development of basic and science thinking skills and the transfer of these thinking skills and processes to other disciplines; • Provide learners with special needs with an interactive science programme that is suitable for their special needs; and • Increase student engagement in the science classroom as well as positively influence the classroom learning environment. The study was conducted using action research as a method for teachers-researchers to investigate the teaching-learning situation in situ for the purpose of improvement and change of practice as well as for the benefit of the learners who participate in the intervention. Cross-referencing triangulation was used, in which different perspectives obtained from different sources - the teacher's, the observer's and the learners' -were combined as a way to increase the validity, credibility and dependability of the findings. This research report offers insights into science instruction, the acquisition of science content knowledge and the improvement of thinking skills in learners with special needs. The research also deals with the transfer of thinking skills taught in one discipline into another, and raises questions about the assumptions regarding this issue in Curriculum 2005. It also throws light on the inclusive approach, underpinning the South African educational policy of inclusive education and its suitability for learners with special needs. / AFRIKAANSE OPSOMMING: Die effektiewe gebruik van denkvaardighede en -prosesse het 'n invloed op elke aspek van ons lewens. Hierdie studie ondersoek die verband tussen 'n alternatiewe benadering tot wetenskaponderrig met 'n klem op die onderrig van denkvaardighede en die spesiale behoeftes van leerders in twee Suid-Afrikaanse klaskamers. Twee siklusse van intervensieprogramme, met 'n klem op denkvaardighede, is aan leerders met spesiale behoeftes bekendgestel en geëvalueer. Die doel van die studie is om krities ondersoek in te stelof, en tot watter mate die gebruik van geselekteerde Instrumentele Verrykking in wetenskaponderrig aan leerders met spesiale behoeftes: • 'n bydrae kan maak tot die ontwikkeling van basiese en wetenskaplike denkvaardighede en die oordrag van hierdie denkvaardighede en prosesse na ander dissiplines • 'n interaktiewe wetenskapprogram, gepas vir hul behoeftes, kan voorsien • leerderbetrokkenheid in die wetenskapklas kan verhoog en ook die klaskamerleeromgewing positiefte beïnvloed. Die studie is gedoen deur aksie-navorsing te gebruik as 'n metode vir die onderwysernavorsers om ondersoek in te stel na die onderrig-leer situasie in situ met die doelom praktyk te verbeter en te verander en om ook tot voordeel te wees van die leerders wat aan die intervensie deelneem. Kruisverwysende triangulasie is gebruik waarin verskillende perspektiewe wat verkry is uit verskillende bronne - van die onderwyser, die waarnemer en die leerders - gekombineer is as 'n manier om geldigheid, geloofwaardigheid en betroubaardheid van die bevindings te verhoog. Die navorsingsverslag bied insig in wetenskaponderrig, die verwerwing van wetenskapinhoudkennis en die verbetering van denkvaardighede by leerders met spesiale behoeftes. Die navorsing handelook oor oordrag van denkvaardighede wat in een dissipline onderrig is na 'n ander en bevraagteken die aannames rakende hierdie kwessie in Kurrikulum 2005. Dit belig ook die inklusiewe benadering wat onderlê word deur die Suid-Afrikaanse onderwysbeleid oor inklusiewe onderwys en die geskiktheid daarvan vir leerders met spesiale behoeftes.

The problem for this study was to enhance the development of higher order thinking skills and improve attitudes toward computers for fifth and sixth grade students. The purpose of this study was to determine the impact of a Technology Enriched Classroom on student development of higher order thinking skills and student attitudes toward the computer. A sample of 80 sixth grade and 86 fifth grade students was tested using the Ross Test of Higher Cognitive Processes. The Ross Test was selected because of its stated purpose to judge the effectiveness of curricula or instructional methodology designed to teach the higher-order thinking skills of analysis, synthesis and evaluation as defined by Bloom. The test consisted of 105 items grouped into seven subsections. In addition, the students were surveyed using the Computer Attitude Questionnaire developed by the Texas Center for Educational Technology. The questionnaire assessed sixty-five questions combined to measure eight attitudes.

Since the passage of No Child Left Behind, the output of education has been measured through student achievement on standardized tests. School ratings, student graduation, teacher jobs and school charters are all tied to these tests. This study analyzes the extent to which math and science public high school teachers in New Orleans focus on critical thinking and creativity, skills needed to be successful in the future. Through a framework of Richard Paul’s model of critical thinking and Theresa Amabile’s social psychology of creativity, this study evaluates support for critical thinking and creativity through classroom observations, analysis of instructional materials and teacher interviews. Findings indicate that teachers at academically selective schools are more likely to support critical thinking and creativity in their classrooms than teachers at open enrollment schools. Classroom tests of participating teachers mainly focus on assessing basic knowledge and skills, not critical thinking and creativity.

This essay will present a discussion about why critical thinking is crucial for student’s long-term development with the subject religion and science in high school religion as an example of how this can be fulfilled. Three different theories will be applied in this essay in order to form a comprehensive discussion. The three different theories presented in the theoretical framework are, John Dewey ‘s pragmatism, Hannah Arendt’s Natality and Paulo Freire’s Marxist theory. The subject religion and science was only recently added to the most updated curriculum, which has led to teachers taking it more seriously. Prior to that it was only a topic, which could or could not have been excluded. Now that it is included in the curriculum, new teaching approaches and learning strategies are necessary because of its density. The relationship between religion and science has several different perspectives and attitudes meaning that student’s can freely adapt their own because basically, no opinion or answer is wrong. Student’s can analyze, think critically and then develop his or her own understandings of the topic. The teacher must remain unbiased when teaching this topic so student’s can eventually develop his or her own creative views and opinions on the subject being studied. The schools curriculum emphasizes the fact that student’s are to develop his or her own creative opinions in life that will eventually contribute to society. The curriculum also stresses the importance of developing critical thinking and the ability to reflect. Critical thinking is a useful skill for all subject and matter and life however, it is not something that can develop on its own. Through reflection, and sufficient amount of guidance, the student’s ability to think critically will develop and progress into life long knowledge. Moreover, new knowledge that is reflected upon and critically analyzed will be memorized competently.