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Critical thinking is the process of analyzing available facts, evidence, observations, and arguments to make sound conclusions or informed choices. It involves recognizing underlying assumptions, providing justifications for ideas and actions, evaluating these justifications through comparisons with varying perspectives, and assessing their rationality and potential consequences. [1]
Skills in critical thinking. Subcategories. This category has the following 8 subcategories, out of 8 total. A. Analysis (20 C, 38 P) C. Criticism (4 C, 6 P) D.
Williams' taxonomy is a hierarchical arrangement of eight creative thinking skills conceived, developed, and researched by Frank E. Williams, a researcher in educational psychology. [1] The taxonomy forms the basis of a differentiated instruction curriculum model used particularly with gifted students and in gifted education settings.
Metacognition – Self-awareness about thinking, higher-order thinking skills; Model of hierarchical complexity – Framework for scoring how complex a behavior is; Pedagogy – Theory and practice of education; Physical education – Educational course related to the physique and care of the body
Critical thinking; Proof theory; Model theory; Logicians; Set theory; Computability theory; Logic literature; Concepts in logic; ... Critical thinking skills (8 C, 15 P)
PBL is also argued as a learning method that can promote the development of critical thinking skills. [66] In PBL learning, students learn how to analyze a problem, identify relevant facts and generate hypotheses, identify necessary information/knowledge for solving the problem and make reasonable judgments about solving the problem.
The six thinking hats indicate problems and solutions about an idea the thinker may come up with. Similarly, "The Five Stages of Thinking" method—a set of tools corresponding to all six thinking hats—first appears in his CoRT Thinking Programme in 1973: [4]
There is empirical evidence that the skills developed in argument-mapping-based critical thinking courses substantially transfer to critical thinking done without argument maps. Alvarez's meta-analysis found that such critical thinking courses produced gains of around 0.70 SD, about twice as much as standard critical-thinking courses. [55]