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 technologydriven methods to effectively teach these skills in the classroom