Editor's Introduction: Reasoning, Argumentation, and Critical Thinking Instruction (original) (raw)
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Journal of the Learning Sciences, 2011
This article explores the concepts of critical questions (from D. N. Walton, 1996) and integrative and refutational argument stratagems as an approach for teaching argumentation and critical thinking. A study was conducted for 6 months in 3 sections of a 7th-grade social studies classroom in which 30 students discussed and wrote about current events. One section served as a comparison group. Over time the experimental group made more arguments that integrated both sides of each issue. Collectively, the experimental group also successfully constructed salient critical questions, particularly in regard to weighing values and designing practical creative solutions. In-depth analysis of 1 student showed how conceptual structures and argument practices improved incrementally over time and how the appropriation of stratagems may have been facilitated by the dialectical nature of the intervention (e.g., using critical questions and stratagems successfully in discourse). The theoretical and practical importance of Walton’s dialogue theory, and the critical question approach to argumentation, are discussed. Th
Taking Seriously the Teaching of Critical Thinking
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practice” (1991, p. 354). Research in the U.S. supports these observations. For example, Su’s (1990) study, based on interviews with 112 educators, found that although teachers stated that they valued critical thinking they did not implement it in their classrooms. Similarly, in her study of a three-year project to foster critical thinking in social studies, McKee (1988) found that teachers spent only four percent of class time on reasoning activities.
Increasing Critical Thinking Skill Through Class Debate
2016
Students need critical thinking skills in deciding the various issues that arise with rapid and complex. Critical thinking skills students can thrive in a learning process that encourages their active involvement; both physically and psychologically. Active learning encourages students to listen, speak, read and write. Active learning in the classroom debate, because this method addresses the new theme and controversy, the development of verbal abilities, and writing. This paper intends to examine whether the debate class students' critical thinking skills can be increased? This study uses the one-group pretest-posttest design with a sample of 35 students, and treat use debate method performed 5 times. Data collection techniques using critical thinking skills tests and rating scales. Data analysis using descriptive statistics and test different. The results of this study were (1) that the debate group 4 scored 3.40 keep the first position, followed by group 1 with a value of 3.25, group 2 with a value of 3.10 Group 5 with a value of 2.93 and group 3 with a value of 2.60; and (2) the ability of critical thinking by 78.93% students thought exercise categories, with the following indicators: the clarity of information = 80%, the depth of ideas = 75.47%, the breadth of viewpoints = 75.23%, and accuracy in the inference = 85%. Students studying in classroom debate will improve their critical thinking skills with an average difference of pretest and posttest 11.30% with t = 4.225 and p =. 000 <.05.
Critical Thinking across the Curriculum
2002
Critical thinking can help its practitioners understand the issues in society. The authors discuss the method involved in evaluating the validity of arguments and the need for teaching and using critical thinking skills across the curriculum. Introduction Critical thinking, simply stated, is arriving at conclusions based on the legitimacy of one's research. "Legitimacy" is the operative word here, for the critical thinking process eradicates faulty thinking patterns and, in particular, those known as fallacies. Why is this process important in today's teaching climate? With controversies like the 2000 Presidential election, the McVeigh execution, the Megan's Law Internet connection, and, above all, the September 11th tragedy, there can be little doubt that improved critical thinking could provide a means of combating tendencies that might undermine some basic democratic rights on no firmer foundation than raw emotion, popular opinion, ideology and certain infle...