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July 19 2011 Nishtha Pant Module 5 Research

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July 19 2011Nishtha Pant

Module 5 Research

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Critical Thinking Skills

Why Do High School Students need them

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[Critical thinking is a] desire to seek, patience to doubt, fondness to meditate, slowness to assert, readiness to consider, carefulness to dispose and set in order; and hatred for every kind of imposture.

~ Francis Bacon (1605)

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“Appropriately focused metacognitive instruction increases practical intelligence, thus enabling students to gain greater insights into their learning strategies”

(Flavell, 1979; Lambert, 2000)

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Problem Statement

Lack of Critical Thinking Skills are impeding the growth of High School Students

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What are Thinking Skills

Skills in problem solving Skills in making inquiries Skills in making decisions Skills in making judgments Skills in organizing and managing

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Critical Thinking Skills -

Purposeful Should be taught Not just subject matters

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Benefits of Thinking Skills

Solve problems Make decisions Adapt Be successful

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President Obama’s vision

Promoting world-class academic standards and a curriculum that fosters -

critical thinking, problem solving, and the innovative use of knowledge to prepare students for college and career

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Foundation for Critical Thinking

Socratic teaching- give students questions, not answers

Changing one’s habits of thought is a long-range project


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Research in critical thinking demonstrates

Critical Thinking is not presently being effectively taught at the high school, college and university levels, and yet

it is possible to do so.

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Educator Research

Researches done in Universities in US, UK and Indonesia point towards the importance of teaching thinking skills to students.

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The purpose of this research is to :

examine impact of teaching critical thinking skills on standardized test scores of students in science classroom.

help Educators improve student learning by incorporating thinking skills activities in every day class

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Significance of study

Action research done by teachers in the classrooms

Control and experimental classes

Students interested in the study

Students motivated and ready to learn

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Results from Benchmark

Group 1 Group 2 Group 356













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Benchmark test results showed marked improvement in scores

TAKS test results slightly better in “Nature of Science” problems than the control group

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Bibliography Joseph, N. (2010). Metacognition Needed:

Teaching Middle and High School Students to Develop Strategic Learning Skills. [Article]. Preventing school failure, 54(2), 99-102

Guzzetti, B. (2009).Thinking Like a Forensic Scientist: Learning With Academic and Everyday Texts. Journal of Adolescent & Adult Literacy, 53(3), 192-203

Sampson, V & Gleim, L. (2009). Argument- Driven Inquiry to Promote the Understanding of Important Concepts & Practices in Biology. The American Biology Teacher, 71(8), 465-471

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Cosgrove, R (2010).Critical Thinking: Lessons from a Continuing Professional Development Initiative in a London Comprehensive Secondary School. University of Cambridge - Cambridge, UK .Retrieved from