Teach Critical Thinking

This chapter presents machine-generated summaries of research conducted on teaching critical thinking skills in various educational contexts. The first article in this chapter deals with teaching critical thinking to engineering students with the following objectives: improving vocabulary, fluency in speech, and presenting arguments and opinions. The Gen-Z learners who are known to be digital natives and their other defining features are taken into account while undertaking the research. The results have shown that the cognitive tools used as input for teaching-learning vocabulary and thinking critically have positively influenced their learning of vocabulary, reading and writing skills. The second article summary in this chapter presents the results of teaching critical thinking to high school students using three different approaches viz. a viz., general, immersion, and mixed where the effects were large, moderate, and small respectively on the groups. The third auto-summary is about a study conducted on teaching critical thinking skills to high school learners. This study states that it is the lack of competence of the teachers in teaching the required skill set to the students is the reason for students lacking that skill paradigm. The students were then exposed to and trained in communication, critical thinking, and problem-solving. The study proposes that all students be given explicit instruction in these skills prior to graduation which should also be the goal of education. The next summary is of the article that is based on a study on the constructs of CT disposition: ability, sensitivity, and inclination to engage in critical and mindful thought. The details on teaching CT techniques form a major part of the study on Undergraduate (UG) students of contemporary arts. The teaching of CT strategies and classroom content were integrated. The students were encouraged to use CT beyond the classroom.