Critical thinking in education: a review

By R. Pithers, Rebecca Soden. 2000

873 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8abd167ecad9d85dc7e37089e1c8667e23bc20fc

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Citations in the corpus

Exploring cultural differences in critical thinking: Is it about my thinking style or the language I speak? (2010, methodology): “Because it is more probable to teach skills rather than the supposedly unchangeable raw mental power, critical thinking has drawn much attention in psychology and education (e.g., Halpern, 1998; Pithers & Soden, 2000; ten Dam & Volman, 2004).”
Development of critical spatial thinking through GIS learning (2013, background): “Educators have emphasized the importance of critical thinking from a wide range of perspectives (Albert & Albert, 2002; Pithers & Soden, 2000; Taube, 1997).”
A Pedagogy of Force: Faculty Perspectives of Critical Thinking Capacity in Undergraduate Students (2005, background): “Critical thinking, then, is disciplined thinking that requires self-regulation ( Pithers & Soden, 2000 ), and it is practiced by accepting or rejecting arguments based on purposeful and reasoned judgment, not based on emotions or assumptions.,Clearly, critical thinking development does not occur in ”
Teaching Critical Thinking Skills In Higher Education: A Review Of The Literature (2011, neutral): “Several reviews of studies on teaching critical thinking skills have been published (Abrami, Bernard, Borokhovski, Wade, Surkes, Tamim, & Zhang, 2008; Gibbs, 1985; McMillan, 1987; Powell, 1987; Tsui, 1998; Pithers & Soden, 2000; Brunt, 2005a).”
Strategies for Teaching Students to Think Critically (2015, background): “At the very least, it can be traced back to Jean-Jacques Rousseau (1762) who, in Emile, criticized teaching methods that relied on fact memorization.”
Learning outcomes and critical thinking – good intentions in conflict (2018, background): “As discussed by, for example, Reindal (2013), there are desired results of higher education that cannot be expressed as ordinary learning outcomes, either because they concern aspects of student learning that cannot be formalized or because students’ learning cannot be measured.”
The Use of Newspaper Articles as a Tool to Develop Critical Thinking in Science Classes (2013, background): “Critical reading and, therefore critical thinking, depend on the context and culture in which they are situated (Pithers & Soden, 2000).”
Mentoring the beginning teacher: developing professional autonomy through critical reflection on practice (2005, background): “Pithers and Soden (2000) also summarize the necessary dispositions: these include being ‘open-minded’, drawing assumptions cautiously, weighing the credibility of evidence.”
Critical Thinking in Language Education (2011, background): “Pithers and Soden (2000) agree that critical thinking involves a number of abilities such as identifying a problem and the assumptions on which it is based, focusing the problem, analyzing, understanding and making use of inferences, inductive and deductive logic, and judging the validity and…”
The Interrelation of First-Year College Students’ Critical Thinking Disposition, Perceived Academic Control, and Academic Achievement (2008, background): “The disposition has been likened to a ‘spirit of inquiry’, being ‘open minded’, ‘drawing unwarranted assumptions cautiously’, and ‘weighing the credibility of evidence’ (Pithers and Soden 2000).”
The Relationship between Iranian EFL Teachers' Critical Thinking Ability and their Professional Success (2010, background): “Pithers and Soden (2000) concur that critical thinking encompasses a number of abilities such as identifying a problem and the assumptions on which it is based, focusing the problem, analyzing, understanding and making use of inferences, inductive and deductive logic, and judging the validity and…”