Critical Thinking in the Classroom
Dr. Julius Otundo2020
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Abstract
Critical thinking in the classroom is a common term used by educators. Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing and evaluating information gathered from or generated by observation, experience, reflection, reasoning or communication as a guide to belief and action (``Scriven, 1996”). The challenge, of course is to create learning environments that promote critical thinking both in the classroom and beyond. Teaching practicing critical thinking provides adults with the opportunity to embrace and take charge of their learning. Typically, students who implement critical thinking skills approach the courseware in a more thoughtful and effective manner, ask more challenging questions and participate in the learning process more intensely. To promote the critical thinking among the students various types of teaching strategies can be used by the teacher in the classroom.
Key takeaways
- The premises and the conclusion of an argument are identified by indicator words.
- And like a deductive argument, the purpose of an inductive argument is to persuade the reader that the conclusion is true, and the premises are given as reasons to believe that the conclusion is true.
- In order to show that a deductive argument is invalid, it is necessary only to show that there is some way the premises could be true while the conclusion could be false.
- Students often argue that this form of argument is legitimate.
- We identify the premises and conclusion of an argument as a set of sentences.
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