TEACHING CRITICAL THINKING SKILLS

Abstract

Critical Thinking (CT) has been increasingly recognized as a vital skill for
students, serving as a key indicator of the quality of their learning. To cultivate effective
critical thinkers, it is essential to integrate CT into the curriculum and teaching methods
across all grade levels. This research presents a systematic review of existing literature
on the instruction of CT skills, culminating in a conceptual framework that outlines four
primary debates among researchers in the field. One significant debate centers on
whether technology can enhance students' CT skills. The findings from current practices
suggest that teaching methods often prioritize subject matter over the development of
CT. This indicates a notable gap in the instruction of CT skills, particularly regarding
innovative teaching strategies and the incorporation of new technologies. Furthermore,
the research underscores the necessity for additional studies aimed at exploring novel
approaches to teaching CT skills effectively. In summary, while there is a growing
recognition of the importance of CT in education, there remains a critical need for more
innovative and technology-driven methods to effectively teach these skills in the
classroom