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Teaching Critical Thinking: Should schools do more to foster analytical skills?
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- Author(s): Clemmitt, Marcia
- Source:
CQ Researcher; 4/10/2015, Vol. 25 Issue 14, p313-336, 24p, 14 Color Photographs- Subject Terms:
- Source:
- Additional Information
- Abstract: As standardized tests assume a larger and larger role in elementary and secondary schools, many education specialists and corporate hiring managers are expressing concern about students' ability to engage in critical thinking. Also known as "higher-order thinking," it includes the capacity to examine and evaluate ideas, solve problems, question assumptions, identify biases and work collaboratively. Warnings from technology analysts that computers could soon take over all routine jobs have led some education experts to conclude that teaching inquiry and problem-solving skills might best prepare students for the 21st-century workplace. The new Common Core standards, which many states are adopting to set nationally consistent learning goals for math and language arts, and another multistate initiative, the Next Generation Science Standards, call for more concept-based learning and thinking-skills instruction. But education reformers question whether either effort will push schools to do more to foster critical-thinking skills and to lessen policymakers' reliance on standardized tests as a way to measure education quality. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of CQ Researcher is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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