Critical thinking in social studies
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Scientific reasoning and critical thinking in social studies
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Machine translated pages not guaranteed for here for our professional al thinking and social text available on y | copyright | contact us | selection policyjournals | non-journals | download | submit | education 59(3), 1995, pp. Primary goal of social studies is to prepare students to make informed decisions on public and political those informed decisions requires critical thinking skills. Therefore, effective participation in public life is contingent on the quality of one's critical thinking there is general agreement as to the necessity of developing students' critical thinking skills in preparation for effective citizenship, there is less agreement about how to teach these skills (wilen in-press). Useful thinking skills include those associated with acquiring, interpreting, organizing, and communicating information; processing data in order to investigate questions; solving problems and making decisions; and interacting with others (ncss 1993).
The several major approaches to teaching critical thinking skills, the literature seems to favor infusion-teaching thinking skills in the context of subject matter. Of gnition refers to the knowledge and control people have over their thinking and learning activities (flavell 1979); it involves "thinking about thinking. Metacognitive approach we are proposing is an alternative way to teach critical thinking skills and is based on the principles of infusion-the teacher directly teaches students specific critical thinking skills within the context of subject matter. One of the most influential studies of critical thinking in social studies classrooms is currently underway at the university of wisconsin.
These are observable qualities of classroom activity and talk that facilitate students' development of subject matter understanding, thinking skills, and dispositions of thoughtfulness. The teacher is the "expert" and models the thought processes involved in executing a particular critical thinking skill, such as establishing whether a statement is fact or opinion. The teacher breaks this skill down into steps and demonstrates the execution of each step by thinking metacognitive ion or thinking refers to the intellectual functioning of the mind with regard to the learner's ability to attend, acquire, represent, and recall information. Metacognition, which refers to the knowledge and control people have over their own thinking and learning activities (flavell 1979), deals with the "individual's knowledge about the task, possible strategies that might be applied to the task and the individual's awareness of their [sic] own abilities in relation to these strategies" (taylor 1983, 270).
Relation to the acquisition of critical thinking skills, metacognition refers to what a learner knows about his or her thinking processes (conscious awareness) and the ability to control these processes by planning, choosing, and monitoring. To be an efficient and effective thinker, the learner should be able to monitor his or her degree of understanding, be aware of the knowledge possessed, be conscious of the task demanded, and know the strategies that facilitate thinking. Based on this notion of metacognition, figure 2 outlines a strategy for helping learners acquire critical thinking 1: explanation by the teacher decides which skill is to be taught, lists the steps to follow when executing the skill, and explains why it is important and when students will need to use it. There is also the important question of whether columbus could have "discovered" america, since indigenous people had been living there for thousands of years prior to columbus's 2: modeling by the s merely explaining the critical thinking skill, the teacher models the cognitive processes involved in executing the skill.
The teacher provides a model of the thinking process by stating what is going on inside his or her head. Modeling, teachers are sharing their thinking through externalizing their inner dialogue and verbalizing the questions they are asking themselves. As students describe what is going on "inside their heads," they become aware of their thinking processes. The teacher guides their thinking by providing additional explanations and illustrations in order to help them understand the differences between facts and opinions.
Modeling by the learner involves students interacting with one another in order to become aware of their thinking processes. The teacher facilitates the process directly and ng learners to think critically is a difficult task and requires a great deal of patience. One approach to teaching critical thinking is the metacognitive approach, which emphasizes explaining and modeling the thinking strategy. A vision of powerful teaching and learning in the social studies: building social understanding and civic efficacy.
Promoting higher order thinking in social studies: overview of a study of sixteen high school departments.
