The Miniature Guide to Critical Thinking Concepts & Tools

By R. Paul, Linda Elder. 2009

883 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7688bf19f6777ce17c9cfb2c7d26115a82a792bb

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Citations in the corpus

• Analysis of Students’ Critical Thinking Skill of Middle School through STEM Education Project-Based Learning (2018, background): “Average thinkers had enough skills in thinking to critique their own plan for systematic practices and to construct a realistic critique of their powers of thought (Paul & Elder, 2009).”
• Situational , Transformational , and Transactional Leadership and Leadership Development (2014, background): “Paul and Elder (2008) presented a guide for the analysis of research articles.”
• Teaching Critical Thinking Skills: Literature Review. (2020, methodology): “Interpretation Copyright © The Turkish Online Journal of Educational Technology • Categorisation • Decoding significance • Clarifying meaning 2.”
• The Use of Newspaper Articles as a Tool to Develop Critical Thinking in Science Classes (2013, methodology): “The scale based on the performance indicators of Paul and Elder (2005) (Table 2)”
• Using Teacher Questions to Enhance EFL Students' Critical Thinking Ability (2014, background): “According to the study of Paul and Elder (2001), critical thinking can be defined as a mode of thinking about any subject, content, or problem.”
• OUR PROSPECTIVE MATHEMATIC TEACHERS ARE NOT CRITICAL THINKERS YET (2017, background): “According to Paul & Elder (2008), there are six stages of critical thinker development, namely: (1) unreflective thinker, (2) challenged thinker, (3) beginning thinker, (4) practicing thinker, (5) advanced thinker, and (6) master thinker.”
• Generating, Deepening, and Documenting Learning: The Power of Critical Reflection in Applied Learning (2009, background): “Critical thinking, as outlined by Paul and Elder (2002), is based on universal intellectual standards that include accuracy, clarity, relevance, depth, breadth, logic, significance, and fairness.”
• The relationship between the critical thinking skills and the academic language proficiency of prospective teachers (2013, background): “…turn obstructs the development of intellectual traits such as intellectual humility, intellectual autonomy, intellectual integrity, intellectual courage, intellectual perseverance, intellectual empathy, open-mindedness, fairmindedness and confidence in reasoning (Facione, 2009; Paul & Elder, 2005).”