critical thinking is an essential skill for students

The Importance of Critical Thinking Skills for Students

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Brains at Work!

If you’re moving toward the end of your high school career, you’ve likely heard a lot about college life and how different it is from high school. Classes are more intense, professors are stricter, and the curriculum is more complicated. All in all, it’s very different compared to high school.

Different doesn’t have to mean scary, though. If you’re nervous about beginning college and you’re worried about how you’ll learn in a place so different from high school, there are steps you can take to help you thrive in your college career.

If you’re wondering how to get accepted into college and how to succeed as a freshman in such a new environment, the answer is simple: harness the power of critical thinking skills for students.

What is critical thinking?

Critical thinking entails using reasoning and the questioning of assumptions to address problems, assess information, identify biases, and more. It's a skillset crucial for students navigating their academic journey and beyond, including how to get accepted into college . At its crux, critical thinking for students has everything to do with self-discipline and making active decisions to 'think outside the box,' allowing individuals to think beyond a concept alone in order to understand it better.

Critical thinking skills for students is a concept highly encouraged in any and every educational setting, and with good reason. Possessing strong critical thinking skills will make you a better student and, frankly, help you gain valuable life skills. Not only will you be more efficient in gathering knowledge and processing information, but you will also enhance your ability to analyse and comprehend it.

Importance of critical thinking for students

Developing critical thinking skills for students is essential for success at all academic levels, particularly in college. It introduces reflection and perspective while encouraging you to question what you’re learning! Even if you’ve seen solid facts. Asking questions, considering other perspectives, and self-reflection cultivate resilient students with endless potential for learning, retention, and personal growth.A well-developed set of critical thinking skills for students will help them excel in many areas. Here are some critical thinking examples for students:

1. Decision-making

If you’re thinking critically, you’re not making impulse decisions or snap judgments; you’re taking the time to weigh the pros and cons. You’re making informed decisions. Critical thinking skills for students can make all the difference.

2. Problem-solving

Students with critical thinking skills are more effective in problem-solving. This reflective thinking process helps you use your own experiences to ideate innovations, solutions, and decisions.

3. Communication

Strong communication skills are a vital aspect of critical thinking for students, helping with their overall critical thinking abilities. How can you learn without asking questions? Critical thinking for students is what helps them produce the questions they may not have ever thought to ask. As a critical thinker, you’ll get better at expressing your ideas concisely and logically, facilitating thoughtful discussion, and learning from your teachers and peers.

4. Analytical skills

Developing analytical skills is a key component of strong critical thinking skills for students. It goes beyond study tips on reviewing data or learning a concept. It’s about the “Who? What? Where? Why? When? How?” When you’re thinking critically, these questions will come naturally, and you’ll be an expert learner because of it.

How can students develop critical thinking skills

Although critical thinking skills for students is an important and necessary process, it isn’t necessarily difficult to develop these observational skills. All it takes is a conscious effort and a little bit of practice. Here are a few tips to get you started:

1. Never stop asking questions

This is the best way to learn critical thinking skills for students. As stated earlier, ask questions—even if you’re presented with facts to begin with. When you’re examining a problem or learning a concept, ask as many questions as you can. Not only will you be better acquainted with what you’re learning, but it’ll soon become second nature to follow this process in every class you take and help you improve your GPA .

2. Practice active listening

As important as asking questions is, it is equally vital to be a good listener to your peers. It is astounding how much we can learn from each other in a collaborative environment! Diverse perspectives are key to fostering critical thinking skills for students. Keep an open mind and view every discussion as an opportunity to learn.

3. Dive into your creativity

Although a college environment is vastly different from high school classrooms, one thing remains constant through all levels of education: the importance of creativity. Creativity is a guiding factor through all facets of critical thinking skills for students. It fosters collaborative discussion, innovative solutions, and thoughtful analyses.

4. Engage in debates and discussions

Participating in debates and discussions helps you articulate your thoughts clearly and consider opposing viewpoints. It challenges the critical thinking skills of students about the evidence presented, decoding arguments, and constructing logical reasoning. Look for debates and discussion opportunities in class, online forums, or extracurricular activities.

5. Look out for diverse sources of information 

In today's digital age, information is easily available from a variety of sources. Make it a habit to explore different opinions, perspectives, and sources of information. This not only broadens one's understanding of a subject but also helps in distinguishing between reliable and biased sources, honing the critical thinking skills of students.

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6. Practice problem-solving

Try engaging in challenging problems, riddles or puzzles that require critical thinking skills for students to solve. Whether it's solving mathematical equations, tackling complex scenarios in literature, or analysing data in science experiments, regular practice of problem-solving tasks sharpens your analytical skills. It enhances your ability to think critically under pressure.

Nurturing critical thinking skills helps students with the tools to navigate the complexities of academia and beyond. By learning active listening, curiosity, creativity, and problem-solving, students can create a sturdy foundation for lifelong learning. By building upon all these skills, you’ll be an expert critical thinker in no time—and you’ll be ready to conquer all that college has to offer! 

Frequently Asked Questions

What questions should i ask to be a better critical thinker, how can i sharpen critical thinking skills for students, how do i avoid bias, can i use my critical thinking skills outside of school, will critical thinking skills help students in their future careers.

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Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

Eight Instructional Strategies for Promoting Critical Thinking

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(This is the first post in a three-part series.)

The new question-of-the-week is:

What is critical thinking and how can we integrate it into the classroom?

This three-part series will explore what critical thinking is, if it can be specifically taught and, if so, how can teachers do so in their classrooms.

Today’s guests are Dara Laws Savage, Patrick Brown, Meg Riordan, Ph.D., and Dr. PJ Caposey. Dara, Patrick, and Meg were also guests on my 10-minute BAM! Radio Show . You can also find a list of, and links to, previous shows here.

You might also be interested in The Best Resources On Teaching & Learning Critical Thinking In The Classroom .

Current Events

Dara Laws Savage is an English teacher at the Early College High School at Delaware State University, where she serves as a teacher and instructional coach and lead mentor. Dara has been teaching for 25 years (career preparation, English, photography, yearbook, newspaper, and graphic design) and has presented nationally on project-based learning and technology integration:

There is so much going on right now and there is an overload of information for us to process. Did you ever stop to think how our students are processing current events? They see news feeds, hear news reports, and scan photos and posts, but are they truly thinking about what they are hearing and seeing?

I tell my students that my job is not to give them answers but to teach them how to think about what they read and hear. So what is critical thinking and how can we integrate it into the classroom? There are just as many definitions of critical thinking as there are people trying to define it. However, the Critical Think Consortium focuses on the tools to create a thinking-based classroom rather than a definition: “Shape the climate to support thinking, create opportunities for thinking, build capacity to think, provide guidance to inform thinking.” Using these four criteria and pairing them with current events, teachers easily create learning spaces that thrive on thinking and keep students engaged.

One successful technique I use is the FIRE Write. Students are given a quote, a paragraph, an excerpt, or a photo from the headlines. Students are asked to F ocus and respond to the selection for three minutes. Next, students are asked to I dentify a phrase or section of the photo and write for two minutes. Third, students are asked to R eframe their response around a specific word, phrase, or section within their previous selection. Finally, students E xchange their thoughts with a classmate. Within the exchange, students also talk about how the selection connects to what we are covering in class.

There was a controversial Pepsi ad in 2017 involving Kylie Jenner and a protest with a police presence. The imagery in the photo was strikingly similar to a photo that went viral with a young lady standing opposite a police line. Using that image from a current event engaged my students and gave them the opportunity to critically think about events of the time.

Here are the two photos and a student response:

F - Focus on both photos and respond for three minutes

In the first picture, you see a strong and courageous black female, bravely standing in front of two officers in protest. She is risking her life to do so. Iesha Evans is simply proving to the world she does NOT mean less because she is black … and yet officers are there to stop her. She did not step down. In the picture below, you see Kendall Jenner handing a police officer a Pepsi. Maybe this wouldn’t be a big deal, except this was Pepsi’s weak, pathetic, and outrageous excuse of a commercial that belittles the whole movement of people fighting for their lives.

I - Identify a word or phrase, underline it, then write about it for two minutes

A white, privileged female in place of a fighting black woman was asking for trouble. A struggle we are continuously fighting every day, and they make a mockery of it. “I know what will work! Here Mr. Police Officer! Drink some Pepsi!” As if. Pepsi made a fool of themselves, and now their already dwindling fan base continues to ever shrink smaller.

R - Reframe your thoughts by choosing a different word, then write about that for one minute

You don’t know privilege until it’s gone. You don’t know privilege while it’s there—but you can and will be made accountable and aware. Don’t use it for evil. You are not stupid. Use it to do something. Kendall could’ve NOT done the commercial. Kendall could’ve released another commercial standing behind a black woman. Anything!

Exchange - Remember to discuss how this connects to our school song project and our previous discussions?

This connects two ways - 1) We want to convey a strong message. Be powerful. Show who we are. And Pepsi definitely tried. … Which leads to the second connection. 2) Not mess up and offend anyone, as had the one alma mater had been linked to black minstrels. We want to be amazing, but we have to be smart and careful and make sure we include everyone who goes to our school and everyone who may go to our school.

As a final step, students read and annotate the full article and compare it to their initial response.

Using current events and critical-thinking strategies like FIRE writing helps create a learning space where thinking is the goal rather than a score on a multiple-choice assessment. Critical-thinking skills can cross over to any of students’ other courses and into life outside the classroom. After all, we as teachers want to help the whole student be successful, and critical thinking is an important part of navigating life after they leave our classrooms.

‘Before-Explore-Explain’

Patrick Brown is the executive director of STEM and CTE for the Fort Zumwalt school district in Missouri and an experienced educator and author :

Planning for critical thinking focuses on teaching the most crucial science concepts, practices, and logical-thinking skills as well as the best use of instructional time. One way to ensure that lessons maintain a focus on critical thinking is to focus on the instructional sequence used to teach.

Explore-before-explain teaching is all about promoting critical thinking for learners to better prepare students for the reality of their world. What having an explore-before-explain mindset means is that in our planning, we prioritize giving students firsthand experiences with data, allow students to construct evidence-based claims that focus on conceptual understanding, and challenge students to discuss and think about the why behind phenomena.

Just think of the critical thinking that has to occur for students to construct a scientific claim. 1) They need the opportunity to collect data, analyze it, and determine how to make sense of what the data may mean. 2) With data in hand, students can begin thinking about the validity and reliability of their experience and information collected. 3) They can consider what differences, if any, they might have if they completed the investigation again. 4) They can scrutinize outlying data points for they may be an artifact of a true difference that merits further exploration of a misstep in the procedure, measuring device, or measurement. All of these intellectual activities help them form more robust understanding and are evidence of their critical thinking.

In explore-before-explain teaching, all of these hard critical-thinking tasks come before teacher explanations of content. Whether we use discovery experiences, problem-based learning, and or inquiry-based activities, strategies that are geared toward helping students construct understanding promote critical thinking because students learn content by doing the practices valued in the field to generate knowledge.

An Issue of Equity

Meg Riordan, Ph.D., is the chief learning officer at The Possible Project, an out-of-school program that collaborates with youth to build entrepreneurial skills and mindsets and provides pathways to careers and long-term economic prosperity. She has been in the field of education for over 25 years as a middle and high school teacher, school coach, college professor, regional director of N.Y.C. Outward Bound Schools, and director of external research with EL Education:

Although critical thinking often defies straightforward definition, most in the education field agree it consists of several components: reasoning, problem-solving, and decisionmaking, plus analysis and evaluation of information, such that multiple sides of an issue can be explored. It also includes dispositions and “the willingness to apply critical-thinking principles, rather than fall back on existing unexamined beliefs, or simply believe what you’re told by authority figures.”

Despite variation in definitions, critical thinking is nonetheless promoted as an essential outcome of students’ learning—we want to see students and adults demonstrate it across all fields, professions, and in their personal lives. Yet there is simultaneously a rationing of opportunities in schools for students of color, students from under-resourced communities, and other historically marginalized groups to deeply learn and practice critical thinking.

For example, many of our most underserved students often spend class time filling out worksheets, promoting high compliance but low engagement, inquiry, critical thinking, or creation of new ideas. At a time in our world when college and careers are critical for participation in society and the global, knowledge-based economy, far too many students struggle within classrooms and schools that reinforce low-expectations and inequity.

If educators aim to prepare all students for an ever-evolving marketplace and develop skills that will be valued no matter what tomorrow’s jobs are, then we must move critical thinking to the forefront of classroom experiences. And educators must design learning to cultivate it.

So, what does that really look like?

Unpack and define critical thinking

To understand critical thinking, educators need to first unpack and define its components. What exactly are we looking for when we speak about reasoning or exploring multiple perspectives on an issue? How does problem-solving show up in English, math, science, art, or other disciplines—and how is it assessed? At Two Rivers, an EL Education school, the faculty identified five constructs of critical thinking, defined each, and created rubrics to generate a shared picture of quality for teachers and students. The rubrics were then adapted across grade levels to indicate students’ learning progressions.

At Avenues World School, critical thinking is one of the Avenues World Elements and is an enduring outcome embedded in students’ early experiences through 12th grade. For instance, a kindergarten student may be expected to “identify cause and effect in familiar contexts,” while an 8th grader should demonstrate the ability to “seek out sufficient evidence before accepting a claim as true,” “identify bias in claims and evidence,” and “reconsider strongly held points of view in light of new evidence.”

When faculty and students embrace a common vision of what critical thinking looks and sounds like and how it is assessed, educators can then explicitly design learning experiences that call for students to employ critical-thinking skills. This kind of work must occur across all schools and programs, especially those serving large numbers of students of color. As Linda Darling-Hammond asserts , “Schools that serve large numbers of students of color are least likely to offer the kind of curriculum needed to ... help students attain the [critical-thinking] skills needed in a knowledge work economy. ”

So, what can it look like to create those kinds of learning experiences?

Designing experiences for critical thinking

After defining a shared understanding of “what” critical thinking is and “how” it shows up across multiple disciplines and grade levels, it is essential to create learning experiences that impel students to cultivate, practice, and apply these skills. There are several levers that offer pathways for teachers to promote critical thinking in lessons:

1.Choose Compelling Topics: Keep it relevant

A key Common Core State Standard asks for students to “write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.” That might not sound exciting or culturally relevant. But a learning experience designed for a 12th grade humanities class engaged learners in a compelling topic— policing in America —to analyze and evaluate multiple texts (including primary sources) and share the reasoning for their perspectives through discussion and writing. Students grappled with ideas and their beliefs and employed deep critical-thinking skills to develop arguments for their claims. Embedding critical-thinking skills in curriculum that students care about and connect with can ignite powerful learning experiences.

2. Make Local Connections: Keep it real

At The Possible Project , an out-of-school-time program designed to promote entrepreneurial skills and mindsets, students in a recent summer online program (modified from in-person due to COVID-19) explored the impact of COVID-19 on their communities and local BIPOC-owned businesses. They learned interviewing skills through a partnership with Everyday Boston , conducted virtual interviews with entrepreneurs, evaluated information from their interviews and local data, and examined their previously held beliefs. They created blog posts and videos to reflect on their learning and consider how their mindsets had changed as a result of the experience. In this way, we can design powerful community-based learning and invite students into productive struggle with multiple perspectives.

3. Create Authentic Projects: Keep it rigorous

At Big Picture Learning schools, students engage in internship-based learning experiences as a central part of their schooling. Their school-based adviser and internship-based mentor support them in developing real-world projects that promote deeper learning and critical-thinking skills. Such authentic experiences teach “young people to be thinkers, to be curious, to get from curiosity to creation … and it helps students design a learning experience that answers their questions, [providing an] opportunity to communicate it to a larger audience—a major indicator of postsecondary success.” Even in a remote environment, we can design projects that ask more of students than rote memorization and that spark critical thinking.

Our call to action is this: As educators, we need to make opportunities for critical thinking available not only to the affluent or those fortunate enough to be placed in advanced courses. The tools are available, let’s use them. Let’s interrogate our current curriculum and design learning experiences that engage all students in real, relevant, and rigorous experiences that require critical thinking and prepare them for promising postsecondary pathways.

Critical Thinking & Student Engagement

Dr. PJ Caposey is an award-winning educator, keynote speaker, consultant, and author of seven books who currently serves as the superintendent of schools for the award-winning Meridian CUSD 223 in northwest Illinois. You can find PJ on most social-media platforms as MCUSDSupe:

When I start my keynote on student engagement, I invite two people up on stage and give them each five paper balls to shoot at a garbage can also conveniently placed on stage. Contestant One shoots their shot, and the audience gives approval. Four out of 5 is a heckuva score. Then just before Contestant Two shoots, I blindfold them and start moving the garbage can back and forth. I usually try to ensure that they can at least make one of their shots. Nobody is successful in this unfair environment.

I thank them and send them back to their seats and then explain that this little activity was akin to student engagement. While we all know we want student engagement, we are shooting at different targets. More importantly, for teachers, it is near impossible for them to hit a target that is moving and that they cannot see.

Within the world of education and particularly as educational leaders, we have failed to simplify what student engagement looks like, and it is impossible to define or articulate what student engagement looks like if we cannot clearly articulate what critical thinking is and looks like in a classroom. Because, simply, without critical thought, there is no engagement.

The good news here is that critical thought has been defined and placed into taxonomies for decades already. This is not something new and not something that needs to be redefined. I am a Bloom’s person, but there is nothing wrong with DOK or some of the other taxonomies, either. To be precise, I am a huge fan of Daggett’s Rigor and Relevance Framework. I have used that as a core element of my practice for years, and it has shaped who I am as an instructional leader.

So, in order to explain critical thought, a teacher or a leader must familiarize themselves with these tried and true taxonomies. Easy, right? Yes, sort of. The issue is not understanding what critical thought is; it is the ability to integrate it into the classrooms. In order to do so, there are a four key steps every educator must take.

• Integrating critical thought/rigor into a lesson does not happen by chance, it happens by design. Planning for critical thought and engagement is much different from planning for a traditional lesson. In order to plan for kids to think critically, you have to provide a base of knowledge and excellent prompts to allow them to explore their own thinking in order to analyze, evaluate, or synthesize information.
• SIDE NOTE – Bloom’s verbs are a great way to start when writing objectives, but true planning will take you deeper than this.

QUESTIONING

• If the questions and prompts given in a classroom have correct answers or if the teacher ends up answering their own questions, the lesson will lack critical thought and rigor.
• Script five questions forcing higher-order thought prior to every lesson. Experienced teachers may not feel they need this, but it helps to create an effective habit.
• If lessons are rigorous and assessments are not, students will do well on their assessments, and that may not be an accurate representation of the knowledge and skills they have mastered. If lessons are easy and assessments are rigorous, the exact opposite will happen. When deciding to increase critical thought, it must happen in all three phases of the game: planning, instruction, and assessment.

TALK TIME / CONTROL

• To increase rigor, the teacher must DO LESS. This feels counterintuitive but is accurate. Rigorous lessons involving tons of critical thought must allow for students to work on their own, collaborate with peers, and connect their ideas. This cannot happen in a silent room except for the teacher talking. In order to increase rigor, decrease talk time and become comfortable with less control. Asking questions and giving prompts that lead to no true correct answer also means less control. This is a tough ask for some teachers. Explained differently, if you assign one assignment and get 30 very similar products, you have most likely assigned a low-rigor recipe. If you assign one assignment and get multiple varied products, then the students have had a chance to think deeply, and you have successfully integrated critical thought into your classroom.

Thanks to Dara, Patrick, Meg, and PJ for their contributions!

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

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The Will to Teach

Critical Thinking in the Classroom: A Guide for Teachers

In the ever-evolving landscape of education, teaching students the skill of critical thinking has become a priority. This powerful tool empowers students to evaluate information, make reasoned judgments, and approach problems from a fresh perspective. In this article, we’ll explore the significance of critical thinking and provide effective strategies to nurture this skill in your students.

Why is Fostering Critical Thinking Important?

Strategies to cultivate critical thinking, real-world example, concluding thoughts.

Critical thinking is a key skill that goes far beyond the four walls of a classroom. It equips students to better understand and interact with the world around them. Here are some reasons why fostering critical thinking is important:

• Making Informed Decisions:  Critical thinking enables students to evaluate the pros and cons of a situation, helping them make informed and rational decisions.
• Developing Analytical Skills:  Critical thinking involves analyzing information from different angles, which enhances analytical skills.
• Promoting Independence:  Critical thinking fosters independence by encouraging students to form their own opinions based on their analysis, rather than relying on others.

Creating an environment that encourages critical thinking can be accomplished in various ways. Here are some effective strategies:

• Socratic Questioning:  This method involves asking thought-provoking questions that encourage students to think deeply about a topic. For example, instead of asking, “What is the capital of France?” you might ask, “Why do you think Paris became the capital of France?”
• Debates and Discussions:  Debates and open-ended discussions allow students to explore different viewpoints and challenge their own beliefs. For example, a debate on a current event can engage students in critical analysis of the situation.
• Teaching Metacognition:  Teaching students to think about their own thinking can enhance their critical thinking skills. This can be achieved through activities such as reflective writing or journaling.
• Problem-Solving Activities:  As with developing problem-solving skills , activities that require students to find solutions to complex problems can also foster critical thinking.

As a school leader, I’ve seen the transformative power of critical thinking. During a school competition, I observed a team of students tasked with proposing a solution to reduce our school’s environmental impact. Instead of jumping to obvious solutions, they critically evaluated multiple options, considering the feasibility, cost, and potential impact of each. They ultimately proposed a comprehensive plan that involved water conservation, waste reduction, and energy efficiency measures. This demonstrated their ability to critically analyze a problem and develop an effective solution.

Critical thinking is an essential skill for students in the 21st century. It equips them to understand and navigate the world in a thoughtful and informed manner. As a teacher, incorporating strategies to foster critical thinking in your classroom can make a lasting impact on your students’ educational journey and life beyond school.

1. What is critical thinking? Critical thinking is the ability to analyze information objectively and make a reasoned judgment.

2. Why is critical thinking important for students? Critical thinking helps students make informed decisions, develop analytical skills, and promotes independence.

3. What are some strategies to cultivate critical thinking in students? Strategies can include Socratic questioning, debates and discussions, teaching metacognition, and problem-solving activities.

4. How can I assess my students’ critical thinking skills? You can assess critical thinking skills through essays, presentations, discussions, and problem-solving tasks that require thoughtful analysis.

5. Can critical thinking be taught? Yes, critical thinking can be taught and nurtured through specific teaching strategies and a supportive learning environment.

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Why schools should teach critical thinking

From online misinformation and divisive political discourse to science skepticism, there are many challenges when it comes to making sense of the world around us. Having critical thinking skills is essential in ensuring students can navigate the increasingly complex events and contexts they will encounter throughout their lives.

And in a world calling out for problem-solvers, the value of critical thinking skills is recognized far beyond the classroom walls. Let’s take a look at how prioritizing teaching critical thinking skills benefits students and sets them up for success.

What are critical thinking skills for students?

Critical thinking is the art of clear thinking that is rational and reasoned. Critical thinkers don’t simply accept information at face-value but rather interpret and analyze it to arrive at their own conclusions grounded in evidence. They come at a question from different perspectives, seeking out opposing viewpoints, and questioning their assumptions.

For students, critical thinking skills are relevant across subject areas and crucial in guiding them to become independent thinkers. What’s more, schools are in a good position to help nurture the required skills! Let’s explore their role and the benefits of making critical thinking an educational goal.

Why schools are well-placed to teach critical thinking skills

Developing critical thinking skills is an ongoing process, requiring guidance and deliberate practice. Schools can take a longer-term and systematic approach to teaching critical thinking by integrating it into the curriculum. This provides students with a structured learning environment with access to expert educators who use pedagogy to support students in building on existing skills, promoting transfer , and fostering thinking skills. 

Added to that, domain knowledge is a crucial factor in thinking skills and educators can integrate domain-specific skills to support critical thinking alongside content delivery in the classroom.

How educators can successfully teach critical thinking skills to students

Educators are in a strong position to teach critical thinking skills, whether by cultivating a classroom environment that values inquiry, modeling thinking processes through think-alouds, or giving attention to key skills such as perspective-taking. 

Importantly, educators can foster critical thinking skills in real-world contexts while building curriculum knowledge to emphasize their practical application. 

Using collaborative learning strategies, teachers can expose students to different perspectives or integrate activities that prompt students to justify their thinking, such as through discussion or argument mapping on Kialo Edu . And though developing critical thinking skills takes time, students reap unparalleled benefits that last them a lifetime. 

How students benefit from critical thinking skills

Critical thinking improves student learning outcomes.

Helping students learn how to think critically ensures they aren’t simply passive recipients of information, but rather can interpret and apply their knowledge across subject areas. It is immensely satisfying to watch them learn to take control of their learning, ask important questions, and actively engage with material with a discerning eye. This type of dialogic teaching sets them up to become independent learners. 

Not only that, critical thinking skills also help students become better communicators . Effective communication relies on the ability to organize our thoughts clearly and logically — a central element of developed thinking!

Students hone 21st-century skills with critical thinking

Critical thinking sits alongside creativity, collaboration, and communication as a key 21st-century skill . These skills are vital to helping students respond to the demands of a rapidly changing world, whether that involves dealing with information overload, adapting to new technologies or understanding diverse perspectives in a multi-cultural context.

By working on critical thought in the classroom, students will be better equipped to deal with whatever the future brings. For example, you can encourage students to become active participants in conversations on changes happening around them by having a Kialo discussion on how AI will impact the world .

Students use critical thinking skills to battle against misinformation

To fully benefit from today’s information-rich world, students need to successfully identify and evaluate good sources, assessing the reams of (credible and not-so-credible) content at their fingertips. A combination of information literacy and critical thinking skills makes for a well-rounded skill set, supporting students to come to reasoned conclusions amid the deluge of information available. 

Critical thinking skills complement civic literacy

As another closely intertwined skill set, civic l i teracy works hand-in-hand with critical thinking skills to nurture informed and engaged citizenship. An ability to recognize different points of view, question political and media rhetoric, and understand the broader implications of policy decisions empowers students to participate in meaningful discussions about how society and structures function around them. 

To engage students on these topics, try choosing a Kialo discussion from the Civics and Society section in our Topics Library to help scaffold these complex topics. Students might discuss the relevance of democracy to their lives or debate whether voting should be a civic duty expected of all!

Is democracy a good form of government? — kialo-edu.com

Students can make better decisions with critical thinking skills

The power to make thoughtful, well-informed decisions can positively impact every aspect of our lives, and critical thinking is the linchpin for effective decision-making. A critical thinker makes decisions from a place of objective understanding and sound evidence. Educators can help students weigh up arguments from different perspectives and become aware of cognitive biases , making students better placed to compensate for such influences as groupthink , the availability heuristic and confirmation bias.

To develop decision-making skills in a clear context, try a classic desert island survival discussion. This lighthearted approach can still emphasize real-world applications in making difficult choices around resource allocation . You might even get students to explore their own capacity for decision-making with a discussion on the implications of turning 18 !  

Students can better their problem-solving skills through critical thinking

Problem-solving is a highly complex skill, essential in our personal and professional lives to deal with the inevitable challenges that come our way. And critical thinking is a core component of good problem-solving, helping students systematically approach a problem and ask the right questions to get to the root cause.

By giving students the opportunity to work on true problems in the classroom, teachers can contextualize and model effective problem-solving processes and rational thinking . One approach is to task your students to practice engaging with more than one solution to a given problem, such as exploring an argument map on proposed responses to climate change . Or create your own to get your students exploring challenges in your preferred curricular area.

Critical thinking boosts student creativity

Another 21st-century skill, creativity has the potential to enhance learning and student well-being. Closely intertwined with problem-solving, creative thinking is essential to generating novel and innovative solutions. Those solutions, however, need to be useful and address the underlying issue! 

Students versed in critical thinking can examine their creative ideas, identifying areas for modification or recognizing fundamental flaws that make them unfeasible. Not only that, students can reflect on the outcomes of their ideas to inform future creative processes, enhancing the quality and effectiveness of their ideas beyond the task they’re working on.

Critical thinking helps student self-reflect on their actions

An ability to engage in meaningful reflection is integral for students to develop positive relationships and work towards meaningful goals. These goals can be for an academic achievement, or other personal goals that motivate them. By utilizing critical thinking skills, students are better placed to identify lessons learned from past experiences or to engage in an honest assessment of their personal strengths and weaknesses. 

We’d love to know what benefits you see from working on critical thinking in your classroom! Get in touch at [email protected] , or on any of our social media platforms. And if you haven’t yet tried a class discussion to activate your students’ critical thinking skills, take some inspiration from some of our ready-made debate topics !

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Helping Students Hone Their Critical Thinking Skills

Used consistently, these strategies can help middle and high school teachers guide students to improve much-needed skills.

Critical thinking skills are important in every discipline, at and beyond school. From managing money to choosing which candidates to vote for in elections to making difficult career choices, students need to be prepared to take in, synthesize, and act on new information in a world that is constantly changing.

While critical thinking might seem like an abstract idea that is tough to directly instruct, there are many engaging ways to help students strengthen these skills through active learning.

Make Time for Metacognitive Reflection

Create space for students to both reflect on their ideas and discuss the power of doing so. Show students how they can push back on their own thinking to analyze and question their assumptions. Students might ask themselves, “Why is this the best answer? What information supports my answer? What might someone with a counterargument say?”

Through this reflection, students and teachers (who can model reflecting on their own thinking) gain deeper understandings of their ideas and do a better job articulating their beliefs. In a world that is go-go-go, it is important to help students understand that it is OK to take a breath and think about their ideas before putting them out into the world. And taking time for reflection helps us more thoughtfully consider others’ ideas, too.

Teach Reasoning Skills 

Reasoning skills are another key component of critical thinking, involving the abilities to think logically, evaluate evidence, identify assumptions, and analyze arguments. Students who learn how to use reasoning skills will be better equipped to make informed decisions, form and defend opinions, and solve problems. 

One way to teach reasoning is to use problem-solving activities that require students to apply their skills to practical contexts. For example, give students a real problem to solve, and ask them to use reasoning skills to develop a solution. They can then present their solution and defend their reasoning to the class and engage in discussion about whether and how their thinking changed when listening to peers’ perspectives. 

A great example I have seen involved students identifying an underutilized part of their school and creating a presentation about one way to redesign it. This project allowed students to feel a sense of connection to the problem and come up with creative solutions that could help others at school. For more examples, you might visit PBS’s Design Squad , a resource that brings to life real-world problem-solving.

Ask Open-Ended Questions 

Moving beyond the repetition of facts, critical thinking requires students to take positions and explain their beliefs through research, evidence, and explanations of credibility. 

When we pose open-ended questions, we create space for classroom discourse inclusive of diverse, perhaps opposing, ideas—grounds for rich exchanges that support deep thinking and analysis. 

For example, “How would you approach the problem?” and “Where might you look to find resources to address this issue?” are two open-ended questions that position students to think less about the “right” answer and more about the variety of solutions that might already exist. 

Journaling, whether digitally or physically in a notebook, is another great way to have students answer these open-ended prompts—giving them time to think and organize their thoughts before contributing to a conversation, which can ensure that more voices are heard. 

Once students process in their journal, small group or whole class conversations help bring their ideas to life. Discovering similarities between answers helps reveal to students that they are not alone, which can encourage future participation in constructive civil discourse.

Teach Information Literacy 

Education has moved far past the idea of “Be careful of what is on Wikipedia, because it might not be true.” With AI innovations making their way into classrooms, teachers know that informed readers must question everything. 

Understanding what is and is not a reliable source and knowing how to vet information are important skills for students to build and utilize when making informed decisions. You might start by introducing the idea of bias: Articles, ads, memes, videos, and every other form of media can push an agenda that students may not see on the surface. Discuss credibility, subjectivity, and objectivity, and look at examples and nonexamples of trusted information to prepare students to be well-informed members of a democracy.

One of my favorite lessons is about the Pacific Northwest tree octopus . This project asks students to explore what appears to be a very real website that provides information on this supposedly endangered animal. It is a wonderful, albeit over-the-top, example of how something might look official even when untrue, revealing that we need critical thinking to break down “facts” and determine the validity of the information we consume. 

A fun extension is to have students come up with their own website or newsletter about something going on in school that is untrue. Perhaps a change in dress code that requires everyone to wear their clothes inside out or a change to the lunch menu that will require students to eat brussels sprouts every day. 

Giving students the ability to create their own falsified information can help them better identify it in other contexts. Understanding that information can be “too good to be true” can help them identify future falsehoods. 

Provide Diverse Perspectives 

Consider how to keep the classroom from becoming an echo chamber. If students come from the same community, they may have similar perspectives. And those who have differing perspectives may not feel comfortable sharing them in the face of an opposing majority. 

To support varying viewpoints, bring diverse voices into the classroom as much as possible, especially when discussing current events. Use primary sources: videos from YouTube, essays and articles written by people who experienced current events firsthand, documentaries that dive deeply into topics that require some nuance, and any other resources that provide a varied look at topics. 

I like to use the Smithsonian “OurStory” page , which shares a wide variety of stories from people in the United States. The page on Japanese American internment camps is very powerful because of its first-person perspectives. 

Practice Makes Perfect 

To make the above strategies and thinking routines a consistent part of your classroom, spread them out—and build upon them—over the course of the school year. You might challenge students with information and/or examples that require them to use their critical thinking skills; work these skills explicitly into lessons, projects, rubrics, and self-assessments; or have students practice identifying misinformation or unsupported arguments.

Critical thinking is not learned in isolation. It needs to be explored in English language arts, social studies, science, physical education, math. Every discipline requires students to take a careful look at something and find the best solution. Often, these skills are taken for granted, viewed as a by-product of a good education, but true critical thinking doesn’t just happen. It requires consistency and commitment.

In a moment when information and misinformation abound, and students must parse reams of information, it is imperative that we support and model critical thinking in the classroom to support the development of well-informed citizens.

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Defining Critical Thinking

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Critical thinking – A skill and a process

Now, that oversimplified approach to learning certainly is the first step to studying as well. However, in order to be successful in our studies, we need to do more than just contain and repeat information. We need to be able to assess the value of the information, its correctness, and its contribution to any given debate. Ideally, we are able to put it into context with other aspects of our knowledge, too. This is what makes us students, this is what makes us critical thinkers.

Critical thinking is not just one skill, rather it is the result of a number of skills applied effectively. In order to be able to think critically, you’ll need to be able reason. You’ll need to be able to assess the source of the information you’re given and you’ll be able to reflect on its accuracy or validity, depending on your task.

By thinking critically, you are applying each of those skills in order to evaluate the information in front of you. This can be a theory, a new research result, or even a news item. Critical thinking allows you to apply an objective approach to your learning, rather than subjectively following either the proposed information you’re given, or your own opinion rather than clear and convincing arguments and facts.

Critical thinking is a process of continuing evaluation and reflection. It is most powerful, when leading to a change of view in ourselves or in others.

This is where critical thinking becomes relevant outside the world of studying. By being critical of what we read, hear and see, we are engaging with the society we live in actively. We are not perceiving anything as given, but are rather reflecting on the value and correctness of the way society works.

This helps us to be better employees, by reflecting on where processes and ways of working can be improved. It helps us to more engaged citizens, as we are reflecting on political campaigns and their truthfulness and value for us when we are asked to participate in an election. Critical thinking pushes ourselves and our environment to continuously adapt and improve.

When you think critically, you open up a whole new way of engaging with the world around you.

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• What Is Critical Thinking? | Definition & Examples

What Is Critical Thinking? | Definition & Examples

Published on May 30, 2022 by Eoghan Ryan . Revised on May 31, 2023.

Critical thinking is the ability to effectively analyze information and form a judgment .

To think critically, you must be aware of your own biases and assumptions when encountering information, and apply consistent standards when evaluating sources .

Critical thinking skills help you to:

• Identify credible sources
• Evaluate and respond to arguments
• Assess alternative viewpoints
• Test hypotheses against relevant criteria

Table of contents

Why is critical thinking important, critical thinking examples, how to think critically, other interesting articles, frequently asked questions about critical thinking.

Critical thinking is important for making judgments about sources of information and forming your own arguments. It emphasizes a rational, objective, and self-aware approach that can help you to identify credible sources and strengthen your conclusions.

Critical thinking is important in all disciplines and throughout all stages of the research process . The types of evidence used in the sciences and in the humanities may differ, but critical thinking skills are relevant to both.

In academic writing , critical thinking can help you to determine whether a source:

• Is free from research bias
• Provides evidence to support its research findings
• Considers alternative viewpoints

Outside of academia, critical thinking goes hand in hand with information literacy to help you form opinions rationally and engage independently and critically with popular media.

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Critical thinking can help you to identify reliable sources of information that you can cite in your research paper . It can also guide your own research methods and inform your own arguments.

Outside of academia, critical thinking can help you to be aware of both your own and others’ biases and assumptions.

Academic examples

However, when you compare the findings of the study with other current research, you determine that the results seem improbable. You analyze the paper again, consulting the sources it cites.

You notice that the research was funded by the pharmaceutical company that created the treatment. Because of this, you view its results skeptically and determine that more independent research is necessary to confirm or refute them. Example: Poor critical thinking in an academic context You’re researching a paper on the impact wireless technology has had on developing countries that previously did not have large-scale communications infrastructure. You read an article that seems to confirm your hypothesis: the impact is mainly positive. Rather than evaluating the research methodology, you accept the findings uncritically.

Nonacademic examples

However, you decide to compare this review article with consumer reviews on a different site. You find that these reviews are not as positive. Some customers have had problems installing the alarm, and some have noted that it activates for no apparent reason.

You revisit the original review article. You notice that the words “sponsored content” appear in small print under the article title. Based on this, you conclude that the review is advertising and is therefore not an unbiased source. Example: Poor critical thinking in a nonacademic context You support a candidate in an upcoming election. You visit an online news site affiliated with their political party and read an article that criticizes their opponent. The article claims that the opponent is inexperienced in politics. You accept this without evidence, because it fits your preconceptions about the opponent.

There is no single way to think critically. How you engage with information will depend on the type of source you’re using and the information you need.

However, you can engage with sources in a systematic and critical way by asking certain questions when you encounter information. Like the CRAAP test , these questions focus on the currency , relevance , authority , accuracy , and purpose of a source of information.

When encountering information, ask:

• Who is the author? Are they an expert in their field?
• What do they say? Is their argument clear? Can you summarize it?
• When did they say this? Is the source current?
• Where is the information published? Is it an academic article? Is it peer-reviewed ?
• Why did the author publish it? What is their motivation?
• How do they make their argument? Is it backed up by evidence? Does it rely on opinion, speculation, or appeals to emotion ? Do they address alternative arguments?

Critical thinking also involves being aware of your own biases, not only those of others. When you make an argument or draw your own conclusions, you can ask similar questions about your own writing:

• Am I only considering evidence that supports my preconceptions?
• Is my argument expressed clearly and backed up with credible sources?
• Would I be convinced by this argument coming from someone else?

If you want to know more about ChatGPT, AI tools , citation , and plagiarism , make sure to check out some of our other articles with explanations and examples.

• ChatGPT vs human editor
• ChatGPT citations
• Is ChatGPT trustworthy?
• Using ChatGPT for your studies
• What is ChatGPT?
• Chicago style
• Paraphrasing

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• Self-plagiarism
• Avoiding plagiarism
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• Common knowledge

Critical thinking refers to the ability to evaluate information and to be aware of biases or assumptions, including your own.

Like information literacy , it involves evaluating arguments, identifying and solving problems in an objective and systematic way, and clearly communicating your ideas.

Critical thinking skills include the ability to:

You can assess information and arguments critically by asking certain questions about the source. You can use the CRAAP test , focusing on the currency , relevance , authority , accuracy , and purpose of a source of information.

Ask questions such as:

• Who is the author? Are they an expert?
• How do they make their argument? Is it backed up by evidence?

A credible source should pass the CRAAP test  and follow these guidelines:

• The information should be up to date and current.
• The author and publication should be a trusted authority on the subject you are researching.
• The sources the author cited should be easy to find, clear, and unbiased.
• For a web source, the URL and layout should signify that it is trustworthy.

Information literacy refers to a broad range of skills, including the ability to find, evaluate, and use sources of information effectively.

Being information literate means that you:

• Know how to find credible sources
• Use relevant sources to inform your research
• Understand what constitutes plagiarism
• Know how to cite your sources correctly

Confirmation bias is the tendency to search, interpret, and recall information in a way that aligns with our pre-existing values, opinions, or beliefs. It refers to the ability to recollect information best when it amplifies what we already believe. Relatedly, we tend to forget information that contradicts our opinions.

Although selective recall is a component of confirmation bias, it should not be confused with recall bias.

On the other hand, recall bias refers to the differences in the ability between study participants to recall past events when self-reporting is used. This difference in accuracy or completeness of recollection is not related to beliefs or opinions. Rather, recall bias relates to other factors, such as the length of the recall period, age, and the characteristics of the disease under investigation.

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3 Core Critical Thinking Skills Every Thinker Should Have

Critically thinking about critical thinking skills..

Posted March 13, 2020 | Reviewed by Ekua Hagan

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I recently received an email from an educator friend, asking me to briefly describe the skills necessary for critical thinking. They were happy to fill in the blanks themselves from outside reading but wanted to know what specific skills they should focus on teaching their students. I took this as a good opportunity to dedicate a post here to such discussion, in order to provide my friend and any other interested parties with an overview.

To understand critical thinking skills and how they factor into critical thinking, one first needs a definition of the latter. Critical thinking (CT) is a metacognitive process, consisting of a number of skills and dispositions, that when used through self-regulatory reflective judgment, increases the chances of producing a logical conclusion to an argument or solution to a problem (Dwyer, 2017; Dwyer, Hogan & Stewart, 2014). On the surface, this definition clarifies two issues. First, critical thinking is metacognitive—simply, it requires the individual to think about thinking; second, its main components are reflective judgment, dispositions, and skills.

Below the surface, this description requires clarification; hence the impetus for this entry—what is meant by reflective judgment, disposition towards CT, and CT skills? Reflective judgment (i.e. an individuals' understanding of the nature, limits, and certainty of knowing and how this can affect their judgments [King & Kitchener, 1994]) and disposition towards CT (i.e. an inclination, tendency or willingness to perform a given thinking skill [Dwyer, 2017; Facione, Facione & Giancarlo, 1997; Ku, 2009; Norris, 1992; Siegel, 1999; Valenzuela, Nieto & Saiz, 2011]) have both already been covered in my posts; so, consistent with the aim of this piece, let’s discuss CT skills.

CT skills allow individuals to transcend lower-order, memorization-based learning strategies to gain a more complex understanding of the information or problems they encounter (Halpern, 2014). Though debate is ongoing over the definition of CT, one list stands out as a reasonable consensus conceptualization of CT skills. In 1988, a committee of 46 experts in the field of CT gathered to discuss CT conceptualisations, resulting in the Delphi Report; within which was overwhelmingly agreement (i.e. 95% consensus) that analysis , evaluation and inference were the core skills necessary for CT (Facione, 1990). Indeed, over 30 years later, these three CT skills remain the most commonly cited.

1. Analysis

Analysis is a core CT skill used to identify and examine the structure of an argument, the propositions within an argument and the role they play (e.g. the main conclusion, the premises and reasons provided to support the conclusion, objections to the conclusion and inferential relationships among propositions), as well as the sources of the propositions (e.g. personal experience, common belief, and research).

When it comes to analysing the basis for a standpoint, the structure of the argument can be extracted for subsequent evaluation (e.g. from dialogue and text). This can be accomplished through looking for propositions that either support or refute the central claim or other reasons and objections. Through analysis, the argument’s hierarchical structure begins to appear. Notably, argument mapping can aid the visual representation of this hierarchical structure and is supported by research as having positive effects on critical thinking (Butchart et al., 2009; Dwyer, 2011; Dwyer, Hogan & Stewart, 2012; van Gelder, Bisset & Cumming, 2004).

2. Evaluation

Evaluation is a core CT skill that is used in the assessment of propositions and claims (identified through the previous analysis ) with respect to their credibility; relevance; balance, bias (and potential omissions); as well as the logical strength amongst propositions (i.e. the strength of the inferential relationships). Such assessment allows for informed judgment regarding the overall strength or weakness of an argument (Dwyer, 2017; Facione, 1990). If an argument (or its propositions) is not credible, relevant, logical, and unbiased, you should consider excluding it or discussing its weaknesses as an objection.

Evaluating the credibility of claims and arguments involves progressing beyond merely identifying the source of propositions in an argument, to actually examining the "trustworthiness" of those identified sources (e.g. personal experiences, common beliefs/opinions, expert/authority opinion and scientific evidence). This is particularly important because some sources are more credible than others. Evaluation also implies deep consideration of the relevance of claims within an argument, which is accomplished by assessing the contextual relevance of claims and premises—that is, the pertinence or applicability of one proposition to another.

With respect to balance, bias (and potential omissions), it's important to consider the "slant" of an argument—if it seems imbalanced in favour of one line of thinking, then it’s quite possible that the argument has omitted key, opposing points that should also be considered. Imbalance may also imply some level of bias in the argument—another factor that should also be assessed.

However, just because an argument is balanced does not mean that it isn’t biased. It may very well be the case that the "opposing views" presented have been "cherry-picked" because they are easily disputed (akin to building a strawman ); thus, making supporting reasons appear stronger than they may actually be—and this is just one example of how a balanced argument may, in fact, be biased. The take-home message regarding balance, bias, and potential omissions should be that, in any argument, you should construct an understanding of the author or speaker’s motivations and consider how these might influence the structure and contents of the argument.

Finally, evaluating the logical strength of an argument is accomplished through monitoring both the logical relationships amongst propositions and the claims they infer. Assessment of logical strength can actually be aided through subsequent inference, as a means of double-checking the logical strength. For example, this can be checked by asking whether or not a particular proposition can actually be inferred based on the propositions that precede it. A useful means of developing this sub-skill is through practicing syllogistic reasoning .

3. Inference

Similar to other educational concepts like synthesis (e.g., see Bloom et al., 1956; Dwyer, 2011; 2017), the final core CT skill, inference , involves the “gathering” of credible, relevant and logical evidence based on the previous analysis and evaluation, for the purpose of drawing a reasonable conclusion (Dwyer, 2017; Facione, 1990). Drawing a conclusion always implies some act of synthesis (i.e. the ability to put parts of information together to form a new whole; see Dwyer, 2011). However, inference is a unique form of synthesis in that it involves the formulation of a set of conclusions derived from a series of arguments or a body of evidence. This inference may imply accepting a conclusion pointed to by an author in light of the evidence they present, or "conjecturing an alternative," equally logical, conclusion or argument based on the available evidence (Facione, 1990). The ability to infer a conclusion in this manner can be completed through formal logic strategies, informal logic strategies (or both) in order to derive intermediate conclusions, as well as central claims.

Another important aspect of inference involves the querying of available evidence, for example, by recognising the need for additional information, gathering it and judging the plausibility of utilising such information for the purpose of drawing a conclusion. Notably, in the context of querying evidence and conjecturing alternative conclusions, inference overlaps with evaluation to a certain degree in that both skills are used to judge the relevance and acceptability of a claim or argument. Furthermore, after inferring a conclusion, the resulting argument should be re-evaluated to ensure that it is reasonable to draw the conclusion that was derived.

Overall, the application of critical thinking skills is a process—one must analyse, evaluate and then infer; and this process can be repeated to ensure that a reasonable conclusion has been drawn. In an effort to simplify the description of this process, for the past few years, I’ve used the analogy of picking apples for baking . We begin by picking apples from a tree. Consider the tree as an analogy, in its own right, for an argument, which is often hierarchically structured like a tree-diagram. By picking apples, I mean identifying propositions and the role they play (i.e. analysis). Once we pick an apple, we evaluate it—we make sure it isn’t rotten (i.e. lacks credibility, is biased) and is suitable for baking (i.e. relevant and logically strong). Finally, we infer— we gather the apples in a basket and bring them home and group them together based on some rationale for construction— maybe four for a pie, three for a crumble and another four for a tart. By the end of the process, we have baked some apple-based goods, or developed a conclusion, solution or decision through critical thinking.

Of course, there is more to critical thinking than the application of skills—a critical thinker must also have the disposition to think critically and engage reflective judgment. However, without the appropriate skills—analysis, evaluation, and inference, it is not likely that CT will be applied. For example, though one might be willing to use CT skills and engage reflective judgment, they may not know how to do so. Conversely, though one might be aware of which CT skills to use in a given context and may have the capacity to perform well when using these skills, they may not be disposed to use them (Valenzuela, Nieto & Saiz, 2011). Though the core CT skills of analysis, evaluation, and inference are not the only important aspects of CT, they are essential for its application.

Bloom, B.S. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York: McKay.

Butchart, S., Bigelow, J., Oppy, G., Korb, K., & Gold, I. (2009). Improving critical thinking using web-based argument mapping exercises with automated feedback. Australasian Journal of Educational Technology, 25, 2, 268-291.

Dwyer, C.P. (2011). The evaluation of argument mapping as a learning tool. Doctoral Thesis. National University of Ireland, Galway.

Dwyer, C.P. (2017). Critical thinking: Conceptual perspectives and practical guidelines.Cambridge, UK: Cambridge University Press.

Dwyer, C.P., Hogan, M.J., & Stewart, I. (2012). An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments. Metacognition and Learning, 7, 219-244.

Dwyer, C. P., Hogan, M. J., & Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills & Creativity, 12, 43–52.

Facione, P.A. (1990). The Delphi report: Committee on pre-college philosophy. Millbrae, CA: California Academic Press.

Facione, P.A., Facione, N.C., & Giancarlo, C.A. (1997). Setting expectations for student learning: New directions for higher education. Millbrae: California Academic Press.

Halpern, D.F. (2014). Thought & knowledge: An introduction to critical thinking (5th Ed.). UK: Psychology Press.

King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco: Jossey Bass.

Ku, K.Y.L. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4, 1, 70- 76.

Norris, S. P. (Ed.). (1992). The generalizability of critical thinking: Multiple perspectives on an educational ideal. New York: Teachers College Press.

Siegel, H. (1999). What (good) are thinking dispositions? Educational Theory, 49, 2, 207-221.

Valenzuela, J., Nieto, A.M., & Saiz, C. (2011). Critical thinking motivational scale: A contribution to the study of relationship between critical thinking and motivation. Journal of Research in Educational Psychology, 9, 2, 823-848.

van Gelder, T.J., Bissett, M., & Cumming, G. (2004). Enhancing expertise in informal reasoning. Canadian Journal of Experimental Psychology 58, 142-52.

Christopher Dwyer, Ph.D., is a lecturer at the Technological University of the Shannon in Athlone, Ireland.

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Sticking up for yourself is no easy task. But there are concrete skills you can use to hone your assertiveness and advocate for yourself.

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Why is critical thinking important for Psychology students?

Amy Burrell, Daniel Waldeck, and Rachael Leggett – authors of ‘How to make the most of your psychology degree’ – explain what critical thinking is and why it is an essential skill for all Psychology students.

16 September 2022

So, you're off to university to study Psychology? From day one, in seminars, in lectures, attached to almost every assignment, you will encounter the words 'critical thinking' or 'critical evaluation'. But what does that mean?

Showing your critical thinking is not just a box to be ticked on your assignment marksheet: it is a life skill that helps us to really understand and interpret the world around us. Critical thinking is objective and requires you to analyse and evaluate information to form a sound judgement. It is a cornerstone of evidence-based arguments and forming an evidence-based argument is essential in Psychology. That is why we, your tutors, as well as your future employers, want you to develop this skill effectively.

However, despite all the time we spend learning about critical thinking, there are several common issues that come up. Let us start with the causation versus correlation problem.

Causation versus correlation problem

As researchers, when we see a relationship between two variables, we inevitably get excited. It is very easy to think A caused B but, often, life is more complex than that. What might look like a direct relationship, could in fact be coincidence or due to another explanation. Take, for example, that researchers have found cows who are named produce more milk. It would be easy to get carried away with a media headline. When you read the paper , you will realise that the mechanism for producing more milk is not having a name, it is what that represents – i.e. the quality of the human-animal relationship (or, more simply put, treating cows as individuals).

There are also many examples of spurious correlations – the internet is full of interesting oddities like the correlation between divorce rates and consumption of margarine in Maine, USA or that a shortage of pirates has led to global warming . Whilst there might be a relationship between our two variables we need to be thoughtful when interpreting our findings. We can't just take things at face value. We need to try and understand why these relationships exist.

Limited critique

Another common issue is that, where there is critique, this is often limited. Most students do provide some critique, but this is often very generic – for example, 'my sample size is small and/or non-representative'. This is a good start, but we need to see more depth in critique, and this means being more specific – for example, explaining why a small or non-representative sample might be a problem and what this means for your interpretation of findings.

Another common problem is students being dismissive of non-significant results. Remember non-significant is not insignificant! If your research was conducted to a high standard with the large sample size, it could be that you found a genuine lack of a relationship between variables and that might be really important. Listening to the data is essential.

It is important to be aware of wider issues too – for example, the replication crisis . This describes the situation where the findings of many published studies are difficult to reproduce. It is important that findings are replicated to validate these. The replication crisis is a problem for Psychology too; so much so that this presents opportunities for students – i.e. to conduct replication studies!

How do I think critically?

Ok, so we've talked about why critical thinking is important and pointed out some of the challenges, but how do you do critical thinking? We include lots of advice in our book, but there are some key tips to help you get started:

• Read, read, and read some more – you are a Psychology student now. If you hate reading, you chose the wrong course! Reading helps us to understand how other people critique and this give us the opportunity to reflect on whether we agree or disagree (and why).
• It's pretty obvious, but go to class. Not only that, engage in your learning. Don't be a passive person sat on their phone. Get in there, get your hands dirty, so to speak. Your sneaky tutors will have built skills development, including critical thinking, into their class activities. Make the most of this to help you learn.
• Remember critique can be positive or negative – for example, the study could be methodologically robust, but the small sample size could mean it lacks statistical power.
• It is useful to consider what the researcher can control as a starting point for critiquing research papers (e.g., sample size, methods used, materials used etc.). You can also consider things they can't control (e.g., the time limits or budget for their study, that the population they are drawing their sample from might be small or hard to recruit).
• When it comes to critique, there is no limit. There is no magic number of critical points you need to make to get a pass or reach a particular grade. The stronger the quality of your critique, the better your grade.

And, finally, remember critical thinking is not just repeating someone else's critique. By all means consider the critique of others but read the papers they are critiquing for yourself and come to your own conclusions .

So, how do we sum up? Well, at the risk of sounding repetitive, there really is only one message we are trying to get across; critical thinking is an essential skill for Psychology students. And for graduates! Once you get into the workplace, you will find you will need to be able to think critically to do your day job. Add to that, being able to think critically at a broader/strategic level (e.g., the replication crisis!) will only ever put you at an advantage, maybe even a frontrunner for that promotion. So, if you crack it during your degree, you will be at a massive advantage in your career.

Our book How to make the most of your psychology degree: study skills, employability, and professional development  is available to purchase here .

Dr Amy Burrell [pictured, left] – formerly Assistant Professor in Forensic Psychology at Coventry University – has considerable experience of tutoring and teaching in Psychology. She is now a Research Fellow in the School of Psychology at the University of Birmingham.

Dr Dan Waldeck [pictured, top right] is an Assistant Professor in Psychology at Coventry University, with extensive experience of teaching research methods and study skills.

Rachael Leggett [pictured, bottom right] is a Lecturer in Forensic Psychology at Coventry University and routinely teaches across forensic topics including study skills and employability.

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8 Of The Most Important Critical Thinking Skills

The most important critical thinking skills include analysis, synthesis, interpretation, inferencing, and judgement.

Critical thinking is the ongoing application of unbiased analysis in pursuit of objective truth.

Although its name implies criticism , critical thinking is actually closer to ‘ truth judgment ‘ based on withholding judgments while evaluating existing and emerging data to form more accurate conclusions. Critical thinking is an ongoing process emphasizing the fluid and continued interpretation of information rather than the formation of static beliefs and opinions.

Research about cognitively demanding skills provides formal academic content that we can extend to less formal settings, including K-12 classrooms.

This study , for example, explores the pivotal role of critical thinking in enhancing decision-making across various domains, including health, finance, and interpersonal relationships. The study highlights the significance of rigorous essential assessments of thinking, which can predict successful outcomes in complex scenarios.

Of course, this underscores the importance of integrating critical thinking development and measurement into educational frameworks to foster higher-level cognitive abilities impact real-world problem-solving and decision-making.

Which critical thinking skills are the most important?

Deciding which critical thinking skills are ‘most important’ isn’t simple because prioritizing them in any kind of order is less important than knowing what they are and when and how to use them.

However, to begin a process like that, it can be helpful to identify a small sample of the larger set of thinking processes and skills that constitute the skill of critical thinking.

Let’s take a look at eight of the more important, essential critical thinking skills everyone–students, teachers, and laypersons–should know.

8 Critical Thinking Skills Everyone Should Know

8 Essential Critical Thinking Skills

Analyze : break a whole into parts to examine.

Example: A teacher asks students to break down a story into its basic components: characters, setting, plot, conflict, and resolution. This helps students understand how each part contributes to the overall narrative.

Evaluate : Assess the value or quality

Example: A teacher prompts students to evaluate the effectiveness of two persuasive essays. Students assess which essay presents stronger arguments and why, considering factors like evidence, tone, and logic.

Interpret ” Explain the meaning or significance

Example: After reading a poem, the teacher asks students to interpret the symbolism of a recurring image, such as a river, discussing what it might represent in the poem’s context.

Synthesize ” Combine to form a coherent whole

Example: A teacher asks students to write an essay combining information from multiple sources about the causes of the American Revolution, encouraging them to create a cohesive argument that integrates diverse perspectives.

Infer : Draw conclusions based on evidence

Example: A teacher presents students with a scenario in a science experiment and asks them to infer what might happen if one variable is changed, based on the data they’ve already gathered.

Formal or informal inquiries to understand

Example: During a history lesson, the teacher encourages students to ask questions about the motivations of historical figures, prompting deeper understanding and critical discussions about historical events.

Reflect 

Recall and interpret experiences or ideas

Example: After completing a group project, a teacher asks students to reflect on what worked well and what could have been improved, helping them gain insights into their collaborative process and learning experience.

Judge : Form an opinion or conclusion

Example: A teacher presents students with a scenario where two solutions are proposed to solve a community issue, such as building a new park or a community center. The teacher asks students to use their judgment to determine which solution would best meet the community’s needs, considering cost, accessibility, and potential benefits.

Butler, H. A. (2024). Enhancing critical thinking skills through decision-based learning . J. Intell. , 12(2), Article 16. https://doi.org/10.3390/jintelligence12020016

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Home » Blog » Building Critical Thinking Skills in Students

• February 20, 2024
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Building Critical Thinking Skills in Students

Shashank Dubey

Critical thinking is the process of actively and skillfully analyzing , synthesizing, and evaluating information, ideas, or arguments to make reasoned and well-informed decisions. It involves the ability to think logically, consider multiple perspectives, and engage in reflective and independent thinking. Critical thinking goes beyond simply accepting or memorizing information; it requires individuals to question assumptions, assess evidence, and draw thoughtful conclusions. This cognitive skill is essential for effective problem-solving, decision-making, and intellectual growth.

Importance of Critical Thinking Skills in Education

Quick links.

Critical thinking skills are crucial in education for several reasons:

• Enhanced Learning: Students who develop critical thinking skills are better equipped to comprehend complex concepts and engage with academic material more deeply.
• Problem-Solving: Critical thinking fosters the ability to approach problems systematically, break them down, and develop effective solutions. This skill is valuable in various academic subjects and real-world situations.
• Analytical Skills: Critical thinking hones analytical skills, allowing students to evaluate information, identify patterns, and draw meaningful connections between ideas.
• Preparation for the Future: In a rapidly changing world, students need to be adaptable and capable of learning new information independently. Critical thinking enables them to navigate unfamiliar situations and acquire new knowledge effectively.
• Effective Communication: Critical thinking helps students articulate their thoughts, ideas, and arguments coherently, fostering better communication skills.
• Informed Decision-Making: The ability to critically assess information and arguments empowers students to make informed decisions, both academically and in their personal lives.

Purpose of Developing Critical Thinking Skills in Students

The development of critical thinking skills in students serves multiple purposes, including:

Empowering Independent Thinkers: Cultivating critical thinking encourages students to think independently, question assumptions, and develop their own perspectives.

Lifelong Learning: Critical thinking is a foundation for lifelong learning, as it equips individuals with the skills needed to continuously acquire new knowledge and adapt to changing circumstances.

Citizenship and Civic Engagement: Critical thinking fosters informed and responsible citizenship by enabling individuals to critically evaluate information, media, and societal issues. It encourages active participation in democratic processes.

Career Readiness: Employers value critical thinking skills because they are essential for problem-solving, decision-making, and innovation in the workplace. Students with strong critical thinking skills are better prepared for the demands of various careers.

Intellectual and Personal Growth: Developing critical thinking skills contributes to intellectual and personal growth by expanding one’s capacity for analysis, reflection, and intellectual curiosity. It enhances a person’s ability to engage with the world in a meaningful way.

Also Read : Emotional Intelligence in Teaching 

Components of Critical Thinking

Analyzing information through these components helps individuals develop a comprehensive understanding of a subject, enabling them to make informed decisions, solve problems, and engage in thoughtful and effective reasoning.

Breaking Down Information

It Involves the ability to break down complex information or problems into simpler parts or elements. Individuals with strong analytical skills can dissect information into its constituent elements to better understand the structure and relationships among different components. For example, Breaking down a scientific experiment into its methods, variables, and outcomes to better comprehend the overall study.

Identifying Key Components

This Entails recognizing the most important and relevant elements within a body of information or a situation. This involves recognizing the central ideas, concepts, or factors that have the most significant impact on the overall understanding or resolution of a problem. For instance, Identifying the main themes in a piece of literature or the key variables in a mathematical equation.

Recognizing Patterns and Relationships

The Recognition of Patterns involves identifying elements, connections, and relationships between different pieces of information. This skill helps individuals see how various elements interact or relate to one another, enabling them to draw meaningful conclusions or predictions. For instance, Recognizing a cause-and-effect relationship in a historical event or identifying trends in data sets through statistical analysis.

Evaluating information through these components is essential for making informed decisions, avoiding misinformation, and developing a well-rounded and evidence-based understanding of complex issues.

• Involves the critical examination of the credibility and trustworthiness of information sources.
• Individuals assess the validity and accuracy of data, considering factors such as the author’s expertise, the publication’s reputation, and the methods used to gather information.
• Entails considering multiple viewpoints or angles on a given issue or topic.
• Critical thinkers actively seek out diverse opinions and interpretations, fostering a broader understanding of the subject and promoting open-mindedness.
• Involves drawing conclusions or forming opinions after carefully analyzing relevant evidence.
• Critical thinkers base their judgments on facts, data, and logical reasoning rather than personal biases or unsupported assumptions.

Inference, as a component of critical thinking, enables individuals to go beyond the explicit information available and draw meaningful conclusions, make informed predictions, and generate innovative ideas.

Drawing Logical Conclusions

• Involves deriving reasonable and well-founded outcomes from available information.
• Critical thinkers use deductive or inductive reasoning to make logical connections between premises and conclusions.
• Entails anticipating future outcomes or events based on existing information and trends.
• Critical thinkers use their understanding of patterns and relationships to forecast potential developments or consequences.

Connecting Information to Reach New Insights

• Involves synthesizing disparate pieces of information to form novel understandings or perspectives.
• Critical thinkers combine existing knowledge in creative ways, leading to the discovery of new insights or solutions to problems.

Problem-solving

Effective problem-solving, a key aspect of critical thinking, requires a combination of analytical skills, creativity, and the ability to evaluate and refine solutions in real-world contexts.

Identifying Problems

• Involves recognizing and defining issues or challenges that need resolution.
• Critical thinkers are adept at identifying problems, framing them accurately, and understanding their underlying causes.

Developing Effective Solutions

• Entails generating viable and well-thought-out strategies to address identified problems.
• Critical thinkers employ creativity, analysis, and evaluation to come up with solutions that are practical, feasible, and likely to yield positive outcomes.

Implementing and Evaluating Solutions

• Involves putting the chosen solution into action and assessing its effectiveness.
• Critical thinkers actively participate in the execution of solutions, monitor progress, and make adjustments as needed to ensure optimal results.

Strategies for Building Critical Thinking Skills

In educational settings, several effective strategies can be employed to cultivate and enhance critical thinking skills among students. One such approach is the implementation of Socratic questioning, a method that encourages thoughtful and reflective inquiry.

By posing open-ended questions, instructors prompt students to delve deeply into a subject, fostering the development of analytical and evaluative thinking. This technique not only stimulates active engagement but also cultivates the ability to question assumptions and consider multiple perspectives.

Another valuable strategy is the incorporation of case studies into the curriculum. By presenting real-world scenarios or complex situations, students are challenged to analyze details, identify key issues, and propose well-reasoned solutions.

This approach not only sharpens analytical and problem-solving skills but also provides a practical application of theoretical knowledge, bridging the gap between academic concepts and real-world challenges.

Additionally, debates and discussions serve as dynamic platforms for honing critical thinking abilities. Engaging in structured debates compels students to articulate and defend their viewpoints, consider opposing arguments, and critically evaluate information. This not only fosters effective communication but also encourages students to approach issues with a comprehensive and discerning mindset.

These classroom activities collectively contribute to the development of critical thinking skills by actively involving students in the learning process. By providing opportunities for independent thinking, analysis, and evaluation, these strategies empower students to navigate complexities, make informed decisions, and approach challenges with a nuanced and thoughtful perspective.

Integration into Curriculum

Efficiently integrating critical thinking into the curriculum involves strategic planning and creative implementation to ensure its seamless incorporation across various subjects. One effective method is through the intentional inclusion of critical thinking elements in lesson plans. Educators can design lessons that explicitly highlight the development of analytical and evaluative skills. This may include structured activities, discussions, or assignments that prompt students to question assumptions, analyze information, and draw reasoned conclusions.

Cross-disciplinary approaches provide another avenue for embedding critical thinking into the curriculum. By emphasizing connections between different subjects, educators can demonstrate the universality of critical thinking skills. For instance, a history lesson might incorporate elements of scientific inquiry, encouraging students to critically evaluate historical evidence.

Real-world applications of concepts further enhance the integration of critical thinking into the curriculum. By presenting students with scenarios that mirror actual challenges in society or professional settings, educators can demonstrate the practical relevance of critical thinking. This approach not only engages students by making learning more meaningful but also prepares them to apply their analytical and problem-solving skills beyond the classroom.

Technology Integration

The incorporation of technology into educational settings offers valuable opportunities to enhance critical thinking skills among students. Here are three effective strategies for integrating technology into the curriculum to foster critical thinking.

Utilizing simulation and interactive learning tools provides students with immersive and engaging experiences that necessitate critical thinking. Virtual simulations allow students to explore complex concepts in a risk-free environment, encouraging them to analyze scenarios, make decisions, and observe the consequences of their choices.

Interactive tools, such as educational games or virtual laboratories, promote active problem-solving and decision-making, fostering the application of critical thinking skills in dynamic and interactive ways.

Integrating collaborative online platforms, such as discussion forums or virtual classrooms, facilitates meaningful interactions among students. These platforms encourage thoughtful discussion, where students can articulate their ideas, respond to diverse perspectives, and collectively explore complex topics.

This collaborative approach not only enhances communication skills but also requires students to think critically about the viewpoints of their peers, fostering a deeper understanding of the subject matter.

Also Read: Healthy Habits for Teachers

Encouraging Divergent Thinking

Divergent thinking involves the generation of a variety of possible solutions or ideas, emphasizing creativity and exploration. Here are three strategies to encourage divergent thinking in educational settings:

Brainstorming Sessions

Creative problem-solving exercises.

Incorporating exercises that require creative problem-solving challenges students to approach issues from various angles. These exercises might involve presenting students with hypothetical scenarios or real-world problems that lack straightforward solutions.

With Engagement in activities that encourage experimentation and exploration, students are prompted to think divergently and consider unconventional approaches to problem-solving.

Open-ended Projects and Assignments

Assigning open-ended projects or tasks allows students the freedom to explore topics in depth and approach them from different perspectives. Instead of providing strict guidelines, educators can encourage students to define their own goals and methods, fostering autonomy and creativity.

Open-ended projects provide the space for students to express original ideas, solutions, or interpretations, cultivating a mindset of divergent thinking.

Assessing Critical Thinking Skills

To effectively evaluate and nurture critical thinking skills, educators often employ formative assessment strategies that provide ongoing feedback and insight into students’ thought processes. Class discussions serve as a dynamic form of assessment, offering opportunities for students to articulate their ideas, engage with diverse perspectives, and think critically in real-time.

These discussions not only gauge students’ comprehension but also assess their ability to analyze, evaluate, and contribute meaningfully to the conversation.

Group activities represent another form of formative assessment, enabling educators to observe how students collaborate, share ideas, and collectively problem-solve. By participating in group tasks, students showcase their ability to think critically within a collaborative setting, demonstrating skills such as communication, teamwork, and the integration of diverse perspectives.

Written reflections provide a reflective avenue for students to articulate their thoughts, analyze their learning experiences, and express their understanding of a subject matter.

This form of formative assessment allows educators to gain insight into students’ individual thought processes, their capacity for self-assessment, and their ability to connect information to form reasoned conclusions.

Incorporating class discussions, group activities, and written reflections into the formative assessment process offers a comprehensive view of students’ critical thinking skills. These strategies not only evaluate cognitive abilities but also contribute to the ongoing development of these skills, fostering a learning environment that prioritizes analytical thinking, effective communication, and collaborative problem-solving.

Common Challenges and Solutions

By acknowledging these challenges and implementing targeted solutions, educators and institutions can work towards creating an environment that fosters the development of critical thinking skills, ultimately preparing students for success in a rapidly changing and complex world. Here are some of the commonly faced issues when it comes to developing critical thinking skills in your students

Resistance to Critical Thinking

One common challenge in promoting critical thinking is the resistance students may exhibit. Some students may be accustomed to rote memorization or may find critical thinking demands unfamiliar and uncomfortable. Additionally, educators may face resistance from traditional teaching methods or institutional expectations that prioritize standardized testing over critical thinking development.

Lack of Resources

Insufficient resources, both in terms of materials and professional development opportunities, can hinder the effective integration of critical thinking into the curriculum. Limited access to updated educational materials, technology, and training for educators may impede efforts to implement innovative and engaging teaching strategies that foster critical thinking skills.

Time Constraints

Time constraints within the academic schedule can pose a significant challenge. Traditional curricula often prioritize content coverage over the development of critical thinking skills. Educators may feel pressure to adhere to tight schedules, leaving little room for the exploration and in-depth analysis required for robust critical thinking activities.

Potential Solutions

Addressing resistance involves creating a positive and supportive learning environment that emphasizes the value and relevance of critical thinking skills. Educators can gradually introduce critical thinking concepts, providing clear explanations and examples. Additionally, incorporating interactive and engaging activities can help make critical thinking more accessible and enjoyable for students.

Overcoming resource limitations requires a multi-faceted approach. Educators and institutions can seek grants or funding opportunities to invest in updated materials and technology. Professional development programs can empower teachers with the skills and knowledge needed to effectively integrate critical thinking into their lessons. Collaborative efforts among educators and institutions can also help share resources and best practices.

Integrating critical thinking into the curriculum may require a reevaluation of priorities. Educators can collaborate to identify key concepts that lend themselves to critical thinking activities and find ways to seamlessly incorporate them into existing lessons. Additionally, schools can explore flexible scheduling options, allowing for dedicated time for critical thinking activities or projects.

Also Read: Flexible Teaching : Adapting Strategies for Well Being

Final Words

In a nutshell critical thinking abilities are vital for students because they go beyond passive recall and promote active interaction with the material, which develops analytical, evaluative, and problem-solving skills. The elements of critical thinking—analysis, assessment, speculation, and problem-solving—advance learning, facilitate clear communication, and help students make well-informed decisions that will prepare them for both current and future challenges.

Teachers can use a variety of techniques, such as Socratic questioning and technological integration, to foster these abilities in the classroom.

Critical thinking exercises and group conversations are two effective ways to assess students’ critical thinking skills. A proactive and cooperative strategy can create an environment that prioritizes the development of critical thinking, ultimately equipping students for success in a world that is changing quickly, even in the face of obstacles like opposition and resource limitations.

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Strategies to Increase Critical Thinking Skills in students

Teach Better Team October 2, 2019 Blog , Engage Better , Lesson Plan Better , Personalize Student Learning Better

In This Post:

• The importance of helping students increase critical thinking skills.
• Ways to promote the essential skills needed to analyze and evaluate.
• Strategies to incorporate critical thinking into your instruction.

We ask our teachers to be “future-ready” or say that we are teaching “for jobs that don’t exist yet.” These are powerful statements. At the same time, they give teachers the impression that we have to drastically change what we are doing .

So how do we plan education for an unknown job market or unknown needs?

My answer: We can’t predict the jobs, but whatever they are, students will need to think critically to do them. So, our job is to teach our students HOW to think, not WHAT to think.

Helping Students Become Critical Thinkers

My answer is rooted in the call to empower our students to be critical thinkers. I believe that to be critical thinkers, educators need to provide students with the strategies they need. And we need to ask more than just surface-level questions.

Questions to students must motivate them to dig up background knowledge. They should inspire them to make connections to real-world scenarios. These make the learning more memorable and meaningful.

Critical thinking is a general term. I believe this term means that students effectively identify, analyze, and evaluate content or skills. In this process, they (the students) will discover and present convincing reasons in support of their answers or thinking.

You can look up critical thinking and get many definitions like this one from Wikipedia: “ Critical thinking consists of a mental process of analyzing or evaluating information, particularly statements or propositions that people have offered as true. ”

Essential Skills for Critical Thinking

In my current role as director of curriculum and instruction, I work to promote the use of 21st-century tools and, more importantly, thinking skills. Some essential skills that are the basis for critical thinking are:

• Communication and Information skills
• Thinking and Problem-Solving skills
• Interpersonal and Self- Directional skills
• Collaboration skills

These four bullets are skills students are going to need in any field and in all levels of education. Hence my answer to the question. We need to teach our students to think critically and for themselves.

One of the goals of education is to prepare students to learn through discovery . Providing opportunities to practice being critical thinkers will assist students in analyzing others’ thinking and examining the logic of others.

Understanding others is an essential skill in collaboration and in everyday life. Critical thinking will allow students to do more than just memorize knowledge.

Ask Questions

So how do we do this? One recommendation is for educators to work in-depth questioning strategies into a lesson launch.

Ask thoughtful questions to allow for answers with sound reasoning. Then, word conversations and communication to shape students’ thinking. Quick answers often result in very few words and no eye contact, which are skills we don’t want to promote.

When you are asking students questions and they provide a solution, try some of these to promote further thinking:

• Could you elaborate further on that point?
• Will you express that point in another way?
• Can you give me an illustration?
• Would you give me an example?
• Will you you provide more details?
• Could you be more specific?
• Do we need to consider another point of view?
• Is there another way to look at this question?

Utilizing critical thinking skills could be seen as a change in the paradigm of teaching and learning. Engagement in education will enhance the collaboration among teachers and students. It will also provide a way for students to succeed even if the school system had to start over.

[scroll down to keep reading]

Promoting critical thinking into all aspects of instruction.

Engagement, application, and collaboration are skills that withstand the test of time. I also promote the integration of critical thinking into every aspect of instruction.

In my experience, I’ve found a few ways to make this happen.

Begin lessons/units with a probing question: It shouldn’t be a question you can answer with a ‘yes’ or a ‘no.’ These questions should inspire discovery learning and problem-solving.

Encourage Creativity: I have seen teachers prepare projects before they give it to their students many times. For example, designing snowmen or other “creative” projects. By doing the design work or by cutting all the circles out beforehand, it removes creativity options.

It may help the classroom run more smoothly if every child’s material is already cut out, but then every student’s project looks the same. Students don’t have to think on their own or problem solve.

Not having everything “glue ready” in advance is a good thing. Instead, give students all the supplies needed to create a snowman, and let them do it on their own.

Giving independence will allow students to become critical thinkers because they will have to create their own product with the supplies you give them. This might be an elementary example, but it’s one we can relate to any grade level or project.

Try not to jump to help too fast – let the students work through a productive struggle .

Build in opportunities for students to find connections in learning.  Encouraging students to make connections to a real-life situation and identify patterns is a great way to practice their critical thinking skills. The use of real-world scenarios will increase rigor, relevance, and critical thinking.

A few other techniques to encourage critical thinking are:

• Use analogies
• Promote interaction among students
• Ask open-ended questions
• Allow reflection time
• Use real-life problems
• Allow for thinking practice

Critical thinking prepares students to think for themselves for the rest of their lives. I also believe critical thinkers are less likely to go along with the crowd because they think for themselves.

About Matthew X. Joseph, Ed.D.

Dr. Matthew X. Joseph has been a school and district leader in many capacities in public education over his 25 years in the field. Experiences such as the Director of Digital Learning and Innovation in Milford Public Schools (MA), elementary school principal in Natick, MA and Attleboro, MA, classroom teacher, and district professional development specialist have provided Matt incredible insights on how to best support teaching and learning. This experience has led to nationally publishing articles and opportunities to speak at multiple state and national events. He is the author of Power of Us: Creating Collaborative Schools and co-author of Modern Mentoring , Reimagining Teacher Mentorship (Due out, fall 2019). His master’s degree is in special education and his Ed.D. in Educational Leadership from Boston College.

Visit Matthew’s Blog

Home > Blog > Tips for Online Students > Why Is Critical Thinking Important and How to Improve It

Tips for Online Students , Tips for Students

Why Is Critical Thinking Important and How to Improve It

Updated: July 8, 2024

Published: April 2, 2020

Why is critical thinking important? The decisions that you make affect your quality of life. And if you want to ensure that you live your best, most successful and happy life, you’re going to want to make conscious choices. That can be done with a simple thing known as critical thinking. Here’s how to improve your critical thinking skills and make decisions that you won’t regret.

What Is Critical Thinking?

Critical thinking is the process of analyzing facts to form a judgment. Essentially, it involves thinking about thinking. Historically, it dates back to the teachings of Socrates , as documented by Plato.

Today, it is seen as a complex concept understood best by philosophers and psychologists. Modern definitions include “reasonable, reflective thinking focused on deciding what to believe or do” and “deciding what’s true and what you should do.”

The Importance Of Critical Thinking

Why is critical thinking important? Good question! Here are a few undeniable reasons why it’s crucial to have these skills.

1. Critical Thinking Is Universal

Critical thinking is a domain-general thinking skill. What does this mean? It means that no matter what path or profession you pursue, these skills will always be relevant and will always be beneficial to your success. They are not specific to any field.

2. Crucial For The Economy

Our future depends on technology, information, and innovation. Critical thinking is needed for our fast-growing economies, to solve problems as quickly and as effectively as possible.

3. Improves Language & Presentation Skills

In order to best express ourselves, we need to know how to think clearly and systematically — meaning practice critical thinking! Critical thinking also means knowing how to break down texts, and in turn, improve our ability to comprehend.

4. Promotes Creativity

By practicing critical thinking, we are allowing ourselves not only to solve problems but also to come up with new and creative ideas to do so. Critical thinking allows us to analyze these ideas and adjust them accordingly.

5. Important For Self-Reflection

Without critical thinking, how can we really live a meaningful life? We need this skill to self-reflect and justify our ways of life and opinions. Critical thinking provides us with the tools to evaluate ourselves in the way that we need to.

Photo by Marcelo Chagas from Pexels

6. the basis of science & democracy.

In order to have a democracy and to prove scientific facts, we need critical thinking in the world. Theories must be backed up with knowledge. In order for a society to effectively function, its citizens need to establish opinions about what’s right and wrong (by using critical thinking!).

Benefits Of Critical Thinking

We know that critical thinking is good for society as a whole, but what are some benefits of critical thinking on an individual level? Why is critical thinking important for us?

1. Key For Career Success

Critical thinking is crucial for many career paths. Not just for scientists, but lawyers , doctors, reporters, engineers , accountants, and analysts (among many others) all have to use critical thinking in their positions. In fact, according to the World Economic Forum, critical thinking is one of the most desirable skills to have in the workforce, as it helps analyze information, think outside the box, solve problems with innovative solutions, and plan systematically.

2. Better Decision Making

There’s no doubt about it — critical thinkers make the best choices. Critical thinking helps us deal with everyday problems as they come our way, and very often this thought process is even done subconsciously. It helps us think independently and trust our gut feeling.

3. Can Make You Happier!

While this often goes unnoticed, being in touch with yourself and having a deep understanding of why you think the way you think can really make you happier. Critical thinking can help you better understand yourself, and in turn, help you avoid any kind of negative or limiting beliefs, and focus more on your strengths. Being able to share your thoughts can increase your quality of life.

4. Form Well-Informed Opinions

There is no shortage of information coming at us from all angles. And that’s exactly why we need to use our critical thinking skills and decide for ourselves what to believe. Critical thinking allows us to ensure that our opinions are based on the facts, and help us sort through all that extra noise.

5. Better Citizens

One of the most inspiring critical thinking quotes is by former US president Thomas Jefferson: “An educated citizenry is a vital requisite for our survival as a free people.” What Jefferson is stressing to us here is that critical thinkers make better citizens, as they are able to see the entire picture without getting sucked into biases and propaganda.

6. Improves Relationships

While you may be convinced that being a critical thinker is bound to cause you problems in relationships, this really couldn’t be less true! Being a critical thinker can allow you to better understand the perspective of others, and can help you become more open-minded towards different views.

7. Promotes Curiosity

Critical thinkers are constantly curious about all kinds of things in life, and tend to have a wide range of interests. Critical thinking means constantly asking questions and wanting to know more, about why, what, who, where, when, and everything else that can help them make sense of a situation or concept, never taking anything at face value.

8. Allows For Creativity

Critical thinkers are also highly creative thinkers, and see themselves as limitless when it comes to possibilities. They are constantly looking to take things further, which is crucial in the workforce.

9. Enhances Problem Solving Skills

Those with critical thinking skills tend to solve problems as part of their natural instinct. Critical thinkers are patient and committed to solving the problem, similar to Albert Einstein, one of the best critical thinking examples, who said “It’s not that I’m so smart; it’s just that I stay with problems longer.” Critical thinkers’ enhanced problem-solving skills makes them better at their jobs and better at solving the world’s biggest problems. Like Einstein, they have the potential to literally change the world.

10. An Activity For The Mind

Just like our muscles, in order for them to be strong, our mind also needs to be exercised and challenged. It’s safe to say that critical thinking is almost like an activity for the mind — and it needs to be practiced. Critical thinking encourages the development of many crucial skills such as logical thinking, decision making, and open-mindness.

11. Creates Independence

When we think critically, we think on our own as we trust ourselves more. Critical thinking is key to creating independence, and encouraging students to make their own decisions and form their own opinions.

12. Crucial Life Skill

Critical thinking is crucial not just for learning, but for life overall! Education isn’t just a way to prepare ourselves for life, but it’s pretty much life itself. Learning is a lifelong process that we go through each and every day.

How To Improve Your Critical Thinking

Now that you know the benefits of thinking critically, how do you actually do it?

• Define Your Question: When it comes to critical thinking, it’s important to always keep your goal in mind. Know what you’re trying to achieve, and then figure out how to best get there.
• Gather Reliable Information: Make sure that you’re using sources you can trust — biases aside. That’s how a real critical thinker operates!
• Ask The Right Questions: We all know the importance of questions, but be sure that you’re asking the right questions that are going to get you to your answer.
• Look Short & Long Term: When coming up with solutions, think about both the short- and long-term consequences. Both of them are significant in the equation.
• Explore All Sides: There is never just one simple answer, and nothing is black or white. Explore all options and think outside of the box before you come to any conclusions.

How Is Critical Thinking Developed At School?

Critical thinking is developed in nearly everything we do, but much of this essential skill is encouraged and practiced in school. Fostering a culture of inquiry is crucial, encouraging students to ask questions, analyze information, and evaluate evidence.

Teaching strategies like Socratic questioning, problem-based learning, and collaborative discussions help students think for themselves. When teachers ask questions, students can respond critically and reflect on their learning. Group discussions also expand their thinking, making them independent thinkers and effective problem solvers.

How Does Critical Thinking Apply To Your Career?

Critical thinking is a valuable asset in any career. Employers value employees who can think critically, ask insightful questions, and offer creative solutions. Demonstrating critical thinking skills can set you apart in the workplace, showing your ability to tackle complex problems and make informed decisions.

In many careers, from law and medicine to business and engineering, critical thinking is essential. Lawyers analyze cases, doctors diagnose patients, business analysts evaluate market trends, and engineers solve technical issues—all requiring strong critical thinking skills.

Critical thinking also enhances your ability to communicate effectively, making you a better team member and leader. By analyzing and evaluating information, you can present clear, logical arguments and make persuasive presentations.

Incorporating critical thinking into your career helps you stay adaptable and innovative. It encourages continuous learning and improvement, which are crucial for professional growth and success in a rapidly changing job market.

Photo by Oladimeji Ajegbile from Pexels

Critical thinking is a vital skill with far-reaching benefits for personal and professional success. It involves systematic skills such as analysis, evaluation, inference, interpretation, and explanation to assess information and arguments.

By gathering relevant data, considering alternative perspectives, and using logical reasoning, critical thinking enables informed decision-making. Reflecting on and refining these processes further enhances their effectiveness.

The future of critical thinking holds significant importance as it remains essential for adapting to evolving challenges and making sound decisions in various aspects of life.

What are the benefits of developing critical thinking skills?

Critical thinking enhances decision-making, problem-solving, and the ability to evaluate information critically. It helps in making informed decisions, understanding others’ perspectives, and improving overall cognitive abilities.

How does critical thinking contribute to problem-solving abilities?

Critical thinking enables you to analyze problems thoroughly, consider multiple solutions, and choose the most effective approach. It fosters creativity and innovative thinking in finding solutions.

What role does critical thinking play in academic success?

Critical thinking is crucial in academics as it allows you to analyze texts, evaluate evidence, construct logical arguments, and understand complex concepts, leading to better academic performance.

How does critical thinking promote effective communication skills?

Critical thinking helps you articulate thoughts clearly, listen actively, and engage in meaningful discussions. It improves your ability to argue logically and understand different viewpoints.

How can critical thinking skills be applied in everyday situations?

You can use critical thinking to make better personal and professional decisions, solve everyday problems efficiently, and understand the world around you more deeply.

What role does skepticism play in critical thinking?

Skepticism encourages questioning assumptions, evaluating evidence, and distinguishing between facts and opinions. It helps in developing a more rigorous and open-minded approach to thinking.

What strategies can enhance critical thinking?

Strategies include asking probing questions, engaging in reflective thinking, practicing problem-solving, seeking diverse perspectives, and analyzing information critically and logically.

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Critical Thinking: The Development of an Essential Skill for Nursing Students

Ioanna v. papathanasiou.

1 Nursing Department, Technological Educational Institute of Thessaly, Greece

Christos F. Kleisiaris

2 Nursing Department, Technological Educational Institute of Crete, Greece

Evangelos C. Fradelos

3 State Mental Hospital of Attica “Daphne”, Greece

Katerina Kakou

Lambrini kourkouta.

4 Nursing Department, Alexander Technological Educational Institute of Thessaloniki, Greece

Critical thinking is defined as the mental process of actively and skillfully perception, analysis, synthesis and evaluation of collected information through observation, experience and communication that leads to a decision for action. In nursing education there is frequent reference to critical thinking and to the significance that it has in daily clinical nursing practice. Nursing clinical instructors know that students face difficulties in making decisions related to clinical practice. The main critical thinking skills in which nursing students should be exercised during their studies are critical analysis, introductory and concluding justification, valid conclusion, distinguish of facts and opinions, evaluation the credibility of information sources, clarification of concepts and recognition of conditions. Specific behaviors are essentials for enhancing critical thinking. Nursing students in order to learn and apply critical thinking should develop independence of thought, fairness, perspicacity in personal and social level, humility, spiritual courage, integrity, perseverance, self-confidence, interest for research and curiosity. Critical thinking is an essential process for the safe, efficient and skillful nursing practice. The nursing education programs should adopt attitudes that promote critical thinking and mobilize the skills of critical reasoning.

1. INTRODUCTION

Critical thinking is applied by nurses in the process of solving problems of patients and decision-making process with creativity to enhance the effect. It is an essential process for a safe, efficient and skillful nursing intervention. Critical thinking according to Scriven and Paul is the mental active process and subtle perception, analysis, synthesis and evaluation of information collected or derived from observation, experience, reflection, reasoning or the communication leading to conviction for action ( 1 ).

So, nurses must adopt positions that promote critical thinking and refine skills of critical reasoning in order a meaningful assessment of both the previous and the new information and decisions taken daily on hospitalization and use of limited resources, forces you to think and act in cases where there are neither clear answers nor specific procedures and where opposing forces transform decision making in a complex process ( 2 ).

Critical thinking applies to nurses as they have diverse multifaceted knowledge to handle the various situations encountered during their shifts still face constant changes in an environment with constant stress of changing conditions and make important decisions using critical thinking to collect and interpret information that are necessary for making a decision ( 3 ).

Critical thinking, combined with creativity, refine the result as nurses can find specific solutions to specific problems with creativity taking place where traditional interventions are not effective. Even with creativity, nurses generate new ideas quickly, get flexible and natural, create original solutions to problems, act independently and with confidence, even under pressure, and demonstrate originality ( 4 ).

The aim of the study is to present the basic skills of critical thinking, to highlight critical thinking as a essential skill for nursing education and a fundamental skill for decision making in nursing practice. Moreover to indicate the positive effect and relation that critical thinking has on professional outcomes.

2. CRITICAL THINKING SKILLS

Nurses in their efforts to implement critical thinking should develop some methods as well as cognitive skills required in analysis, problem solving and decision making ( 5 ). These skills include critical analysis, introductory and concluding justification, valid conclusion, distinguishing facts and opinions to assess the credibility of sources of information, clarification of concepts, and recognition conditions ( 6 , 7 ).

Critical analysis is applied to a set of questions that relate to the event or concept for the determination of important information and ideas and discarding the unnecessary ones. It is, thus, a set of criteria to rationalize an idea where one must know all the questions but to use the appropriate one in this case ( 8 ).

The Socratic Method, where the question and the answer are sought, is a technique in which one can investigate below the surface, recognize and examine the condition, look for the consequences, investigate the multiple data views and distinguish between what one knows and what he simply believes. This method should be implemented by nurses at the end of their shifts, when reviewing patient history and progress, planning the nursing plan or discussing the treatment of a patient with colleagues ( 9 ).

The Inference and Concluding justification are two other critical thinking skills, where the justification for inductive generalizations formed from a set of data and observations, which when considered together, specific pieces of information constitute a special interpretation ( 10 ). In contrast, the justification is deduced from the general to the specific. According to this, nurse starts from a conceptual framework–for example, the prioritization of needs by Maslow or a context–evident and gives descriptive interpretation of the patient’s condition with respect to this framework. So, the nurse who uses drawing needs categorizes information and defines the problem of the patient based on eradication, nutrition or need protection.

In critical thinking, the nurses still distinguish claims based on facts, conclusions, judgments and opinions. The assessment of the reliability of information is an important stage of critical thinking, where the nurse needs to confirm the accuracy of this information by checking other evidence and informants ( 10 ).

The concepts are ideas and opinions that represent objects in the real world and the importance of them. Each person has developed its own concepts, where they are nested by others, either based on personal experience or study or other activities. For a clear understanding of the situation of the patient, the nurse and the patient should be in agreement with the importance of concepts.

People also live under certain assumptions. Many believe that people generally have a generous nature, while others believe that it is a human tendency to act in its own interest. The nurse must believe that life should be considered as invaluable regardless of the condition of the patient, with the patient often believing that quality of life is more important than duration. Nurse and patient, realizing that they can make choices based on these assumptions, can work together for a common acceptable nursing plan ( 11 ).

3. CRITICAL THINKING ENHANCEMENT BEHAVIORS

The person applying critical thinking works to develop the following attitudes and characteristics independence of thought, fairness, insight into the personal and public level, humble intellect and postpone the crisis, spiritual courage, integrity, perseverance, self-confidence, research interest considerations not only behind the feelings and emotions but also behind the thoughts and curiosity ( 12 ).

Independence of Thought

Individuals who apply critical thinking as they mature acquire knowledge and experiences and examine their beliefs under new evidence. The nurses do not remain to what they were taught in school, but are “open-minded” in terms of different intervention methods technical skills.

Impartiality

Those who apply critical thinking are independent in different ways, based on evidence and not panic or personal and group biases. The nurse takes into account the views of both the younger and older family members.

Perspicacity into Personal and Social Factors

Those who are using critical thinking and accept the possibility that their personal prejudices, social pressures and habits could affect their judgment greatly. So, they try to actively interpret their prejudices whenever they think and decide.

Humble Cerebration and Deferral Crisis

Humble intellect means to have someone aware of the limits of his own knowledge. So, those who apply critical thinking are willing to admit they do not know something and believe that what we all consider rectum cannot always be true, because new evidence may emerge.

Spiritual Courage

The values and beliefs are not always obtained by rationality, meaning opinions that have been researched and proven that are supported by reasons and information. The courage should be true to their new ground in situations where social penalties for incompatibility are strict. In many cases the nurses who supported an attitude according to which if investigations are proved wrong, they are canceled.

Use of critical thinking to mentally intact individuals question their knowledge and beliefs quickly and thoroughly and cause the knowledge of others so that they are willing to admit and appreciate inconsistencies of both their own beliefs and the beliefs of the others.

Perseverance

The perseverance shown by nurses in exploring effective solutions for patient problems and nursing each determination helps to clarify concepts and to distinguish related issues despite the difficulties and failures. Using critical thinking they resist the temptation to find a quick and simple answer to avoid uncomfortable situations such as confusion and frustration.

Confidence in the Justification

According to critical thinking through well motivated reasoning leads to reliable conclusions. Using critical thinking nurses develop both the inductive and the deductive reasoning. The nurse gaining more experience of mental process and improvement, does not hesitate to disagree and be troubled thereby acting as a role model to colleagues, inspiring them to develop critical thinking.

Interesting Thoughts and Feelings for Research

Nurses need to recognize, examine and inspect or modify the emotions involved with critical thinking. So, if they feel anger, guilt and frustration for some event in their work, they should follow some steps: To restrict the operations for a while to avoid hasty conclusions and impulsive decisions, discuss negative feelings with a trusted, consume some of the energy produced by emotion, for example, doing calisthenics or walking, ponder over the situation and determine whether the emotional response is appropriate. After intense feelings abate, the nurse will be able to proceed objectively to necessary conclusions and to take the necessary decisions.

The internal debate, that has constantly in mind that the use of critical thinking is full of questions. So, a research nurse calculates traditions but does not hesitate to challenge them if you do not confirm their validity and reliability.

4. IMPLEMENTATION OF CRITICAL THINKING IN NURSING PRACTICE

In their shifts nurses act effectively without using critical thinking as many decisions are mainly based on habit and have a minimum reflection. Thus, higher critical thinking skills are put into operation, when some new ideas or needs are displayed to take a decision beyond routine. The nursing process is a systematic, rational method of planning and providing specialized nursing ( 13 ). The steps of the nursing process are assessment, diagnosis, planning, implementation, evaluation. The health care is setting the priorities of the day to apply critical thinking ( 14 ). Each nurse seeks awareness of reasoning as he/she applies the criteria and considerations and as thinking evolves ( 15 ).

Problem Solving

Problem solving helps to acquire knowledge as nurse obtains information explaining the nature of the problem and recommends possible solutions which evaluate and select the application of the best without rejecting them in a possible appeal of the original. Also, it approaches issues when solving problems that are often used is the empirical method, intuition, research process and the scientific method modified ( 16 ).

Experiential Method

This method is mainly used in home care nursing interventions where they cannot function properly because of the tools and equipment that are incomplete ( 17 ).

Intuition is the perception and understanding of concepts without the conscious use of reasoning. As a problem solving approach, as it is considered by many, is a form of guessing and therefore is characterized as an inappropriate basis for nursing decisions. But others see it as important and legitimate aspect of the crisis gained through knowledge and experience. The clinical experience allows the practitioner to recognize items and standards and approach the right conclusions. Many nurses are sensing the evolution of the patient’s condition which helps them to act sooner although the limited information. Despite the fact that the intuitive method of solving problems is recognized as part of nursing practice, it is not recommended for beginners or students because the cognitive level and the clinical experience is incomplete and does not allow a valid decision ( 16 ).

Research Process / Scientifically Modified Method

The research method is a worded, rational and systematic approach to problem solving. Health professionals working in uncontrolled situations need to implement a modified approach of the scientific method of problem solving. With critical thinking being important in all processes of problem solving, the nurse considers all possible solutions and decides on the choice of the most appropriate solution for each case ( 18 ).

The Decision

The decision is the selection of appropriate actions to fulfill the desired objective through critical thinking. Decisions should be taken when several exclusive options are available or when there is a choice of action or not. The nurse when facing multiple needs of patients, should set priorities and decide the order in which they help their patients. They should therefore: a) examine the advantages and disadvantages of each option, b) implement prioritization needs by Maslow, c) assess what actions can be delegated to others, and d) use any framework implementation priorities. Even nurses make decisions about their personal and professional lives. The successive stages of decision making are the Recognition of Objective or Purpose, Definition of criteria, Calculation Criteria, Exploration of Alternative Solutions, Consideration of Alternative Solutions, Design, Implementation, Evaluation result ( 16 ).

The contribution of critical thinking in decision making

Acquiring critical thinking and opinion is a question of practice. Critical thinking is not a phenomenon and we should all try to achieve some level of critical thinking to solve problems and make decisions successfully ( 19 - 21 ).

It is vital that the alteration of growing research or application of the Socratic Method or other technique since nurses revise the evaluation criteria of thinking and apply their own reasoning. So when they have knowledge of their own reasoning-as they apply critical thinking-they can detect syllogistic errors ( 22 – 26 ).

5. CONCLUSION

In responsible positions nurses should be especially aware of the climate of thought that is implemented and actively create an environment that stimulates and encourages diversity of opinion and research ideas ( 27 ). The nurses will also be applied to investigate the views of people from different cultures, religions, social and economic levels, family structures and different ages. Managing nurses should encourage colleagues to scrutinize the data prior to draw conclusions and to avoid “group thinking” which tends to vary without thinking of the will of the group. Critical thinking is an essential process for the safe, efficient and skillful nursing practice. The nursing education programs should adopt attitudes that promote critical thinking and mobilize the skills of critical reasoning.

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Our kids are missing out on critical thinking

If we are to navigate the complex challenges of the 21st century, our understanding of and ability to teach critical thinking demands urgent attention

By Associate Professor Martin Davies , University of Melbourne

Published 28 August 2024

Critical thinking is more essential today than ever. The world faces numerous challenges that warrant urgent critical reflection – from climate change and wealth inequality to ongoing conflicts and resource shortages.

These crises are compounded by a growing crisis of confidence, marked by the spread of 'fake news ' and the erosion of trust in traditional institutions. The  January 6 US Capitol attack , exemplifies this breakdown, as does the deepening political polarisation in its aftermath.

There has been a hardening of views on both sides of the political spectrum since then.

The recent attempted assassination of former President Trump by a lone-wolf activist is not unusual in U.S. history.

However, the extent of political polarisation now seems to be framed by hostility and partisanship, the likes of which have not been seen since the civil rights era – or perhaps even earlier, the civil war of the mid-19th century.

People are increasingly unwilling to accept the status quo or the platitudes that politicians regularly serve up . Along with this, the rise of AI and technologies like ChatGPT has intensified scepticism about what we read, hear or see.

A recent Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) presentation highlighted that, in this tech-dominated world, critical thinking is crucial for academic integrity.

They noted a troubling trend: learners are focusing more on 'How can I get this done?' rather than asking, 'Is this ethical?'.

Politics & Society

How disinformation is undermining our cities

Social media platforms like Facebook, X, and TikTok allow anyone to share information without filters for accuracy, leading to the widespread issue of “ truth decay ” – the idea that facts and critical analysis now play an ever-diminishing role in public life.

The media, too, has become susceptible to misinformation, often prioritising sensationalism over facts. Rather than serving as guardians of truth, they sometimes propagate falsehoods , making the need for critical thinking all the more urgent.

Paradoxically, while critical thinking is in decline, it is in high demand among an odd assortment of stakeholders – businesses, universities, governments, and venture capitalists.

According to the World Economic Forum's Future of Jobs report (2023-2027), "analytical thinking" – a synonym for ‘critical thinking’ – is the most sought-after skill across various industries worldwide.

In a survey of 803 companies employing 11.3 million workers across 27 industry clusters, critical thinking was considered more crucial than technological literacy, AI, talent management, leadership, multilingualism and even cybersecurity.

A 2017 report by the Australian government highlighted that the importance of critical thinking in job ads rose by 158 per cent, surpassing problem-solving, teamwork, communication skills and financial literacy.

It will apparently consume 3.8 billion more work hours by 2030.

Critical thinking certainly appears to be a skill ‘on the rise’ and central to employment in the new economy.

However, despite its importance, we don’t really know what critical thinking is . It is not even clear that critical thinking is principally, and just a “skill .”

Reports, institutions, and funding bodies might well be dedicated to a 'skill on the rise,'  but they might also be quite misinformed about the very thing they purport to foster in the population.

Tech savvy teaching of critical thinking

In the US, critical thinking has become an industry, with papers written on its application in fields as diverse as engineering and the military . Disturbingly however, many students show no significant improvement in critical thinking abilities after completing a college degree.

A recent OECD study involving 120,000 students from six countries found that one-fifth of students performed at the lowest level in critical thinking, with half performing at the two lowest levels.

A US study noted that 45 per cent of college students showed no significant gains in critical thinking, complex reasoning, or writing skills over their four-year degree.

Since the inception of the modern university in Bologna in 1088, critical thinking has been a desirable – arguably the most desirable– 'graduate attribute'.

But universities' claims that they teach critical thinking have been  under scrutiny for decades . Some employers argue that graduates no longer demonstrate the critical thinking skills they expect .

Some employers want to move away from a reliance on academic qualifications, preferring instead to 'train on the job'. Is declining critical thinking in the academy to blame?

Moreover, faculty members often demonstrate ignorance about the intellectual traits – known as ' dispositions ' – that are essential to critical thinking.

They are also unable to outline the differences between critical thinking and creative thinking, problem-solving or decision-making.

This raises doubts about their ability to teach it effectively .

Blind faith in Australia’s education ‘system’ is failing our kids

Socrates, through Plato’s dialogues, can perhaps lay claim to being one of the earliest exponents of what we now call 'critical thinking'.

By maintaining his ignorance, Socrates asked probing questions that undermined staunchly held views on subjects like 'truth', 'beauty' or 'justice'.

By questioning and dismantling the assumptions of others, Socrates exemplified critical thinking in its purest form: the re-evaluation of certainties and the testing of claims against stronger arguments.

Today, modern universities continue to emphasise the importance of critical thinking in promotional materials and course descriptions. However, as we have seen, the reality often falls short of the rhetoric.

Critical thinking is not well understood by those who are supposed to be teaching it  and the broader context in which it is situated is not fully grasped by its advocates.

This situation is unlikely to be resolved soon, but it highlights the need for further research into critical thinking, not only in students but in the wider public.

           A promising – albeit woefully underused – technique is computer-aided argument mapping.  This is a way to explicitly and concisely represent reasoning by building diagrams that map out the logical structure of an argument.

Evidence suggests that it leads to significant gains  on independent critical thinking assessment tests.

The importance of critical thinking has never been greater, yet our understanding of it has never been so limited. This creates a perfect storm – a situation where the need for critical thinking is rising, but our capacity to foster it is in serious question.

It’s a scandalous situation, demanding urgent attention if we are to navigate the complex challenges of the 21st century. 

Associate Professor Martin Davies was co-editor, with Professor Ronald Barnett, of the Palgrave Handbook of Critical Thinking in Higher Education (Palgrave, 2015).

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Associate Professor Martin Davies

Principal Fellow in Higher Education, Melbourne Graduate School of Education, University of Melbourne

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Critical Thinking: An Essential Skill for Law Students, Lawyers, Law Professors, and Judges

Kindle Direct Publishing 2022

17 Pages Posted: 26 Jul 2022

Edwin S. Fruehwald

Independent

Date Written: July 16, 2022

Critical thinking is essential for law students, lawyers, law professors, and judges. Yet law schools have never systematically taught critical thinking to their students. The main purpose of this book is to help law students, lawyers, law professors, and judges become critical thinkers. Chapter One introduces the reader to the need for critical thinking in the law, and it will give two methods of evaluating how critical thinking works within legal education. Chapter Two helps the reader understand the basics of critical thinking. Most scholars think that critical thinking is domain specific, so Chapter Three presents the domain of the law. Chapter Four introduces an important facet of critical thinking–self-regulated (self-directed) learning. Chapter Five applies critical thinking basics to law’s domain, and it presents the details of critical thinking in the law. Chapter Six demonstrates how critical thinking can produce better legal writers. Chapter Seven focuses on judges and critical thinking. Chapter Eight shows how critical thinking can make you a better law professor. Chapter Nine shows how critical thinking processes can improve the use of the Socratic method in legal education. The final chapter brings everything together and highlights the most important aspects of critical thinking for law students, lawyers, law professors, and judges. Two appendices contain sample Socratic dialogues that employ critical thinking. I have included exercises and problems on critical thinking throughout the book.

Keywords: Critical Thinking, Legal Education, Lawyers, Judges

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Teaching critical thinking in digital spaces

Vol. 55 No. 6 Print version: page 10

• Misinformation and Disinformation
• Social Media and Internet

• There’s a movement afoot to equip K–12 students with the skills they need to identify misinformation on social media.
• Psychologists are a key part of the effort to help youth build digital literacy skills and create science-backed digital literacy tools for educators.
• Efforts to improve digital literacy among youth will help protect the next generation from the spread of false information online and guide youth on how to use social media safely.

At least 21 state legislatures have taken steps to reform K–12 media and information literacy education, with California, Delaware, Illinois, and New Jersey passing comprehensive reforms ( U.S. Media Literacy Policy Report, Media Literacy Now , 2024 ). The largely bipartisan efforts are a response to challenges that most school curriculums do not yet address or teach—skills like sorting out what is true or false online, identifying when content is produced by artificial intelligence (AI), and how to use social media safely.

“We’ve all seen how the spread of online misinformation and disinformation is growing and that it has real-world consequences,” said Assemblymember Marc Berman, JD, an attorney who represents California’s 23rd District and spearheaded the state’s digital literacy education law. “I can’t force adults to go back to school and take media literacy, but at a minimum, we can make sure that our young people are getting the skills they need for today’s world.”

People of all ages are susceptible to misinformation, but youth—who spend an average of 4 to 6 hours per day online— say they need help . In one survey of young adults in Canada, 84% were unsure they could distinguish fact from fiction on social media ( Youth Science Survey , Canada Foundation for Innovation, 2021 ). In a study led by educational psychologist Sam Wineburg, PhD, 82% of middle school students could not tell the difference between an online news story and an advertisement ( Evaluating Information: The Cornerstone of Civic Online Reasoning , Stanford Digital Repository, 2016 ).

“It’s those kinds of findings that have gotten the attention of legislators,” said Wineburg, who is an emeritus professor at Stanford University and cofounder of the Digital Inquiry Group (DIG), a nonprofit that creates free research-backed digital literacy tools for educators.

“Increasingly, as young people’s apps of choice are TikTok and YouTube, the adults have woken up to the fact that quality information is to civic understanding what clean air and water are to civic health,” Wineburg said.

The most comprehensive programs, which are now being developed and tested for K–12 audiences, also aim to teach students how to locate and assess the source of online information and to think critically about how generative AI produces content. They also teach students about digital citizenship, which involves engaging respectfully with others online.

Psychologists are a key part of those efforts. In its 2023 Health Advisory on Social Media Use in Adolescence , APA recommended psychologically informed media literacy training for youth, guidance echoed by U.S. Surgeon General Vivek H. Murthy. What is needed now is ongoing research on what works, as well as strong collaboration with journalists, educators, and policymakers to swiftly put research insights into practice.

This year, APA also released an updated scientific roundup focused on the risks of social media content, features, and functions . The report also provides concrete recommendations for minimizing psychological harm, including tips for monitoring use.

“To me, this is really one of the most important things we can be doing right now as psychologists, given how misinformation has made science political in ways that are really frightening,” said Susan Nolan, PhD, a professor of psychology at Seton Hall University in New Jersey who studies and advocates for scientific literacy.

Media literacy reform

While social media platforms typically require users to be 13 or older, most adolescents create accounts before then, at a time when their brains are particularly vulnerable to social influence ( The Common Sense Census: Plugged-In Parents of Tweens and Teens, Common Sense Media , 2016 ). In addition to the interpersonal risks of getting online, surveys show that adolescents are more likely to believe conspiracy theories than adults—particularly those adolescents who spend a lot of time on social media (“ Belief in Conspiracy Theories Higher Among Teenagers Than Adults, as Majority of Americans Support Social Media Reform, New Polling Finds ,” Center for Countering Digital Hate, Aug. 16, 2023).

“Media literacy is literacy in the 21st century, and we don’t start teaching literacy in high school,” said Erin McNeill, founder and CEO of Media Literacy Now , an organization dedicated to K–12 media literacy reform. “It’s an essential life skill that has to be built on a foundation, not rolled out at the last minute.”

Psychological research has played an important role in demonstrating the need for starting media literacy training early and in passing corresponding educational reforms at the state level. In a 2021 study by Wineburg and his colleagues, 3,446 census-matched high school students were tasked with investigating a website, CO2 Science , and evaluating whether it provided reliable information about human-induced climate change. Only 4% of students discovered that the site’s chief sponsor was ExxonMobil ( Educational Researcher, Vol. 50, No. 8, 2021 ).

More than half of the students in the study also believed that a Facebook video that appeared to show ballot stuffing, shot in Russia and posted anonymously, was “strong evidence” of U.S. voter fraud.

“We leaned on these studies when justifying the legislation because they show how the internet and social media make it a lot easier to select only the information that supports our preexisting beliefs, rather than providing a more balanced view,” said Berman, who also pointed to APA’s 2023 Health Advisory on Social Media Use in Adolescence to support the need for policy reform.

Drawing on psychological research, APA’s latest guidance recommends a series of digital literacy competencies that can provide a starting point for policymakers. Those include understanding the tactics used to spread mis- and disinformation, limiting overgeneralizations that lead people to incorrectly interpret others’ beliefs, and helping young people learn to nourish healthy online relationships.

“Developmentally, adolescents are especially vulnerable to the features of social media that are designed to keep users online, such as likes, push notifications, autoplay, and algorithms that deliver extreme content,” said Sophia Choukas-Bradley, PhD, an associate professor of psychology at the University of Pittsburgh who contributed to both APA reports. “As psychologists, we need to provide teens with digital literacy and skills to combat these design features while simultaneously pushing for policies that require tech companies to change the platforms themselves.”

With legislation now in place, New Jersey’s Department of Education is crafting its detailed information literacy standards, drawing on APA’s Resolution on Combating Misinformation and Promoting Psychological Science Literacy (PDF, 53KB)  in the process. The curriculum will include training on such topics as the scientific method, the difference between primary and secondary sources, how to differentiate fact from opinion, and the ethical production of information (including data ethics).

“When you look at what is in the curriculum, really all of it ultimately ties to psychology,” Nolan said about the New Jersey law.

Progress at the state level is meaningful, but mandates do not necessarily equal action. It can take years for state educational boards to develop and implement curriculum reforms, especially if research has not clearly shown what works.

“It’s one thing to pass a law, but it’s quite another to develop and fund evidence-based professional development programs for teachers, many of whom do not feel up to this task” without further training, Wineburg said.

Equipping and empowering youth

Policymakers, educators, librarians, and even journalists are putting their heads together to decide what and how to teach media literacy to kids and teens. But those on the front lines also stress the importance of sound science that can guide the development of interventions from the get-go.

“What happens often in K–12 education is we get separated from the research,” said Kathryn Procope, EdD, executive director at Howard University Middle School of Mathmatics and Science in Washington, D.C. “Getting connected with what the research says can help educators sit down collectively and decide what we’re going to do” when new challenges arise.

DIG offers one solution: its Civic Online Reasoning program, a free curriculum that teaches lateral reading—a fact-checking method where readers evaluate source credibility, such as by searching for background in a separate browser tab. The program also teaches skills such as click restraint, the strategy of looking past the first results suggested by search engines to results from more credible sources.

“Behind lateral reading is the idea that we need to think about online information in a fundamentally different way,” Wineburg said. “Rather than immediately looking at the claim, we want people asking: Who is the person or the organization behind this claim?”

Studies of lateral reading interventions show that they can change the way young people interact with information online. Students who completed six 50-minute lessons in a field study across six Lincoln, Nebraska, high schools were significantly more accurate in assessing source credibility than their peers who did not get the intervention ( Journal of Educational Psychology , Vol. 114, No. 5, 2022 ). In Canada, 2,278 middle and high school students completed the CRTL-F lateral reading program. Beforehand, only 6% could identify the agenda of an advocacy group, but that number rose to 31% after the intervention and to 49% 6 weeks later ( Brodsky, J. E., et al., AERA Open , Vol. 9, 2023; The Digital Media Literacy Gap , CIVIX Canada, 2021 ).

Research conducted in Germany and Italy also found that lateral reading helped news consumers identify false information online, and that pop-up reminders and monetary incentives can increase the practice of lateral reading and click restraint ( Fendt, M., et al., Computers in Human Behavior , Vol. 146, 2023 ; Panizza, F., et al., Scientific Reports , Vol. 12, 2022 ).

Choukas-Bradley is working with the Center for Digital Thriving at Harvard Graduate School of Education and Common Sense Media to develop and evaluate resources that educate adolescents about the social media features designed to keep them online, as well as to teach cognitive and behavioral techniques that promote healthier social media use.

“We listen closely to students and then trace the connections to key evidence-based practices,” said Emily Weinstein, EdD, cofounder of the Center for Digital Thriving, which offers resources codesigned by educators, students, and clinical psychologists.

For example, teens share common thinking traps that are amplified by tech, such as “everyone on social media is happier than me,” or “my friend must be mad if they haven’t responded to my Snap.” Both are examples of cognitive distortions, for which psychologists have a robust evidence base.

“There’s real power in the idea that ‘if you can name it, you can tame it,’ which is one reason we want every student to know about common thinking traps,” Weinstein said.

Educators and researchers are aware of the irony behind adults teaching digital natives how to use platforms with which they are already intimately familiar. For that reason, some are working with kids and teens to teach digital literacy in ways that are meaningful to them.

“Students are far ahead of educators when it comes to using new technologies, so the more that young people are involved in the design of the curriculum that will be used to teach media literacy in 2024 and beyond, the better,” said Chelsea Waite, a principal investigator at the Center on Reinventing Public Education at Arizona State University’s Mary Lou Fulton Teachers College who studies innovative practices at K–12 schools across the United States.

DIG has partnered with Microsoft to integrate information literacy quests that focus on exploring bias and persuasion—for example, when information is trustworthy enough to be shared with others—into the video game Minecraft. Mizuko Ito, PhD, a cultural anthropologist who has studied youth-centered learning for years and directs the Connected Learning Lab at the University of California, Irvine, coleads the Connected Learning Alliance , which fosters partnerships between researchers, developers, and youth to generate new technologies that prioritize connection and well-being rather than profit. One of the organization’s latest projects, Connected Camps , pairs 8- to 13-year-old gamers with college gamers to learn about digital citizenship and to become part of a prosocial online community.

“We know that it’s so much more effective to do online literacy learning and skills development within the context of something youth actually care about, like the gaming universe,” Ito said.

Other youth media organizations are leveraging content young people care about to equip and empower them to create positive online spaces. The This Teenage Life podcast, for example, is a school-based program that teaches kids to produce a podcast while thinking critically about how to engage with today’s digital ecosystem and be a good citizen online.

“As educators, we have to remember that young people nowadays are going to ask: Why am I learning this? It doesn’t have anything to do with what I care about,” Procope said. “That means that we have to do what we’re doing a lot differently.”

[ Related: New approaches to AI in the K-12 classroom ]

From the ground up

The online world has wrought so much change that many experts say education must fundamentally change, too.

“Right now, the approach is to treat information literacy as a patch to put on the whole of the curriculum,” Wineburg said. “But really the challenge, when students are leading digital lives, is to fundamentally rethink the entire curriculum we have.”

That’s a tall order, but a starting point is to interweave digital and media literacy lessons throughout multiple courses rather than treat the subject as a separate entity. For example, a high school biology lesson about vaccines will be more meaningful to students if it acknowledges and addresses the pseudoscientific information they see daily on TikTok, such as the supposed health benefits of castor oil, Wineburg said. Another idea: Students can learn about the strengths and weaknesses of ChatGPT in a history class by asking questions about a historical event where the facts are unclear, such as who fired the first shot in the Battle of Lexington, the first volley in the Revolutionary War.

“Whether it’s debunking pseudoscience on social media or understanding the nuances of AI in history class, every subject offers an opportunity to cultivate these skills,” said Nicole Barnes, PhD, senior director of APA’s Center for Psychology in Schools and Education (CPSE). “After all, we’re not just preparing students for exams but for life in a digital world. This is exactly what we are doing in the CPSE—providing pre-K–12 educators with teaching and learning resources that are grounded in psychological science.”

Several states are aiming for such integration by giving librarians a central role in administering media literacy training throughout schools. The International Society for Technology in Education (ISTE) also recommends a comprehensive approach to K–12 training on technology and online media.

“The people leading these efforts—from national organizations to state legislators—are starting to see this as something that needs to be integrated throughout the entire curriculum,” McNeill said.

The top priority now is to provide states, districts, and schools with packaged materials that have been vetted by peer-reviewed research, Wineburg said. Educators should be wary of for-profit tools that have not been proven effective based on field studies in real classrooms. Still, McNeill said the current wave of digital literacy legislation is progress to be proud of.

“While we still have a lot to learn, we also know that there are risks for youth online,” McNeill said. “We have enough evidence now that there’s plenty of reason to take action.” 

Get the facts

A new book for teens on spotting false information.

Further reading

What fact-checkers know about media literacy—and students should, too Terada, Y., Edutopia , May 26, 2022

Teaching lateral reading: Interventions to help people read like fact checkers McGrew, S., Current Opinion in Psychology , 2024

Building media literacy into school curriculums worldwide Leedom, M., News Decoder , Feb. 29, 2024

Teaching digital well-being: Evidence-based resources to help youth thrive Weinstein, E., et al., Center for Digital Thriving, 2023

Fighting fake news in the classroom Pappas, S., Monitor on Psychology , January/February 2022

How to use ChatGPT as a learning tool Abramson, A., Monitor on Psychology , June 2023

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Critical thinking: the development of an essential skill for nursing students

Affiliations.

• 1 Nursing Department, Technological Educational Institute of Thessaly, Greece.
• 2 Nursing Department, Technological Educational Institute of Crete, Greece.
• 3 State Mental Hospital of Attica "Daphne", Greece.
• 4 Nursing Department, Alexander Technological Educational Institute of Thessaloniki, Greece.
• PMID: 25395733
• PMCID: PMC4216424
• DOI: 10.5455/aim.2014.22.283-286

Critical thinking is defined as the mental process of actively and skillfully perception, analysis, synthesis and evaluation of collected information through observation, experience and communication that leads to a decision for action. In nursing education there is frequent reference to critical thinking and to the significance that it has in daily clinical nursing practice. Nursing clinical instructors know that students face difficulties in making decisions related to clinical practice. The main critical thinking skills in which nursing students should be exercised during their studies are critical analysis, introductory and concluding justification, valid conclusion, distinguish of facts and opinions, evaluation the credibility of information sources, clarification of concepts and recognition of conditions. Specific behaviors are essentials for enhancing critical thinking. Nursing students in order to learn and apply critical thinking should develop independence of thought, fairness, perspicacity in personal and social level, humility, spiritual courage, integrity, perseverance, self-confidence, interest for research and curiosity. Critical thinking is an essential process for the safe, efficient and skillful nursing practice. The nursing education programs should adopt attitudes that promote critical thinking and mobilize the skills of critical reasoning.

Keywords: clinical nurse education; clinical nursing practice; critical thinking; nursing education.

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CONFLICT OF INTEREST: NONE DECLARED.

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Using a flipped teaching strategy in undergraduate nursing education: students’ perceptions and performance

• Shaherah Yousef Andargeery 1 ,
• Hibah Abdulrahim Bahri 2 ,
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Flipped teaching is an interactive learning strategy that actively engages students in the learning process. Students have an active role in flipped teaching as they independently prepare for the class. Class time is dedicated to discussion and learning activities. Thus, it is believed that flipped teaching promotes students’ critical thinking, communication, application of knowledge in real-life situations, and becoming lifelong learners. The aim of this study was to describe the students’ perception of flipped teaching as an innovative learning strategy. And to assess if there was a difference in students’ academic performance between those who participated in a traditional teaching strategy compared to those who participated in flipped teaching intervention.

A quasi-experimental design with intervention and control groups. A purposive sampling technique of undergraduate nursing students was used.

A total of 355 students participated in both groups, and 70 out of 182 students in the intervention group completed the survey. The students perceived a moderate level of effectiveness of the flipped teaching classroom as a teaching strategy. The result revealed that there is a statistically significant difference in the mean students’ scores for the intervention group (M = 83.34, SD = 9.81) and control group (M = 75.57, SD = 9.82).

Flipped teaching proves its effectiveness in improving students’ learning experience and academic performance. Also, students had a positive perception about flipped teaching as it allowed them to develop essential nursing competencies. Future studies must consider measuring the influence of flipped teaching on students’ ability to acquire nursing competencies, such as critical thinking and clinical reasoning.

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The successful outcome of individualized nursing care of each patient depends on effective communication between nurses and patients. Therapeutic communication consists of an exchange of verbal and non-verbal cues. It is a process in which the professional nurse uses specific techniques to help patients better understand their conditions and promote patients’ open communication of their thoughts and feelings in an environment of mutual respect and acceptance [ 1 ]. Effective educational preparation, continuing practice, and self-reflection about one’s communication skills are all necessary for becoming proficient in therapeutic communication. Teaching therapeutic communication to nursing students explains the principles of verbal and non-verbal communication that can be emphasized through classroom presentation, discussion, case studies and role-play. It also helps them develop their ability to communicate effectively with patients, families, and other health care professionals. Nursing students should be able to critically think, conceptualizing, applying, analyzing, synthesizing, and evaluating information generated by observation, experience, reflection, reasoning, and communication. Utilizing a traditional teaching strategy can be a challenge to meet the previously stated requirements [ 2 ]. Therefore, nurse educators should adapt unique teaching methods to help students learn and participate in their own education.

The “flipped classroom” is a pedagogical approach that has gained popularity worldwide to foster active learning. Active learning is defined as instructional strategies that actively engage students in their learning. It requires them to do meaningful learning activities and reflect on their actions [ 3 ]. Flipped teaching is a teaching strategy that promotes critical thinking and the application of information learned outside of the classroom to real-world situations and solves problems within the classroom. It is used in a way that allows educators to deliver lectures by using technologies such as video, audio files, PowerPoint or other media. Thus, the students can read or study those materials on their own at home before attending the class. As a result, discussions and debates about the materials take place throughout the lecture time. Some of the main principles of flipped teaching are increasing interaction and communication between students and educators, allocating more time for content mastery and understanding, granting opportunities for closing gaps and development, creating opportunities for active engagement, and providing immediate feedback [ 4 , 5 ]. This teaching/learning methodology is supported by constructivism learning theory. A “problem-solving approach to learning” is how constructivism is frequently described. In which, it requires a shift in the nurse educator’s epistemic assumptions about the teaching-learning process. Constructivism requires nursing educators to take on the role of a learning facilitator who encourages collaboration and teamwork as well as guides the students in building their knowledge. The underlying assumptions of constructivism include the idea that learning occurs as a result of social interaction in which the student actively creates their own knowledge, while prior experiences serve as the foundation for the learning process. The “flipping classroom” reflects that approach, which integrates student-centered learning [ 6 ].

Flipped teaching approach has students learning before lectures, teaching the material to better use classroom time for cooperative learning. The discussed herein represents studies and case studies from primary through graduate schools. The literature indicated students did see value in this pedagogical approach. Most of the studies found that flipped teaching was associated with better understanding of the material learned, higher academic achievement/performance, and potentially improved psychosocial factors (self-esteem, self-efficacy) that are associated with learning. Interestingly, one article pointed out that non-didactic material used in flipped-teaching lead to an increase in performance and this did not happen with didactic material.

According to Jordan et al. [ 7 ], a flipped teaching is a methodology that was developed as a response to advancements and changes in society, pedagogical approaches, and rapid growth and advancement of technology; The flipped teaching was evolved from the peer instruction and just in time teaching approaches. Jordan and colleagues [ 7 ] state that independent learning happens outside the classroom prior to the lesson through instructional materials while classroom time is maximized to fosters an environment of collaborative learning. Qutob [ 8 ] states that flipped teaching enhances student learning and engagement and promotes greater independence for students.

Jordan et al. [ 7 ] studied the use of flipped teaching on the teaching of first- and fourth-year students’ discrete mathematics and graphs, models, and applications. Across all the classes studied (pilot, graph, model and application, practices, computer and business administration), students preferred flipped teaching compared to traditional teaching. According to Jordan et al. [ 7 ], the quality of the materials and exercises, and perceived difficulty of the course and material are important to student satisfaction with this method. Additionally, it was found that interactions with teachers and collaborative learning were positive. Likewise, Nguyen et al. [ 9 ] found students favorably perceive flipped teaching. This is especially true for those students who have an understanding that the method involves preparation and interaction and how these affect the outcomes. Vazquez and Chiang [ 10 ] discuss the lessons learned from observing two large Principles of Economics Classes at the University of Illinois; each class held 900 students. Vazquez and Chiang [ 10 ] found that the students preferred watching videos over reading the textbook. Secondly, students were better prepared after they watched pre-lecture videos compared to reading the textbook beforehand. The third finding involved the length of time pre-lecture work should take; the authors state pre-lecture work should be approximately 15 to 20 min of work ahead of each in-class session. The fourth finding is that the flipped teaching is a costly endeavor. Finally, it was found that having the students watch videos before the lectures reduced the time spent in class covering the material; the end result of this is students spend more time engaging in active learning than reviewing the material.

Qutob [ 8 ] studied the effects of flip teaching using two hematology courses. One of the courses was delivered using traditional teaching and the other course was flipped teaching. Qutob [ 8 ] found that students in the flipped course not only performed better on academic tasks, but also they had more knowledge and understanding of the material covered compared to those in the traditional format class. Additionally, Qutob [ 8 ] revealed that students in the flipped classroom found this style of learning is more beneficial than traditional teaching. Moreover, Florence and Kolski [ 11 ] found an improvement in high school students’ writing post-intervention. The authors further found that students were more engaged with the material and had a positive perception of the flipped model. Bahadur and Akhtar [ 12 ] conducted a meta-analysis of twelve research articles on flipped teaching; the studies demonstrated that students taught in the flip teaching classroom performed better academically and were more interactive and engaged in the material than students taught through traditional methods. Galindo-Dominguez [ 13 ] conducted a systematic review using 61 studies and found evidence for the effectiveness of this approach compared to other pedagogical approaches with regards to academic achievement, improved self-efficacy, motivation, engagement, and cooperativeness. Webb et al. [ 14 ] studied 127 students taking microeconomics and found the delivery of flipped material (didactic vs. non-didactic) influenced students’ improvements. They further found performance improvements for the students who attended flipped classes using non-didactic pre-class material. At the same time, Webb et al. [ 14 ] further found non-improvement associated with flipped classes that used didactic pre-class materials; these materials are akin to traditional lectures.

In the context of nursing education, flipped teaching strategy has demonstrated promising and effective results in enhancing student motivation, performance, critical thinking skills, and learning quality. The flipped teaching classrooms were associated with high ratings in teaching evaluations, increased course satisfaction, improved critical thinking skills [ 15 ], improved exam results and learning quality [ 16 ] and high levels of personal, teaching, and pedagogical readiness [ 17 ]. Another study showed that student performance motivation scores especially in extrinsic goal orientation, control beliefs, and self-efficacy for learning and performance were significantly higher in the flipped teaching classroom when compared to the traditional classroom strategy [ 16 ].

Regardless of these important findings, there have been limited studies published about the flipped teaching strategy in Saudi Arabia, particularly among nursing students. Therefore, implementing the flipped teaching strategy in a therapeutic communication course would be effective in academic performance and retention of knowledge. The flipped teaching method will fit best with the goals of a therapeutic communication course as both focus on active learning and student engagement. This approach is well-matched for a therapeutic communication course as it allows students to apply and practice the communication techniques and strategies, they have learned outside of class from the flipped teaching materials and freeing up class time for interactive and experiential activities. The filliped teaching method can provide opportunities for students to apply effective interpersonal communication skills in classes, provide more time to observe students practicing therapeutic communication techniques through role-play, group discussions, and case studies. It also allows instructors to refine and provide individualized feedback and offer real-time guidance to help students improve their interpersonal communication skills.

The current study aims to examine the students’ perception of a teaching innovation based on the use of the flipped teaching strategy in the therapeutic communication course. Further, to compare if there is a difference in students’ academic performance of students who participate in a traditional teaching strategy when compared with students who participate in flipped teaching intervention.

Students who participated in the intervention group perceived a high level of effectiveness of the flipped teaching classroom as a teaching/learning strategy.

There is a significant difference in the mean scores of students’ academic performance between students who participate in a traditional teaching strategy (control group) when compared with those students who participate in flipped teaching classroom (intervention group).

Design of the study

Quantitative method, quasi-experimental design was used in this study. This research study involves implementing a flipped teaching strategy (intervention) to examine the effectiveness of the flipped teaching among the participants in the intervention group and to examine the significant difference in the mean scores of the students’ performance between the intervention and control group.

College of Nursing at one of the educational universities located in Saudi Arabia.

A purposive sampling technique was conducted in this study. This sampling technique allows the researcher to target specific participants who have certain characteristics that are most relevant and informative for addressing the research questions. The advantages of the purposive sampling lie in gathering in-depth, detailed and contextual data from the most appropriate sources and ensure that the study captures a more comprehensive understanding of the concept of interest by considering different viewpoints [ 18 ]. Participants were eligible to participate in this study if they were (1) Enrolled in the undergraduate nursing programs (Nursing or Midwifery Programs) in the College Nursing; (2) Enrolled in Therapeutic Communication Course; (3) at least 18 years old or older. Participant’s data was excluded if 50% of the responses were incomplete. The sample size was calculated using G-Power. The required participants for recruitment to implement this study is 152 participants to reach a confidence level of 95% and a margin error of 5%.

Measurement

Demographic data including the participants’ age and GPA were collected from all the participants. Educational characteristics related to the flipped teaching were collected from the participants in the intervention group including the level of English proficiency, program enrollment, attending previous, attending previous course(s) that used flipped teaching strategy, time spent each week preparing for the lectures, time spent preparing for the course exams, and recommendation for applying flipped teaching in other classes.

The student’s perception of the effectiveness of the flipped teaching strategy was measured by a survey that focused on the effectiveness of flipped teaching. This data was collected only from the participants in the intervention group. The survey involves 14 items that used 5-point Likert-type scale (5 = strongly agree, 4 = agree, 3 = neutral, 2 = disagree and 1 = strongly disagree). The sum of the scores was calculated for the item, a high score indicates a high effectiveness of flipped teaching. The survey was developed by Neeli et al. [ 19 ] and the author was contacted to obtain permission to use the survey. The reliability of the scale was tested using Cronbach alpha, which was 0.91, indicating that the scale has an excellent reliability.

Also, student academic performance was measured for both the intervention and control groups though the average cumulative scores of the assessment methods of students who were enrolled in the Therapeutic Communication Course, given a total of 100. The students’ grades obtained in the course were calculated based grading structure of the Ministry of Education in Saudi Arabia (The Rules and Regulations of Undergraduate Study and Examination).

Ethical approval

Institutional Review Board (IRB) approval (No. 22-0860) was received before conducting the study. Participants were provided with information about the study and informed about the consent process. Informed consent to participate was obtained from all the participants in the study.

Intervention

Therapeutic communication course was taught face-to-face for students enrolled in the second year in the Bachelor of Science in Midwifery and Bachelor of Science in Nursing Programs. There were eight sections for the therapeutic communication course, two of them were under the midwifery program and the remaining (six sections) were under the nursing program. Each section was held once a week in a two-hour length for 10 weeks during the second semester of 2022. Students in all sections received the same materials, contents, and assessment methods, which is considered the traditional teaching strategy. The contents of the course included the following topics: introduction of communication, verbal and written communication, listening skills, non-verbal communication, nurse-patient relationship, professional boundaries, communication styles, effective communication skills for small groups, communication through nursing process, communication with special needs patient, health education and principles for empowering individuals, communication through technology, and trends and issues in therapeutic communication. The course materials, course objectives and learning outcomes, learning resources, and other supporting materials were uploaded to the electronic platform “Blackboard” (A Learning Management System) for all sections to facilitate students’ preparation during classes. The assessment methods include written mid-term examination, case studies, group presentation, and final written examination. The grading scores for each assessment method were also the same for all sections.

The eight course sections were randomly assigned into traditional teaching strategy (control group) or flipped teaching strategy (intervention group). Figure  1 shows random distribution of the course sections. The intervention group ( n  = 182) included one section of the Bachelor of Science in Midwifery program ( n  = 55 students) and three sections of Bachelor of Science in Nursing program ( n  = 127 students). The control group ( n  = 173) included one section of the Bachelor of Science in Midwifery program ( n  = 50 students) and three sections of Bachelor of Science in Nursing program ( n  = 123 students). Although randomization of the participants is not possible, we were able to create comparison groups between participants who received the flipped teaching and traditional teaching strategy. To ensure the consistency of the information given to the students and reduce the variability, the instructors were meeting periodically and reviewed the materials together. More importantly, all students received the same topics and assessment methods as stated in the course syllabus and as mentioned above. The instructors in all sections were required to answer students’ questions, provide clarification to the points raised throughout the semester, and give constructive feedback after the evaluation of each assessment method. Students were encouraged to freely express their opinions on the issues discussed and to share their thoughts when the opinions were inconsistent.

Random Distribution of the Course Sections

The intervention group were taught the course contents by using the flipped teaching strategy. The participants in the intervention group were asked to read the lectures and watch short videos from online sources before coming to classes. Similar materials and links were uploaded by the course instructors into the Blackboard system. During the classes, participants were divided into groups and were given time to appraise research articles and case scenarios related to the topics of the course. During the discussion time, each group presented their answers, and the course instructors encouraged the students to share their thoughts and provided constructive feedback. Questions corresponded to the intended objectives and learning outcomes were posted during the class time in Kahoot and Nearpod platforms as a competition to enhance students’ engagement. By the end of the semester, the flipped teaching survey was electronically distributed to students who were involved in the intervention group to examine the educational characteristics and assess the students’ perceptions about the flipped teaching.

Data collection procedure

After obtaining the IRB approval, the PI sent invitation letters to the potential participants using their official university email accounts. The invitation letter included a Microsoft Forms’ link with the description about the study, aim, research question, and sample size required to conduct the study. All students gave their permission to participate, and informed consent was obtained from them ( N  = 355). The link also included questions related to age, GPA, and approval to use their scores from assessment methods for research purposes. The first part of data collection was obtained immediately after the therapeutic communication course was over. The average cumulative scores of all the assessment methods (out of 100) were calculated to measure the students’ academic performance for both the intervention and control groups.

The second part of data collection was conducted after the final exam of the therapeutic communication course ( n  = 182). A Microsoft Forms link was sent to the participants in the intervention group only. It included questions related to educational characteristics and students’ perception of the effectiveness of flipped teaching. Students needed a maximum of 10 min to complete the study survey.

Data analysis

Data was analyzed using the SPSS version 27. Descriptive analysis was used to analyze the demographic and educational characteristics and perception of flipped teaching strategy. An independent t-test was implemented to compare the mean scores of the intervention and control groups to examine whether there is a statistically significance difference between both groups. A significance level of p  < 0.05 was determined as statistical significance in this study.

The total number of students who enrolled in therapeutic communication course was 355 students. The intervention group included 182 students and the control group included 173 students. The mean age of all participants in the study was 19 years old (M = 19.56, SD = 1.19). The mean GPA was 3.53 (SD = 1.43). Of those enrolled in the intervention group, only 70 out of 182 students completed the survey. Table  1 represents the description of the educational characteristics of the participants in intervention group ( n  = 70). Around 65% of the participants reported that their level of English proficiency is intermediate, and they were enrolled in the nursing program. Half of the students had precious courses that used flipped teaching strategy. About one-third of the students indicated that they spent less than 15 min each week preparing for lectures. Around 65% of the students stated that they spent more than 120 min preparing for the course exam. Half of the students gave their recommendation for applying flipped teaching strategy in other courses. The mean score of the students’ performance in Therapeutic Communication course who enrolled in the intervention group is 83.34 (SD = 9.81) and for those who were enrolled in the control group is 75.57 (SD = 9.82).

The students perceived a moderate level of effectiveness of the flipped teaching classroom as a teaching strategy (M = 3.49, SD = 0.69) (Table  2 ). The three highest items that improved students’ perception about the flipped teaching strategy were: flipped classroom session develops logical thinking (M = 3.77, SD = 0.99), followed by flipped classroom session provides extra information (M = 3.68, SD = 1.02), then flipped classroom session improves the application of knowledge (M = 3.64, SD = 1.04). The three lowest items perceived by the students were: Flipped classroom session should have allotted more time for each topic (M = 3.11, SD = 1.07), flipped classroom session requires a long time for preparation and conduction (M = 3.23, SD = 1.04), and flipped classroom session reduces the amount of time needed for study when compared to lectures (M = 3.26, SD = 1.07).

An independent sample T-test was implemented to compare the mean scores of the students’ academic performance between the intervention group ( n  = 182) and control group ( n  = 173) (Table  3 ). The results of Levene’s test for equality of variances ( p  = 0.801) indicated that equal variances assumed, and the assumption of equal variances has not been violated. The significant level value (2-tailed) is p  ≤ 0.001, indicating that there is a statistically significant difference in the mean scores of students’ academic performance for the intervention group (M = 83.34, SD = 9.81) and control group (M = 75.57, SD = 9.82). The magnitude of the differences in the means (Mean difference= -7.77%, CI: -10.02 to -5.52) is very small (Eta squared = 0.00035).

Flipped teaching is a learning strategy that engages students in the learning process allowing them to improve their academic performance and develop cognitive skills [ 20 ]. This study investigated the effect of implementing flipped teaching as an interactive learning strategy on nursing students’ performance. Also, the study examined students’ perceptions of integrating flipped teaching into their learning process. Flipped teaching is identified as an interactive teaching strategy that provides an engaging learning environment with immediate feedback allowing students to master the learning content [ 4 , 5 ]. Improvement in the student’s academic performance and development of learning competencies were expected outcomes. The flipped classroom approach aligns with the constructivist theory of education, which posits that students actively construct their own knowledge and understanding through engaging with the content and applying it in meaningful contexts. By providing pre-class materials (e.g., videos, readings) for students to engage with independently, the flipped classroom allows them to build a foundational understanding of the concepts before class, enabling them to actively participate in discussions, problem-solving, and collaborative activities during the class. By shifting the passive acquisition of knowledge to the pre-class phase and dedicating in-class time to active, collaborative, and problem-based learning, the flipped classroom approach creates an environment that fosters deeper understanding, the development of critical thinking and clinical reasoning skills as well as the ability to apply knowledge in clinical practice [ 21 ].

Effectiveness of the flipped teaching on students’ academic performance

The influence of flipped teaching on students’ academic performance was identified by evaluating students’ examination scores. The results of this study indicated that flipped teaching had a significant influence on students’ academic performance ( p  = 0.000). This significant influence implies the positive effectiveness of flipped teaching on students’ academic performance (M = 83.34, SD = 9.81) compared to traditional classroom (M = 75.57, SD = 9.82). These results are in line with other researchers regarding improving students’ academic performance [ 7 , 8 , 9 , 10 ]. Qutob’s [ 8 ] study shows that flipped teaching positively influences students’ performance. Preparation for class positively influenced students’ academic performance. The flipped classroom approach is underpinned by the principles of constructivism. These principles emphasize the active role of students in constructing their own understanding of concepts and ideas, rather than passively receiving information [ 21 ].

In a traditional classroom, the teacher typically delivers content through lectures, and students are tasked with applying that knowledge through homework or in-class activities. However, this model often fails to engage students actively in the learning process. In contract,

Flipped classroom requires students to prepare for the class which allows them to be exposed to the learning material before the class. During class time, students are giving opportunities to interact with their classmates and instructors to discuss the learning topic which can positively influencing their academic performance later [ 7 , 9 ]. Furthermore, the flipped classroom approach aligns perfectly with the core tenets of constructivism. Its adherence to the constructivist 5E Instructional Model further demonstrates its grounding in this learning theory. The 5E model, which includes the phases of engagement, exploration, explanation, elaboration, and evaluation, provides a framework for facilitating the active construction of knowledge [ 22 ].

It first sparks student interest and curiosity about the concepts (engagement), then enables students to investigate and experiment with the ideas through hands-on activities and investigations (exploration). This is followed by opportunities for students to make sense of their explorations and construct their own explanations (explanation). The flipped classroom then allows students to apply their knowledge in new contexts, deepening their understanding (elaboration). Finally, the evaluation phase assesses student learning and provides feedback, completing the cycle of constructivist learning [ 22 ]. This alignment with the 5E model, along with the flipped classroom’s emphasis on active learning and create environment that nurtures deeper understanding, the development of higher-order thinking skills, and the ability to transfer learning to real-world contexts.

In this study, one third of the students indicated that the preparation time was less than fifteen minutes a week. According to Vazquez and Chiang [ 10 ], preparation time for classroom should be about 15 to 20 min for each topic. Preparation for class did not take much time but positively influenced students’ academic performance. Furthermore, preparation for class allows students to develop the skills to be independent learners [ 8 ]. Independence in learning develops continuous learning skills, such as long-life learning which is a required competency for nursing. Garcia et al. [ 22 ] found out that focusing on shifting teachers’ practices towards active learning approaches, such as the 5E Instructional Model, can have lasting, positive impacts on students’ conceptual understanding and learning.

Students’ perception of flipped teaching as a teaching strategy

Students’ perception of flipped teaching as a learning strategy was examined using a survey developed by Neeli et al. [ 19 ]. Students recognize flipped teaching as an effective teaching strategy (M = 3.49, SD = 0.69) that had a positive influence on their learning processes and outcomes. Several studies identified the positive influence of flipped teaching on students’ learning process and learning outcomes [ 8 , 19 ]. Flipped teaching provides a problem-based learning environment allowing students to develop clinical reasoning, critical thinking, and a deeper understanding of the subject [ 5 , 8 , 19 , 23 ]. The flipped teaching approach introduces students to the learning materials before class. Class time is then utilized for discussion, hands-on, and problem-solving activities to foster a deeper understanding of the studied subject [ 5 ]. Consequently, flipped teaching provides a problem-based learning environment as it encourages students to be actively engaged in the learning process, work collaboratively with their classmates, and apply previously learned knowledge and skills to solve a problem. The result of this study is consistent with the results from a systematic review conducted by Youhasan et al. [ 5 ]. Implementing flipped teaching in undergraduate nursing education provides positive outcomes on students’ learning experiences and outcomes and prepares them to deal with future challenges in their academic and professional activities [ 5 ].

Implications

The results from this study identified that flipped teaching has a significant influence on students’ academic performance. The results also indicated that students have positive perception of flipped teaching as an interactive learning strategy. Flipped teaching pedagogy could be integrated in nursing curriculum to improve the quality of education process and outcomes which will result in improving the students’ performance. Flipped teaching provides an interactive learning environment that enhances the development of essential nursing competencies, such as communication, teamwork, collaboration, life-long learning, clinical reasoning, and critical thinking. For example, flipped teaching allows students to develop communication skills throughout discussion in the classroom, and collaboration skills by working with their classmate and instructor. In this study, flipped teaching was implemented in a theoretical course (therapeutic communication course). This interactive learning strategy could also be applied in clinical and practice setting for effective and meaningful learning process and outcomes.

Strengths and limitations

This research study reveals the effectiveness of flipped teaching on students’ academic performance. This study used a quasi-experimental design with control and intervention groups to investigate the influence of flipped teaching on nursing education. Nevertheless, this study has limitations. One of the study’s limitations is the lack of randomization, thus causal association between the variables cannot be investigated. In addition, this study used a self-administered survey which may include respondents’ bias; thus, it may affect the results. Also, this study investigated students’ perceptions of flipped teaching as a learning strategy. The results from examining students’ perceptions indicated that students had a positive perception of flipped teaching as it allowed them to develop essential nursing competencies. This study did not focus on identifying and measuring competencies. Therefore, future studies must consider measuring the influence of flipped teaching on students’ ability to acquire nursing competencies, such as critical thinking and clinical reasoning.

Flipped teaching is an interactive learning strategy that depends on students’ preparation of the topic to be interactive learners in the learning environment. Interactive learning environment improves learning process and outcomes. This study indicated that flipped teaching has significant influence on students’ academic performance. Students perceived flipped teaching as a learning strategy that allowed them to acquire learning skills, such as logical thinking and application of knowledge. These skills allow students to have meaningful learning experience. Also, students could apply these skills in other learning content and/or environments, for example, in clinical. Thus, we believe that flipped teaching is an effective learning approach to be integrated in the nursing curriculum to enhance students’ learning experience.

Data availability

The datasets generated and/or analyzed during the current study are not publicly available due to data privacy but are available from the corresponding author on reasonable request.

Abbreviations

Institutional Review Board

Standard deviation

The level of marginal significance within a statistical test

Confidence Interval of the Difference

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Acknowledgements

The authors are grateful for the facilities and other support given by Princess Nourah bint Abdulrahman University Researchers Supporting Project number (PNURSP2024R447), Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia.

This research was funded by Princess Nourah bint Abdulrahman University Researchers Supporting Project number (PNURSP2024R447), Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia

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Conceptualization, H.B, S.Y.A, W.A.; methodology, S.Y.A., S.H.A.; validation, S.Y.A.; formal analysis, S.Y.A.; resources, H.B, S.Y.A, W.A, R. A.; data curation, S.Y.A, S.H.A.; writing—original draft preparation, R.A, H.B, S.Y.A., S.H.A, W.A; writing—review and editing, R.A, H.B, S.Y.A, S.H.A, W.A; supervision, R.A, H.B, S.Y.A, S.H.A.; project administration, R.A, S.Y.A, S.H.A.; funding acquisition, S.Y.A. All authors have read and agreed to the published version of the manuscript.

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Andargeery, S.Y., Bahri, H.A., Alhalwani, R.A. et al. Using a flipped teaching strategy in undergraduate nursing education: students’ perceptions and performance. BMC Med Educ 24 , 926 (2024). https://doi.org/10.1186/s12909-024-05749-9

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LOGICAL THINKING AND PROBLEM-SOLVING SKILLS

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Information literacy is a set of abilities requiring individuals to recognize when information is needed and to locate, evaluate and use the needed information effectively. It is significant to scholars for making decisions with critical thinking skills, seeking answers to critical questions, finding information from sources, forming intelligent opinions, and evaluating sources of information. Therefore, it is pertinent that governments incorporate information literacy knowledge into academic programs to ensure that citizens are productive and equipped to function globally in the 21st century. Information literacy skills are essential to secondary school students in developing countries. However, many secondary schools’ students have very little or no basic knowledge about library use, computer literacy and information searching skills. This problem can be attributed to students being educated in environments with poor learning facilities, such as lack of well-equipped school libraries, lack of computers in schools and failure to recognize the school library (where in existence) as a learning resource. In this information technology age, secondary school students need to be equipped to develop the skills to help them search, evaluate, and utilize the information effectively. This chapter delved on the extant literature discussing information literacy in secondary schools to establish existing gaps found in this study of information literacy skills of students in secondary schools with African perspective.

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Best Critical Thinking Activities & Games for Employees

8 mins read

by Pete Ford

Updated On Aug 30, 2024

Critical thinking is a valuable skill that can make all the difference in an employee's success. It enables individuals to analyze information, evaluate evidence, and form sound judgments.

Furthermore, it's an essential skill an employee needs to perform excellently in the workplace. For a company to grow and develop, employees need to think of how and what to do to ensure the company grows and moves forward. 

In his 1910 book How We Think, Dewey described reflective thinking as an active, persistent, and careful consideration of beliefs or supposed forms of knowledge in light of the grounds that support them and the further conclusions to which they tend. This is closely related to what we now call critical thinking.

A survey by the American Association of Colleges and Universities found that 75% of employers want colleges to emphasize critical thinking, real-world problem-solving, communication, and creativity.

Why Critical Thinking Matters

Critical thinking is crucial in the workplace because it enables employees to:

1. Make Informed Decisions: Provides employees with the skills to analyze data and information thoroughly. This process involves assessing the credibility of sources, weighing evidence, and considering various perspectives. By doing so, employees can avoid hasty judgments and ensure their decisions are based on solid reasoning and facts. This leads to more effective and strategic outcomes, reducing the risk of errors and enhancing overall organizational performance.

2. Identify Biases and Assumptions: Critical thinkers are adept at recognizing their own biases and assumptions, as well as those of others. This self-awareness allows them to approach situations more objectively, leading to fairer and more balanced decisions. It also helps in mitigating the influence of personal prejudices on professional judgments.

3. Solve Complex Problems: Identifies underlying issues, breaks complex problems down into manageable parts, and develops innovative solutions. This systematic approach helps in addressing challenges more efficiently and effectively, fostering a culture of problem-solving within the organization.

4. Evaluate Information and Sources: Employees skilled in critical thinking can discern the reliability and relevance of information from various sources. This ability is crucial in an age of information overload, where distinguishing between credible data and misinformation can significantly impact decision-making and strategic planning.

14 Critical Thinking Activities, Games & Exercises for Employees

1. egg drop.

Many people may have encountered this activity in science class. As it turns out, it is also a great way to help coworkers bond and grow their problem-solving and critical-thinking skills. For this activity, members can split into small teams of three to six people. The goal is to create a contraption that will secure and protect the egg from breaking.

It has to be effective in case the egg is dropped from a desk or the top of a building. Each team can use any material available around the workplace. Some of the materials include newspapers, paper clips, straws, tape, cotton balls, balloons, etc. Teams have 15 minutes to decide on the best strategy and building materials.

How to Play The Game

1. Preparation

• Materials: Gather materials like eggs, straws, tape, rubber bands, paper, plastic bags, and other office supplies that can be used for constructing a protective device.
• Set a Time Limit: Decide on a time limit for the activity, typically 30-60 minutes, depending on the complexity you want to introduce.

2. Group Formation

• Divide employees into small teams of 3-5 members each. This ensures that everyone can participate and contribute to the design process.

3. Explanation of Rules

• Objective: Each team must design and build a structure that can protect an egg from breaking when dropped from a predetermined height.
• Constraints: Set any specific rules, such as limiting the materials they can use or requiring the structure to fit within certain dimensions.

4. The Building Process

• Teams brainstorm, design, and construct their egg-protection devices within the allotted time. Encourage creativity and teamwork during this phase.

5. Drop Test

• Once the time is up, gather all teams and conduct the drop test from the designated height. You can use a ladder, a balcony, or a raised platform for this.
• Each team drops its egg, and the group observes whether the egg survives the fall intact.

6. Evaluation

• Assess which designs successfully protected the egg and discuss what worked and what didn’t. You can award points for creativity, durability, and teamwork.
• Consider holding a debrief session where teams can share their design processes and the thinking behind their approaches.

7. Conclude

• Conclude by highlighting the lessons learned, such as the importance of collaboration, creative problem-solving, and strategic planning.
• Recognize the winning team(s) and acknowledge the effort of all participants.

Review and Reflection of the Game

Here are three key review and reflection points for the Egg Drop activity:

1. Team Collaboration and Communication: Reflect on how effectively the teams worked together. Consider the quality of communication, how tasks were divided, and how decisions were made. What contributed to strong teamwork, and where could collaboration be improved?

2. Problem-Solving and Creativity: Review the problem-solving strategies and creative approaches teams used. What innovative designs emerged, and what made them successful? Analyze any failed attempts to understand what could be done differently next time.

3. Application to Workplace Skills: Reflect on how the activity relates to real workplace scenarios. How can the teamwork, creativity, and problem-solving skills demonstrated in the Egg Drop challenge be applied to everyday tasks and projects at work?

Key Takeaway

Employees must collaborate to design a structure that protects an egg from breaking when dropped from a height. The challenge requires them to think critically about materials, design, and physics, testing and refining their ideas. It highlights the importance of planning, innovative thinking, and learning from failure, all of which are crucial skills in the workplace.

Through improv activities, teams can improve their rapid problem-solving and critical thinking skills . Start by giving them a problem or scenario to solve together. Next, each participant builds on the preceding response by adding one sentence in turn. The scenario changes and gets more challenging with every new sentence. When the group responds to all the questions and comes up with a workable solution, the activity is over.

How to Conduct the Activity

1. Set the scenario: Provide the team with a question or scenario to resolve together.

2. Take Turns: Participants take turns adding one sentence to build on the previous response, evolving the scenario.

3. Encourage Creativity: Each new sentence should creatively change the situation, challenging the team to adapt quickly.

4. Conclude: The activity ends when the team completes the story or reaches a solution.

Review and Reflection of the Activity

1. Team Adaptability : Reflect on how well the team adapted to the constantly changing scenario. Did participants remain flexible and build on each other’s ideas effectively?

2. Creative Problem-Solving: Consider the level of creativity in the responses. How did the team use their imagination to navigate the evolving scenario? Were they able to think on their feet?

3. Communication and Collaboration : Assess how well team members communicated and collaborated. Was there a smooth flow of ideas? Did everyone contribute equally?

3. Escape Room

Escape Room Challenge is one of the best critical thinking games for team building that encourages problem-solving, communication, and teamwork.

To "escape" from a themed room, employees must solve puzzles and riddles within a predetermined amount of time. This team-building activity improves communication, critical thinking, and problem-solving abilities by forcing participants to think critically and work under pressure. It's an exciting way to foster strategic thinking in a light-hearted, immersive setting.

How to Play the Game

1. Preparation: Create or select a themed room with a series of puzzles, riddles, and challenges. Ensure the setup is safe, and the puzzles are varied to engage different skill sets.

2. Gather Materials: Collect necessary items such as locks, keys, clues, and props related to the theme.

3. Form Teams: Divide participants into small teams of 4–6 people to encourage collaboration and maximize participation.

4. Set the Scene: Explain the objective: Brief the teams on the scenario, the backstory, and their goal to solve all the puzzles within a set time (usually 60 minutes) to "escape" the room.

5. Review the Rules: Outline any specific rules, such as not forcing open locks or damaging props, and explain how they can ask for hints if needed.

6. Gameplay: Start the timer. Begin the activity and let the teams work together to find clues, solve puzzles, and unlock the final solution.

7. Monitor Progress: Observe the teams as they play, providing hints if requested, and ensuring the game flows smoothly.

8. Debrief and Reflect: After the time is up, gather everyone to discuss what worked, what didn’t, and the strategies used. Highlight the importance of teamwork, communication, and creative problem-solving.

9. Celebrate Success: Recognize the efforts of all teams, whether they escaped or not, and celebrate the collaboration and critical thinking demonstrated during the activity.

Reviews and Reflection of the Game

1. Team Dynamics and Communication: Reflect on how well the team members communicated and collaborated. Did everyone contribute ideas, and was there effective coordination in solving the puzzles?

2. Problem-Solving Approaches:   Consider the strategies the teams used to tackle the challenges. Were they able to think critically and creatively under pressure? How did they handle setbacks or difficult puzzles?

3. Time Management : Evaluate how the teams managed their time during the activity. Did they prioritize tasks effectively and work efficiently within the time limit? What could be improved in future scenarios?

The Escape Room activity emphasizes the importance of effective teamwork, communication, and creative problem-solving under pressure in the workplace. It highlights how working together and managing time efficiently are crucial for overcoming challenges, achieving goals, and meeting standards set by the company.

4. Murder Mystery

A Murder Mystery game is a critical thinking activity where employees work together to solve a fictional crime. It involves analyzing clues, collaborating, and deducing the perpetrator's identity based on evidence and logical reasoning. This exercise enhances critical thinking, problem-solving skills, and teamwork, as employees must communicate effectively and use their analytical skills to uncover the solution.

1. Preparation: Choose or create a murder mystery scenario, assign roles to participants, and distribute character information.

2. Gameplay: Set the scene and rules, then let participants interact, gather clues, and work together to solve the mystery.

3. Debrief and Reveal: Reveal the solution, discuss how clues led to the conclusion, and acknowledge participants’ efforts and teamwork.

1. Engagement and Role-Playing: Reflect on how engaged participants were with their roles and the storyline. Did they fully immerse themselves in their characters and contribute to the narrative effectively?

2. Clue Gathering and Deduction: Consider how well teams gathered and analyzed clues. Were they able to piece together information and make logical deductions to identify the "murderer"? How effective were their investigative strategies?

3. Team Collaboration: Assess the level of collaboration and communication among team members. Did they work together cohesively to solve the mystery, or were there challenges in sharing information and coordinating efforts?

The Murder Mystery activity highlights the value of teamwork, effective communication, and critical thinking. It demonstrates how collaborative problem-solving and role-playing can enhance investigative skills and foster a deeper understanding of team dynamics in a fun and engaging way.

5. Puzzle-Solving Relay

A team-building exercise called the Puzzle Solving Relay aims to improve problem-solving and collaboration. In a relay-style setting, teams solve puzzles individually before moving on to the next member. Critical thinking abilities can be improved individually and as a team using this exercise.

1. Setup: Prepare a series of puzzles (e.g., logic puzzles, crosswords, riddles) and divide participants into teams. Each team will work on the puzzles in a relay format.

2. Relay Play: Each team member solves one puzzle before passing it to the next person. Teams continue this process until all puzzles are completed.

1. Evaluate Team Performance: Assess how well teams communicated and collaborated during the relay. Were they efficient and supportive of each other?

2. Analyze Problem-Solving Strategies: Reflect on the strategies used to solve the puzzles. What methods were effective, and where did teams face challenges?

3. Discuss Lessons Learned: Discuss to share insights and feedback. Highlight what worked well and areas for improvement in teamwork and problem-solving skills.

The Puzzle Solving Relay activity emphasizes the importance of teamwork, effective communication, and strategic problem-solving. It demonstrates how working collaboratively and leveraging each team member’s strengths can lead to successful outcomes and improved team dynamics.

6. Role-Playing Activities

Role-playing exercises, such as scenario-based training exercises, are effective critical thinking exercises for teams. Real-world scenarios are utilized to enhance employees' skills and knowledge. This approach involves creating scenarios that closely mimic the challenges and expectations employees face in their roles. For example, Walmart uses role-playing games to train employees in customer service, where they practice handling various scenarios such as resolving complaints and providing assistance. Similarly, Lockheed Martin employs virtual reality (VR) and augmented reality (AR) experiences to train employees in assembling spacecraft and aircraft, allowing them to practice complex tasks in a controlled, realistic environment.

Role-playing activities in scenario-based training emphasize the importance of practical, hands-on learning. By simulating real-world challenges, employees can develop critical skills, improve their problem-solving abilities, and enhance their overall job performance. This approach fosters a deeper understanding of their roles and prepares them for real-life situations, ultimately leading to more effective and confident employees.

How to Conduct the “Role Playing” Activity

1. Define the Scenario

• Choose or create a relevant workplace scenario or issue for participants to role-play.
• Clearly explain the context, objectives, and roles each participant will assume.

2. Conduct the Role Play

• Have participants act out their roles and interact according to the scenario.
• Allow them time to address the situation and make decisions based on their characters’ perspectives.

3. Debrief and Discuss

• After the role play, gather everyone to discuss the experience.
• Reflect on the strategies used, the effectiveness of communication, and how the scenario relates to real workplace situations.

1. Assess Role Performance : Evaluate how well participants embodied their roles and handled the scenario. Did they stay true to their characters and effectively address the situation?

2. Analyze Communication and Problem-Solving : Reflect on the communication strategies and problem-solving approaches used during the role play. How did participants collaborate and resolve issues?

3. Discuss Lessons Learned : Share insights and feedback. Highlight what participants learned about handling similar situations in real life and how role play can improve workplace interactions and decision-making.

The key takeaway is that it helps enhance critical thinking by allowing participants to explore various perspectives, practice problem-solving, and improve communication skills in a dynamic, interactive environment.

7. Reverse Brainstorming

Teams that participate in the Reverse Brainstorming challenge begin by generating ideas for ways to exacerbate an issue rather than find a solution. After listing all the bad ideas, they reverse these concepts to come up with possible fixes. By taking a novel perspective on the problem, this exercise promotes innovative problem-solving and helps teams look beyond the box.

1. Define the Problem : Clearly state the problem or challenge you want to address. Make sure everyone understands the issue before starting.

2. Reverse Brainstorming : Ask participants to brainstorm ways to make the problem worse rather than solving it. Encourage them to think creatively about actions or strategies that would exacerbate the issue.

3. Generate Solutions : Reverse the negative ideas into positive solutions. Discuss how the actions that would worsen the problem can be flipped to create effective solutions. Reflect on the insights gained from this approach.

1. Evaluate Idea Generation : Assess the creativity and range of ideas generated for worsening the problem. Did participants think broadly and consider various aspects of the issue?

2. Analyze Solution Development : Reflect on how effectively the negative ideas were transformed into positive solutions. Were the solutions practical and innovative?

3. Discuss Insights and Learning : Discuss the overall process. What did participants learn about problem-solving and creativity? How did the reverse approach influence their understanding of the original problem?

Critical thinking activities like reverse brainstorming illustrate how innovative solutions can be found by taking a different approach to a problem. By first considering how to worsen the issue, teams gain new perspectives that can be flipped to develop creative and effective strategies for solving the original problem.

8. The Marshmallow Challenge

In the Marshmallow Challenge, teams are given a set amount of time to build the tallest freestanding structure using only spaghetti, tape, string, and a marshmallow. The catch is that the marshmallow must be placed on top of the structure. It enhances critical thinking by fostering problem-solving, creativity, collaboration, and iterative learning. Teams design and build a structure with limited resources, learning to adapt and refine their strategies in real time.

1. Distribute Materials : Provide each team with a set of materials (e.g., spaghetti, tape, string, and a marshmallow). Ensure all teams have the same resources.

2. Build the Structure : Challenge teams to build the tallest freestanding structure they can using the materials provided, with the marshmallow placed on top. Set a time limit (typically 18–30 minutes).

3. Evaluate and Reflect : Measure the height of each structure and check if the marshmallow is on top. Discuss the design approaches, teamwork, and problem-solving strategies used during the challenge.

Assess Design and Execution: Evaluate how well each team’s structure was built and the effectiveness of their design. Did the structures achieve the goal of being the tallest and holding the marshmallow?

Analyze Team Collaboration: Reflect on how teams worked together. Were roles and tasks divided effectively? Did team members communicate and collaborate well

Discuss Lessons Learned: Review the key insights gained from the challenge. What did teams learn about planning, prototyping, and adjusting their approach? How can these lessons be applied to workplace projects and problem-solving?

The Marshmallow Challenge highlights the importance of prototyping, iterative design, and teamwork. It demonstrates how rapid experimentation and collaboration can lead to successful outcomes, emphasizing the need for adaptability and creativity in problem-solving.

9. Two Truths and A Lie

The first task involves one individual making three assertions about themselves, two of which are true and one of which is false. The other participants must then determine which of the three statements about the person were true and which were lies.

Two Truths and a Lie helps employees with critical thinking by:

• Enhancing Observation : Participants must discern truth from deception.
• Improving Communication: It encourages clear and thoughtful sharing of information.
• Fostering Insight: Employees learn to read cues and understand underlying motives.

1. Explain the Rules : Each participant takes turns sharing three statements about themselves: two that are true and one that is a lie. The rest of the team must guess which statement is a lie.

2. Take Turns : Allow each participant to present their three statements. After each person shares, the team discusses and votes on which statement they think is false.

3. Reveal and Discuss : After guesses are made, the participant reveals which statement was the lie. Discuss the truths behind the statements, fostering conversation and helping team members learn more about each other.

1. Evaluate Participation and Engagement : Reflect on how actively participants engaged with the activity. Did everyone take part and contribute to guessing and revealing the statements?

2. Analyze Communication and Interaction : Assess the quality of interaction and communication during the activity. How well did team members discuss their guesses and share their thoughts?

3. Discuss Insights and Team Building : Review what participants learned about each other and how the activity helped in team bonding. Discuss any new insights gained and how the activity might improve team dynamics and understanding.

The "Two Truths and a Lie" activity fosters team bonding and improves communication by encouraging employees to share personal insights and engage in light-hearted interaction. It helps team members learn more about each other, build relationships, and enhance trust in a fun and informal setting.

10. Silent Line-Up

In just five minutes, you may finish the non-verbal game called Silent Line-Up. This exercise aims to promote problem-solving, cooperation, and communication abilities without the use of words.

Team members must form a line and silently arrange themselves according to a predetermined criterion to participate in the silent line-up.

How to play the Game ‍

1. Explain the Objective : Inform participants that the goal is to line up in a specific order (e.g., by birthdate, height, or years of experience) without speaking. Clearly state the criteria for the lineup.

2. Initiate the Activity : Start the activity and let participants begin organizing themselves according to the specified criteria. Ensure they understand they must use non-verbal communication and gestures to coordinate.

Once the lineup is complete, check if the order is correct. Discuss the experience, focusing on the strategies used, the effectiveness of non-verbal communication, and how the activity can enhance teamwork and problem-solving skills.

The silent line-up activity emphasizes the importance of non-verbal communication and teamwork. It demonstrates how effective coordination and understanding can be achieved through gestures and teamwork without relying on verbal instructions, fostering stronger collaboration and problem-solving skills.

11. Tower of Hanoi

The Tower of Hanoi is a straightforward mathematical puzzle that can be effectively used to evaluate and enhance employees’ problem-solving skills. This puzzle involves moving a series of disks from one peg to another, following specific rules, and is a popular tool for assessing working memory and planning abilities. By incorporating the Tower of Hanoi into training programs, companies can help employees develop critical thinking skills, as the puzzle requires careful planning and strategic thinking to solve.

Additionally, the complexity of the puzzle can be easily adjusted by adding more disks or pegs, making it suitable for various skill levels. Incorporating the Tower of Hanoi into employee training not only fosters critical thinking but also provides a fun and engaging way to improve cognitive abilities. Employees can work individually or in teams to solve the puzzle, promoting collaboration and communication.

This activity can also serve as a diagnostic tool to identify areas where employees may need further development, particularly in their planning and problem-solving skills. By challenging employees with the Tower of Hanoi, companies can create a dynamic learning environment that encourages continuous improvement and innovation.

1. Objective : Move all disks from the starting peg to the target peg, following the rules.

• Only one disk can be moved at a time.
• A disk can only be placed on a larger disk or an empty peg.
• Move the top (n−1)(n−1)(n−1) disks to the auxiliary peg.
• Move the largest disk to the target peg.
• Move the (n−1)(n−1)(n−1) disks from the auxiliary peg to the target peg.

The challenge involves strategic planning and problem-solving to achieve the goal efficiently.

1. Assess Strategy and Execution : Evaluate the strategies used to solve the Tower of Hanoi. How effectively did participants plan their moves and manage the constraints? Were there any common strategies or approaches?

2. Analyze Problem-Solving Skills : Reflect on how participants approached problem-solving. Did they demonstrate effective planning and foresight? How did they handle challenges or mistakes?

3. Discuss Lessons Learned : Hold a discussion on the insights gained from the activity. What did participants learn about strategic thinking, patience, and perseverance? How can these lessons be applied to workplace problem-solving and project management?

The Tower of Hanoi activity highlights the importance of strategic planning , patience, and problem-solving. It demonstrates how methodical thinking and careful execution can lead to successful outcomes, reinforcing skills that are valuable for tackling complex tasks and managing projects in the workplace.

12. Rebus Puzzle

For a rebus puzzle, every component of a jigsaw puzzle represents a member of your team. It is distinct from every other piece in terms of shape and function. Because of this, an effective team leader will learn about their needs and handle each member uniquely. Every component of a jigsaw puzzle fits into the overall design.

Basically, it uses pictures and symbols to represent words or phrases. It enhances workplace critical thinking by promoting problem-solving, creativity, and teamwork through decoding visual clues.

How to Play the Rebus Puzzle

1. Receive the Puzzle : Obtain the visual representation of words or phrases. This could be a printed sheet, a digital image, or a projected slide.

2. Analyze the Clues : Examine the pictures, symbols, or letters presented in the puzzle. Look for familiar shapes, objects, or patterns that might hint at a word or phrase.

3. Interpret the Symbols : Break down the visual elements into parts that could represent sounds, words, or phrases. For example, a picture of an eye might represent the word “I,” and a picture of a bee might represent the sound “B.”

4. Combine Interpretations : Piece together the individual interpretations to form a coherent phrase or solution. This step often requires creative thinking and the ability to see connections between different elements.

5. Verify the Answer : Check if your solution makes sense and matches the intended message. If the phrase or word seems logical and fits the clues provided, you have likely solved the puzzle correctly.

1. Evaluate the Problem-Solving Approach : Assess how participants approached solving the puzzle. Did they use effective strategies and collaborate well? How did they interpret and piece together the visual clues?

2. Analyze Communication and Teamwork : Reflect on how well participants communicated and worked together (if in teams). Was there effective sharing of ideas and feedback?

3. Discuss Insights and Learning : Discuss what participants learned from the activity. How did it enhance their ability to think creatively and solve problems? What insights can be applied to other problem-solving scenarios in the workplace?

The Rebus Puzzle activity emphasizes the importance of creative thinking and collaborative problem-solving. It shows how interpreting visual clues can enhance lateral thinking skills and teamwork, providing valuable insights into how diverse approaches can be applied to solving complex problems in the workplace.

13. Socrates Circle

Socrates Circle is a critical thinking game where participants discuss a topic in a structured dialogue, encouraging deep questioning and reflection. It helps employees enhance their analytical skills , communication, and collaborative problem-solving.

1. Define the Topic : Select a topic or question for discussion that is relevant to the workplace or team dynamics. Ensure it is open-ended and thought-provoking.

2. Facilitate the Discussion :

• Arrange Participants : Set up a circle or virtual meeting where everyone can see each other.
• Start the Discussion : Ask the chosen question and encourage participants to share their thoughts and perspectives.

3. Use Socratic Questioning Techniques : Ask probing questions that challenge assumptions and encourage deeper thinking. For example, "What is the underlying reason for this issue?" or "How might this perspective change our approach?"

4. Summarize and Reflect : Conclude the discussion by summarizing the key points and insights gained. Reflect on the different viewpoints shared and how they might influence future actions or decisions. Encourage participants to consider how the discussion can impact their work and interactions.

1. Evaluate Participation and Engagement : Assess how actively participants engaged in the discussion. Did they contribute thoughtfully and consider different perspectives?

2. Analyze the Depth of Discussion : Reflect on how effectively the Socratic questioning deepened the discussion. Did it challenge assumptions and lead to meaningful insights?

3. Discuss Lessons Learned : Review the key insights and understanding gained from the discussion. How did the activity enhance critical thinking and problem-solving skills? What new perspectives or solutions emerged?

The Socrates Circle fosters deep critical thinking and open dialogue by encouraging participants to explore different viewpoints and challenge assumptions. It enhances understanding and decision-making by promoting thoughtful questioning and reflection on complex issues.

14. Paper Tower Challenge

The Paper Town Challenge is a critical thinking game where employees use only paper to create a model of a town or structure. Participants must plan, design, and construct their models while adhering to specific constraints.

Here’s the formatted version with bold subheadings:

For the Workplace, This Game Fosters Critical Thinking by

1. Encouraging Creativity : Requires innovative use of limited resources.

2. Enhancing Problem-Solving : Involves overcoming design and construction challenges.

3. Promoting Teamwork : Requires collaboration and communication to build the model.

1. Distribute Materials : Provide paper and basic tools.

2. Define Objectives : Set guidelines for what to build (e.g., a town or structure).

3. Design and Build : Teams plan and construct their models using only paper.

4. Present and Review : Share and evaluate each model based on creativity and adherence to guidelines.

This game enhances creativity, problem-solving, and teamwork.

1. Evaluate Creativity and Design : Assess how creatively and effectively participants designed their paper towns. Did they use the materials in innovative ways and incorporate various elements into their designs?

2. Analyze Teamwork and Execution : Reflect on how well teams worked together during the challenge. Was there clear communication and collaboration? How did they handle any obstacles or constraints?

3. Discuss Learning and Application : Review the key takeaways from the activity, including insights into planning, resource management, and teamwork. How can the experience be applied to real-world projects and problem-solving scenarios?

The Paper Town Challenge emphasizes the importance of creativity, collaboration, and resource management. It shows how working together to create a complex design with limited materials can enhance problem-solving skills, encourage innovative thinking, and improve team dynamics. Games for critical thinking in the workplace are crucial because they foster essential skills such as problem-solving, creativity, and effective communication.

By engaging in these activities, employees enhance their ability to think analytically, collaborate effectively, and approach challenges with innovative solutions. These skills contribute to a more dynamic, adaptable, and resilient workforce, ultimately driving greater organizational success.

The 14 critical thinking activities for employees in the workplace are outlined, and they offer proper insight to help employees in the workplace develop strong hindsight in their day-to-day activities.

Edstellar , a global training platform, provides a wealth of additional team-building activities to provide a wide range of critical thinking activities, as mentioned, to help build better employees in the workplace.

Ultimately, it’s going to provide an amazing method for organizations that need employees to think far and wide to better themselves for the organization's growth and development.

By Pete Ford

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