Тема: Teaching critical thinking: An evidence-based guide

Abstract

In this interview for Think magazine (April ’’92), Richard Paul provides a quick overview of critical thinking and the issues surrounding it: defining it, common mistakes in assessing it, its relation to communication skills, self-esteem, collaborative learning, motivation, curiosity, job skills for the future, national standards, and assessment strategies.

Paul: First, since critical thinking can be defined in a number of different ways consistent with each other, we should not put a lot of weight on any one definition. Definitions are at best scaffolding for the mind. With this qualification in mind, here is a bit of scaffolding: critical thinking is thinking about your thinking while you’re thinking in order to make your thinking better. Two things are crucial:

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Place three pills opposite each other on the balance. If they balance the heavy pill is one of the remaining two (when placed on the scale). If the balance with three pills goes down the heavy pill is one of the three pills. Place two of these on the balance. If they balance the remaining pill is heavy. If the scale goes down with two pills the heavy pill has been identified (in two trials!).

Questions Provoking Critical Thinking; Questions Provoking Critical. sequence and clarity of questions you ask students can be as important as the type of.

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