Strategies Of Critical Thinking

Lipman, like Sternberg, does not specify a "how to" approach.However, he makes clear distinctions between ordinary thinking and critical thinking.Lipman describes critical thinking as a complex process based on standards of objectivity, utility, or consistency in which students can reflect upon the certainty of their thinking because critical thinking is self-correcting.

Lipman, like Sternberg, does not specify a "how to" approach.However, he makes clear distinctions between ordinary thinking and critical thinking.Lipman describes critical thinking as a complex process based on standards of objectivity, utility, or consistency in which students can reflect upon the certainty of their thinking because critical thinking is self-correcting.

When students engage in CTS, they have an opportunity to examine tacitly held knowledge of one another, make knowledge and think explicitly, respond to questions and comments, and clarify their thinking processes.

Several researchers stated the types of instructional strategies that may be used to promote students' critical thinking skills.

He postulates that there are three mental processes fostering critical thinking: meta-components, performance components, and knowledge-acquisition strategies.

Meta-components refer to higher-order mental processes that individuals use to plan, monitor, and evaluate what they do.

Tasks that stress right answers or truth telling or use objectively scored tests are generally removed from real-world relevance.

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Thus, it is particularly important that all aspects of dental educational curriculum stress real-world practice, the importance of oral health care, and the relationship of overall oral health care to systemic health by teaching students how to use critical thinking skills.He also suggested that because critical thinkers possess curiosity and skepticism, they are more likely to be motivated to provide solutions that resolve contradictions.For a number of years, dental educators thought teaching problem-solving skills was akin to teaching critical thinking skills. Many researchers, including Facione, Simpson and Courtneay, Banning, Brookfield, Ornstein and Hunkins, Sternberg, Ennis, and Lipman, have defined critical thinking (CT).Researchers debate whether critical thinking can be learned or if it's a developmental process regulated by motivations, dispositions, and personality traits.It is important to remember that Piaget's stages of cognitive development are also linked to intellectual potential and environmental experiences.If the learning environment is crucial to the development of critical thinking skills, what instructional strategies can be used to promote critical thinking?While teaching problem-solving skills is important to the process of learning how to use critical thinking skills, in the absence of other learning activities it may not be enough.Sternberg, Ennis, and Lipman assert that critical thinking skills are not a fixed entity but a form of intelligence that can be taught.Critical thinking requires the use of self-correction and monitoring to judge the rationality of thinking as well as reflexivity.When using critical thinking, individuals step back and reflect on the quality of that thinking.