Сборник научных статей международной научно-практической конференции
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zh.aymauytuly zhinak 2023 2
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Literature review: The importance of nurturing critical thinking in the field of education is deeply grounded in both theoretical and practical foundations. The incorporation of critical thinking into school curricula has been a significant topic of conversation since at least the first half of the 20th century, largely influenced by the educational philosopher John Dewey. Facione argues that developing critical thinking skills should be a goal at every grade level in the K-12 educational system. In this context, the pedagogical approach to teaching critical thinking in schools should seamlessly integrate with regular classroom activities. Moreover, the early introduction of critical thinking education is considered crucial. Research consistently demonstrates significant differences between students who receive early exposure to critical thinking education and those who do not. However, despite the continual advocacy for the importance of critical thinking in global education, there has been a lack of efforts to quantitatively assess these skills within the classroom setting. According to UNESCO, measuring improvements in critical thinking skills plays a central role in enhancing the overall quality of education. If examinations are acknowledged as influencing both the curriculum and teaching methods, then a practical strategy for improving the quality of critical thinking education involves the development of more effective assessment tools. The existing body of literature emphasizes the importance of having subject- specific knowledge when teaching critical thinking skills, as accurate assessment requires a contextual and subject-specific approach. To effectively measure students' critical thinking abilities in a classroom setting, assessments should be closely aligned with the specific subject where these skills are being developed. This is crucial because the choice of subject can significantly influence the outcomes or conclusions of a study, depending on the task's objectives. Therefore, while critical thinking skills have a certain degree of universality, their relevance depends on their alignment with a specific subject matter. Ennis (1989) suggests that the best time to instill critical thinking skills is during the early years of primary education, a finding supported by other studies that highlight the benefits of explicit instruction and evaluation of critical thinking abilities in young children. However, the current critical thinking assessments are not designed for younger children and lack subject-specific focus. Instead, these assessments primarily evaluate critical thinking as a broad and general competence. 32 Critical thinking is a complex and debated concept with a range of conflicting viewpoints in the field. The origins of critical thinking literature can be traced to two academic disciplines: philosophy and psychology. Additionally, Stenberg has identified a third dimension of critical thinking within the educational context. The philosophical perspective centers around the hypothetical critical thinker, characterized by qualities like curiosity, open-mindedness, adaptability, and the ability to understand diverse viewpoints. In contrast, the cognitive psychological approach focuses on the real thought processes of individuals, comparing them with idealized cognitive processes. It aims to define critical thinking by observing actions and behaviors displayed by individuals with strong critical thinking skills, providing a comprehensive list of the competencies and procedures they use. Bloom and colleagues contribute to the educational approach by introducing a taxonomy of information processing skills. Specifically, the top three levels of this taxonomy (analysis, synthesis, and evaluation) are often seen as indicative of critical thinking abilities. The educational approach is based on substantial classroom experience and observations of student learning. However, it's important to note that the frameworks in this field have not been rigorously tested within the realms of philosophy or psychology. Numerous researchers who specialize in the field of critical thinking express concerns regarding the insufficient state of critical thinking skills in both educated adults and children. Early research, influenced by the Piagetian tradition, tended to view the cognitive processes of young children as less developed compared to those of older individuals. According to Piaget's stages of cognitive development, young children were thought to lack the capacity for formal operations, which are considered essential for critical thinking. However, more recent research has shown that young children engage in many of the same cognitive processes as adults, suggesting that there is a role for nurturing critical thinking skills in lower elementary education. Kennedy notes that although critical thinking abilities tend to improve with age, even young children can benefit from instruction in critical thinking. Bailin and colleagues argue that critical thinking instruction in primary school settings can include teachings that promote students' appreciation for reason and truth, encourage open-mindedness, foster respect for others during discussions, and cultivate a willingness to consider alternative perspectives. A significant body of research in the field of critical thinking supports the idea that critical thinking skills and competencies can be developed through instruction. Halpern provides evidence of the effectiveness of two instructional programs in this regard. Furthermore, Kennedy and others concluded that interventions aimed at enhancing critical thinking skills generally produce positive outcomes. While some authors propose that critical thinking skills and capabilities should be acquired within the broader context of learning, without direct and explicit instruction, there is an alternative approach. In the second approach, thinking skills, including critical thinking, are taught through focused and explicit instruction in a separate course, independent of specific subject matter. This approach is notably common in the Italian educational context. A third approach seeks to strike a balance between the general and subject-specific methods. In their analysis of 117 empirical studies, Abrami and colleagues found that this blended approach led to the most significant improvements 33 in students' skills and dispositions. Furthermore, the authors observed that when educators receive specialized training in teaching critical thinking, it has the most substantial impact on course curricula. Therefore, effective interventions may require professional development opportunities specifically designed to equip teachers with the skills and knowledge necessary for effective instruction in critical thinking. Methods In this article, the secondary research method was utilized to examine the programs aimed at developing critical thinking skills in elementary school students. Secondary data review, often referred to as a "literature review" or "secondary research," is a commonly employed research method in academic work. It entails a systematic evaluation and analysis of existing data and information that have been collected by other researchers or organizations for purposes unrelated to the researcher's own project. The use of secondary research, also known as a literature review or secondary data analysis, can be justified for various reasons in different research contexts:A) Comparative Studies: Researchers can employ secondary data to compare findings from various sources, regions, or time periods, which can result in broader insights and a more comprehensive understanding of a particular topic.B) Ethical Considerations: In certain situations, collecting primary data may present ethical dilemmas or privacy concerns. Secondary data analysis can circumvent these issues by utilizing existing anonymized data C) Cost-Effectiveness: Conducting primary research, such as surveys, experiments, or fieldwork, can be resource-intensive in terms of time, money, and human resources. Secondary research enables researchers to make use of existing data without incurring these additional costs. D) Time Efficiency: Primary data collection can be time-consuming, particularly when dealing with large sample sizes or complex methodologies. Secondary research offers access to readily available data, which can expedite the research process. жүктеу/скачать 2,4 Mb. Достарыңызбен бөлісу:
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