TEACHING CRITICAL THINKING SKILLS IN HIGH SCHOOL STUDENTS
https://doi.org/10.5281/zenodo.19666066
Kalit so‘zlar
Critical thinking, high school education, pedagogical strategies, cognitive skills, problem-based learning, Socratic method, curriculum integration, educational assessmentAnnotasiya
This article explores effective pedagogical strategies for cultivating critical thinking skills among high school students. It examines the theoretical underpinnings of critical thinking and reviews various instructional approaches, including problem-based learning, Socratic questioning, and debate. The paper discusses the challenges educators face in integrating these skills into existing curricula and proposes practical solutions for fostering a classroom environment conducive to intellectual inquiry. Furthermore, it highlights the importance of assessing critical thinking development and suggests methods for evaluating student progress. Ultimately, this research aims to equip educators with actionable insights to empower students as independent and discerning thinkers.
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