What is Critical Thinking, and How to Teach It? Peter Jeschofnig, Ph.D. Institute for Excellence in Distance Science Education

Notable Quotes Thinking is the hardest work there is, which is probably why so few engage in it. (Henry Ford) At a certain age some people’s minds close up. They live on their intellectual fat (William Lyon Phelps) He who asks a question may be a fool for five minutes, but he who never asks a question remains a fool forever. (Tom Connelly)

What is the Current State of Critical Thinking in Higher Education? Research indicates that while an overwhelming majority (89%) of university faculty claimed critical thinking to be a primary objective of their instruction: Only 19% could define critical thinking 77% had little, limited, or no conception of how to reconcile content coverage with the fostering of critical thinking Only a very small minority could clearly explain the meanings of basic terms in critical thinking Paul Hurd, 2004

Critical Thinking Cartoon Cartoon by www.CartonStock.com

What is critical thinking? Critical Thinking is the ability to: Develop a healthy skepticism toward any information presented as fact Apply reasoning and logic to new or unfamiliar ideas, opinions, and situations.  See things in an open-minded way and examine an idea or concept from as many angles as possible. Look past one’s own views of the world and better understand the opinions of others.

What Critical Thinking is NOT? Blindly accepting at face value all statements and arguments made by others Blindly trusting political commercials Blindly believing TV commercials Blindly accepting newspaper stories as fact Blindly accepting articles in professional journals Blindly accepting all information in textbooks

Benefits of Critical Thinking In Personal and Public Life: Avoid falling for scams and making foolish decisions from ignorance Make better decision from verified information Free one from unexamined assumptions, dogmas, and prejudices Be a better informed citizen and voter In the workplace: Be a better problem-solver Better analyze information and draw appropriate conclusions

Critical Thinking and The Scientific Method There are virtually no differences in the process: Questions something Propose a possible answer Conduct testing Make observations and compile data Analyze data Draw an evidence-based conclusion

Developing Discussion Questions to Promote Critical Thinking Higher-Level Thinking Questions Include: By Walker, S.E. Active Learning Promotes Critical Thinking Open-ended questions that aim at provoking divergent thinking Questions that go beyond knowledge-level recall Questions that promote evaluation and synthesis of facts and concepts Questions that start or end with words or phrases such as “explain,” “compare,” “why”

Teaching Strategies that Promote Critical Thinking Ask students to state the most important concept(s) of a paper or video. Angelo and Cross,1993 Ask students to state the most confusing point of a paper or video. Angelo and Cross,1993 Ask students to propose a better way to present materials or ideas. Ask students to reflect upon and discuss a reading, assignment, or video.

Becoming a Critical Thinker: IDEALS – 6 Steps to Effective Thinking Identify the problem: What is the real question we are facing here? Define the context: What are the facts and circumstances for this problem? Enumerate choices: What are the most plausible options? Analyze options: What is our best course of action, all things considered? List reasons explicitly: Why are we making this particular choice Self-correct: Let’s look at it again. What did we miss?

Teaching Strategies that Promote Critical Thinking Open ended assignments Case studies Reflections Discussions

Science Case Studies National Center for Case Study Teaching in Science http://sciencecases.lib.buffalo.edu/cs/ Case studies in science education http://www.learner.org/resources/series21.html Cases online http://www.cse.emory.edu/cases/othercases.cfm Case Studies in the Life Sciences http://www.dcc.ac.uk/projects/life-science-case-studies Case Studies in Inclusive Teaching in Science, Technology, Engineering and Mathematics http://www.cirtl.net/files/CaseStudiesinInclusiveTeaching.pdf Science Case Studies http://www.npl.co.uk/science-technology/science-case-studies/

Critical Thinkers Distinguish between fact and opinion Ask questions; make detailed observations; uncover assumptions and define their terms; and Make assertions based on sound logic and solid evidence. Ellis, D. Becoming an Master Student, 1997)

Questions to ask What do you mean by …? How did you come to that conclusions? What is the source of your information? What assumptions led you to that conclusion? What are the implications if you are wrong? Why did you make that inference? Is another one more consistent with the data? Why is this issue significant? What is an alternate explanation for this phenomenon?

Barriers to Critical Thinking Lack of relevant background information Poor reading skills Biases Prejudice Superstition Peer Pressure Resistance to change Rationalization Stereotyping Wishful thinking Unwarranted assumptions

Young girl or old woman

Man playing horn or woman’s silhouette?

Eskimo’s back or native American?