Critical Thinking: Learning and Demonstration in Higher Education

This essay delves into the crucial role of critical thinking in higher education, examining its significance in student learning and demonstration. The paper analyzes various research articles, including studies on teaching methods, active learning, and instructional design. It highlights the need for students to develop self-analysis, critical judgment, and cognitive skills. The essay also compares and contrasts different approaches to incorporating critical thinking, emphasizing the importance of creating an appropriate learning environment. It stresses that teachers need to be well-versed in critical thinking methodologies to effectively guide students. The essay also discusses the challenges in integrating critical thinking into the curriculum and concludes by emphasizing the importance of continuous research to improve critical thinking incorporation.

Running head: IMPORTANCE OF CRITICAL SKILL LEARNING
Critical skills learning and demonstration
Name of the Student:
Name of the University:
Author’s Note:

2IMPORTANCE OF CRITICAL THINKING
Table of Contents
Importance of Critical Thinking...................................................................................................................2
Comparing and contrasting.........................................................................................................................7
Reference list...............................................................................................................................................8

3IMPORTANCE OF CRITICAL THINKING
This skill must be inculcated among the higher secondary students with greater emphasis
because they are on the threshold of entering into their college lives, where they will be in
need of self-analysis, critical thinking and judgment. This critical thinking is something that
needs higher levels of cognitive skills in the process of learning (Cotter, 2017) the teachers are
able to teach their students that their cam often is more than just one solution to the text that is
the readers are free to read, analyze, judge and conclude a text as per their choice (Thompson,
2015).
Tiruneh, D. T., Weldeslassie, A. G., Kassa, A., Tefera, Z., Cock, M., & Elen, J. (2016).
Systematic design of a learning environment for domain-specific and domain-general
critical thinking skills. Educational Technology Research and Development, 64(3), 481-
505.
It was seen that the students are to know some specific rules related to the topics of specific
domain and also some common techniques of understanding and analyzing those topics
critically. When the students are exposed to group discussions and peer learning, they are
able to use their own methods of understanding and judgment than at the control group
where they are only dependent on the lessons given to them by their teachers.
Critical thinking is something which can be incorporated among students through proper
approach methods that are followed by the schools and the teachers. There have been several
debates as to which methods are to be exactly followed by school teachers to incorporate these
cognitive skills among the students (Savery, 2015). It can either be taught as a specific

4IMPORTANCE OF CRITICAL THINKING
curriculum or can be just implemented explicitly into a regular course. It has also been seen
that students need different types of skills for critically understanding and demonstrating
subjects or topics of different domains. One of the major challenges that are usually faced by
the present day CT incorporation is the lack of proper methods and proper instructional
designs and the proper environment that the students need to develop this method of critical
thinking and demonstration
The researchers have reached to this conclusion that the students use a different kind of CT
approaches and methods to deal with topics related to different domains; hence these tools of
CT can either be taught as part of their daily curriculum or incorporated explicitly into the
topics of different domains. One of the major challenges that are usually faced by the present
day CT incorporation is the lack of proper CT test methods
Comparing and contrasting
It has been noticed that the study of both the journals agrees with each other at several points.
As far as the significance of critical thinking is concerned, it is immensely important in the
present day scenario (Toner & Moran, 2016). All the researches that have been carried on in
the present day scenario are suggestive of the fact that the students of the higher secondary
level must be allowed to critically analyze and evaluate the text taught in their classrooms. But
before incorporating these tools of critical thinking, the teachers themselves must be well
versed in the methods. (Toner, & Moran 2016). The teachers often believe that if the students
are able to logically think and reason out matters on their own, then they are successfully
following the CT method, but it is actually not so. The teachers must know that for the proper
incorporation of the CT learning and demonstration, the students must be allowed to be
exposed to the apt environment. In other words, there must be instructional principles with

5IMPORTANCE OF CRITICAL THINKING
proper instructional models. It is evident from the way the teachers define CT, that it is still not
clear to them and so further studies and researches are to be carried out for finding out ways to
incorporate CT effectively.
Reference list
Cotter, C. R. (2017). New Atheism, Open-Mindedness, and Critical Thinking. In New
Atheism: Critical Perspectives and Contemporary Debates (pp. 33-50). Springer
International Publishing.
Kong, S. C. (2014). Developing information literacy and critical thinking skills through
domain knowledge learning in digital classrooms: An experience of practicing flipped
classroom strategy. Computers & Education, 78, 160-173.
Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher
Education, 38(4), 506-522.
Savery, J. R. (2015). Overview of problem-based learning: Definitions and
distinctions. Essential readings in problem-based learning: Exploring and extending
the legacy of Howard S. Barrows, 9, 5-15.
Thompson, K. J. (2015). Non-MARC metadata training for" traditional" catalogers: the role
and importance of critical thinking pedagogy.
Toner, J., & Moran, A. (2016). On the importance of critical thinking: A response to Wulf's
(2015) commentary. Psychology of Sport and Exercise, 22, 339-340.