Perspectives on Critical Thinking


John C. Sanders (Editor)

BISAC: PHI000000

This book consists of seven chapters, each providing a different point of view on the topic of critical thinking, which is defined as the analysis of facts to form a judgment. Chapter One aims to develop a method for improving students’ critical thinking skills using cooperative learning. Chapter Two focuses on an education program designed to develop students’ creativity and critical thinking skills and the impact this program had on teachers in Portuguese public schools. Chapter Three discusses the methods of teaching critical thinking that are most suitable for the Russian educational community. Chapter Four analyzes the importance of critical thinking skills for fighting misinformation in the context of the COVID-19 pandemic, around which many unscientific rumors and conspiracy theories are propagated alongside truthful information. Chapter Five also concerns the COVID-19 pandemic, specifically in connection with the natural human bias towards optimism and how this bias distorts risk assessment in health-related decisions but also provides a sense of control and hope. Chapter Six discusses how teachers can leverage Donald Trump’s proclivity towards manipulative rhetoric, glaring fallacies, and conspiracy theories for teaching critical thinking skills, as well as the potential pitfalls of doing so. Finally, Chapter Seven aims to rethink Essential Learning Outcomes by examining what skills are valued by employers and proposes a strategy of cross-listing courses to facilitate skill acquisition across disciplines.

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Table of Contents


Chapter 1. Empowering Students’ Critical Thinking Skills with Investigations Through Cooperative Problem Solving (ITCPS) Model
(Budi Utami, Sulistyo Saputro, Ashadi and Mohammad Masykuri – Department of Science Education, Faculty of Teacher Training and Education, Sebelas Maret University, Surakarta, Indonesia)

Chapter 2. Promoting Critical and Creative Thinking in Science Education: A Proposal for an Inservice Teacher Education Programme
(Ana Sofia Sousa and Rui Marques Vieira – Research Centre for Didactics and Technology in Teacher Education,Department of Education and Psychology, University of Aveiro – Portugal)

Chapter 3. Prospects for Critical Thinking in Russian Science Education
(М. V. Solodikhina and А. А. Solodikhina – Department of Space Physics, Moscow Pedagogical State University (MPGU University), Moscow, Russian Federation, et al.)

Chapter 4. Critical Thinking in the Age of a COVID-19 and Infodemic-Filled Media
(Ann Yee On Choy, Kelly Yee Lai Ku, Apple Chung Yan Au and Toby May Yang Tong – Center for Child Development, Hong Kong Baptist University, Hong Kong)

Chapter 5. The Threats of Optimism Bias to Thinking Critically Under the COVID-19 Pandemic
(Kelly Yee Lai KU, Rachel Hoi Yan AU, Ann Yee On CHOY, Apple Chung Yan AU and Toby May Yang TONG – Department of Education Studies & Center for Child Development, Hong Kong Baptist University, Hong Kong, et al.)

Chapter 6. Donald Trump as a Critical-Thinking Teaching Assistant
(Stephen J. Sullivan – English and Philosophy Department, Edinboro University, Edinboro, PA, US)

Chapter 7. Reverse Engineering What Employers Value in Job Candidates: Preparing Students for the 21st Century Workplace
(G. P. Garvey – Department of Visual and Performing Arts, Game Design and Development, Quinnipiac University, Hamden, CT, US)


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