Critical Literature
Critical Thinking: A Literature Review
October 21, 2002
Table of Contents I. II. III. IV. V. VI. VII. VIII. IX. X. XI. XII. XIII. XIV. XV. General Definitions of Critical Thinking……………………………………2 Misrepresentations about Critical Thinking…………………………………3 Critical Thinking and Information Processing……………………………… Critical Thinking and Education……………………………………………. Critical Thinking for Science Education…………………………………… Critical Thinking for Agricultural Education………………………………. Critical Studies in Critical Thinking………………………………………… Critical Thinking Skills vs. Dispositions……………………………………. Critical Thinking Skills……………………………………………………… Critical Thinking Dispositions………………………………………………. Discipline-specific Critical Thinking………………………………………… Predictors and Correlates of Critical Thinking Skill…………………………. Teaching for Critical Thinking……………………………………………….. The Need for Critical Thinking in Biotechnology Education………………... References…………………………………………………………………….
1
General Definitions of Critical Thinking
Over the last several decades, critical thinking has been discussed and contemplated in educational circles. Many definitions of critical thinking have been offered. In 1991, Pascarella and Terenzini compiled several definitions, stating that critical thinking “typically involves the individual’s ability to do some or all of the following: identify central issues and assumptions in an argument, recognize important relationships, make correct inferences from data, deduce conclusions from information or data provided, interpret whether conclusions are warranted on the basis of the data given, and evaluate evidence or authority (p. 118).” Critical thinking involves the formation of logical inferences (Simon & Kaplan, 1989). Some scholars and educators erroneously assume critical thinking to be higher order thinking or cognitive processing (Paul, 1994). According to Elder and Paul (1994), “Critical thinking is best understood as the ability of thinkers to take charge of their own
October 21, 2002
Table of Contents I. II. III. IV. V. VI. VII. VIII. IX. X. XI. XII. XIII. XIV. XV. General Definitions of Critical Thinking……………………………………2 Misrepresentations about Critical Thinking…………………………………3 Critical Thinking and Information Processing……………………………… Critical Thinking and Education……………………………………………. Critical Thinking for Science Education…………………………………… Critical Thinking for Agricultural Education………………………………. Critical Studies in Critical Thinking………………………………………… Critical Thinking Skills vs. Dispositions……………………………………. Critical Thinking Skills……………………………………………………… Critical Thinking Dispositions………………………………………………. Discipline-specific Critical Thinking………………………………………… Predictors and Correlates of Critical Thinking Skill…………………………. Teaching for Critical Thinking……………………………………………….. The Need for Critical Thinking in Biotechnology Education………………... References…………………………………………………………………….
1
General Definitions of Critical Thinking
Over the last several decades, critical thinking has been discussed and contemplated in educational circles. Many definitions of critical thinking have been offered. In 1991, Pascarella and Terenzini compiled several definitions, stating that critical thinking “typically involves the individual’s ability to do some or all of the following: identify central issues and assumptions in an argument, recognize important relationships, make correct inferences from data, deduce conclusions from information or data provided, interpret whether conclusions are warranted on the basis of the data given, and evaluate evidence or authority (p. 118).” Critical thinking involves the formation of logical inferences (Simon & Kaplan, 1989). Some scholars and educators erroneously assume critical thinking to be higher order thinking or cognitive processing (Paul, 1994). According to Elder and Paul (1994), “Critical thinking is best understood as the ability of thinkers to take charge of their own
References: making decisions" (p. 5). Simply put, critical thinking is the "reasonable and reflective thinking that is focused upon deciding what to believe or do" (Norris & Ennis, 1989, p. 18). 5 Whittington (1995, 2000), who concentrates on higher order thinking because she believes it is a key component of critical thinking has studied faculty and critical thinking Critical Thinking and Science Education A current theme in science teaching reform is the emphasis on active, inquiry-based teaching and learning (National Research Council, 1996) Critical Studies in Critical Thinking The Delphi Study Peter Facione (1990) conducted a Delphi study, which will be described in the next section where a group of critical thinking experts drafted the following definition of critical thinking (CT)