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Teaching critical thinking for transfer across domains: Disposition, skills, structure training, and metacognitive monitoring.
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¿El objetivo principal de esta investigación-acción era identificar el impacto del entrenamiento de habilidades de pensamiento crítico en contextos de enseñanza-aprendizaje del idioma Inglés en un grupo de estudiantes de octavo grado de tres colegios públicos en Colombia. Noventa y tres estudiantes de las Instituciones Lorenza Villegas de Santos en Medellín, Francisco Manzanera Henríquez en Girardot y Kilometro Doce en Montería participaron en el estudio. Después de un análisis de necesidades inicial se detectó dificultades de los estudiantes en el desempeño de habilidades tales como razonamiento, solución de problemas, toma de decisión y formulación de conclusiones. Los investigadores respondieron a esta situación implementando un plan de entrenamiento que consistió en tres fases. Primero, un perfil de pensamiento crítico cuyo objetivo era medir el nivel de entrada de las habilidades de pensamiento crítico. Segundo, una fase de entrenamiento en pensamiento crítico el cual consistió en la implementación de planes de clase incorporando estrategias y tareas basadas en la Taxonomía de Bloom. Tercero, la etapa de verificación de pensamiento crítico que consistía en verificar el impacto del entrenamiento. Los datos fueron recolectados a través de pruebas, artefactos, notas y un cuestionario aplicado a los estudiantes. Los resultados mostraron un progreso en términos de trabajo colaborativo, competencias en Inglés como lengua extranjera y desarrollo de pensamiento crítico después de implementar el plan de entrenamiento propuesto en la investigación.¿
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“These characteristics, one might note, are also characteristic of the “creative individual” (Facione 1990b; Lai 2011), as is the ability to imagine alternatives, which is often cited as a component of critical thinking ability (Facione 1990b; Halpern 1998).”
From Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education (2023) · cites this paper as Halpern 1998
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“There are numerous other successful reports of the transfer of critical-thinking skills to a variety of settings (Kosonen & Winne, 1995; Nisbett, 1993; Perkins & Grotzer, 1997).”
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“…and mathematics in general, but also verbal reasoning, the ability to carefully analyze arguments, the ability to test competing hypotheses, explanations, and models, the ability to cope with and make use of uncertainty, and decision-making and problem-solving skills (Halpern, 1998, 1999, 2006).”
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“Diane Halpern has justified this very well in different relevant works, stating that to change or improve CT, the skills that are intended to be improved must be concretely specified (Halpern 1998; Halpern and Dunn 2023; Marin and Halpern 2011; Saiz 2017).”
BackgroundThe Relationship between EFL Learners’ Metacognitive Strategies, and Their Critical Thinking
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“of critical thinking (e.g., Brookfield, 2015; Halpern, 1998) focus on the cognitive skills and mental processes.”
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Challenging critical thinking in education: new paradigms of artificial intelligence
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“Critical thinking has been recognized as one of the most important learning outcomes expected of college students (Halpern, 1998; Shaw et al., 2020).”
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“Keywords: critical thinking, instruction, reasoning, decision-making Halpern (1998) propuso un modelo de cuatro componentes para promocionar la transferencia del pensamiento crítico.”
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“Dispositions, especially self-awareness and self-evaluative aspect, are highly related to the overall attitudes toward critical thinking (Elder, 1998).”
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“…skills gap - described as the gap between the thinking skills developed at university level and the thinking skills required in the workplace (Halpern, 1998, p. 452) - the focus should shift from predominantly teaching auditing content knowledge to include developing implicit knowledge and…”
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“Cognitive function is a term that refers to a healthy person’s ability to process (thoughts), which includes an individual’s ability to perform various mental activities that are more relevant to learning and problem solving (Halpern 1998).”
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“The conceptual foundation for CST flows from a long tradition of research centered on the component skills of CT (e.g., Ennis, 1987; Halpern, 1998).”
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“Put briefly, these abilities include 1) analyzing arguments, claims, or evidence (Facione, 1990; Halpern, 1998); 2) making inferences using inductive or deductive reasoning (Paul, 1992; Willingham, 2007); 3) judging or evaluating all aspects of arguments, cases, and situations (Case, 2005; Lipman,…”
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“Halpern (1998) argues that intrinsic effort and a willingness to analyze and solve complex problems are key competencies for learning and adapting to a constantly changing environment.”
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“It is also, as Bensley (2011) said (citing Halpern, 1998), “a deliberate and purposeful cognitive activity that involves regulation of one’s own thinking and behavior to meet certain standards” (p. 10).”
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“This was expected because during critical thinking, students monitor and control their own thinking process (Halpern 1998; Ku and Ho 2010) and thus critical thinking is connected to metacognition (Kuhn and Dean, Jr. 2004).”
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“The critical thinking concept is wide and diverse due to several review studies and summaries [9,12].”
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“In other words, the components relating to cognition and attitudes together determine the actual thinking performance of the individual (Ennis, 1987; Halpern, 1998).”
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“Accordingly, several authors (Halpern, 1998; Noroozi et al., 2012; Paul & Binker, 1990) state that the ability to develop arguments is key to foster critical thinking.”
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“First, in situations where this is possible, people seem to have strong, natural and probably evolutionary shaped inclination to seek patterns and to jump to the fi rst conclusion that makes intuitive sense, without considering any additional evidence (Halpern, 1998; Ritchart & Perkins, 2005).”
Critical Thinking and Metacognition: Pathways to Empathy and Psychological Well-Being
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“According to Dwyer (2017), Halpern (1998) and Halpern and Dunn (2023), CT training facilitates the refinement of cognitive knowledge and cognitive self-regulation, both of which are essential components of metacognition. reasoning.”
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“Being able to think critically allows persons to avoid pseudoscientific thinking ( Halpern 1998 ) and to further their own conceptual understanding (Bereiter 2002; Kuhn and Udell 2007).”
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“…or “thinking about your own thinking,” which involves taking conscious control of learning, selecting strategies, monitoring the progress of learning, correcting errors, identifying assumptions, interpreting evidence, and evaluating solutions (Halpern 1998; Paul and Elder 2001; Ridley et al. 1992).”
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“During critical thinking process, students monitor their own thinking, assess whether they reach their goals, and evaluate their efforts, use of time, and effectiveness of their decisions (Halpern 1998).”
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“…more fruitful to refine conceptualizations of CT by investigating the what rather than the who of critical thinking and to explore questions of CT domain generality and specificity, rather than seeing CT as a disposition or ability that can be invoked at will in diverse situations (Halpern, 1998).”
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“This is reflected in the variety of constructs used to refer to these skills, for example ‘critical thinking’ (e.g. Halpern 1998; Hitchcock 2004; Twardy 2004), ‘informal reasoning’ (e.g. Voss and Means 1991; Voss et al. 1986), ‘informal logic’ (e.g. Gilbert 2004; Johnson 2006), and even ‘reasoning’…”
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Teachers’ Professional Skills as a Factor in the Development of Students’ Critical Thinking
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Döner, S. Y., & Demir, S. (2021) · Pamukkale University Journal of Education · doi:10.9779/pauefd.823427 · Cited by 17
Soto, C., Gutierrez, A. P., Luna, V. R., Rodríguez, M. F., Palma, D., & Gutiérrez, F. (2022) · Metacognition and Learning · doi:10.1007/s11409-022-09317-8 · Cited by 27
“, 2018) and to transfer the learned knowledge to new situations (Halpern, 1998).”
BackgroundSovey, S., Osman, K., & Matore, M. E. E. M. (2022) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2022.1022304 · Cited by 25
“CT dispositions refer to people’s psychological status or attitudes when they are engaged in CT development (71).”
BackgroundThe Development of Critical Thinking in Professional and Academic Bachelor Programmes
Evens, M., Verburgh, A., & Elen, J. (2014) · Higher Education Studies · doi:10.5539/hes.v4n2p42 · Cited by 17
“Academic bachelor students were found to experience the largest growth in CT.”
BackgroundMethodInfluentialIsaias, P. T., & Issa, T. (2013) · Education and Information Technologies · doi:10.1007/s10639-013-9257-9 · Cited by 18
“According to the literature review (Albitz 2007; Biesta and Stams 2001; Halpern 1998; Hattangdi and Ghosh 2008; Tucker et al. 1998; Wolcott et al. 2002 ) there is a call from businesses to academics to integrate communication skills in their units as these skills are becoming important and…”
BackgroundCritical Thinking for Educated Citizenship
Volman, M. L. L., & Dam, G. T. M. T. (2015) · Palgrave Macmillan US eBooks · doi:10.1057/9781137378057_35 · Cited by 29
“On the other hand real-life problems are precisely the kind of ill-defined, messy, complex problems for which critical thinking is needed anyway (see also Halpern 1998; Kennedy, Fisher, and Ennis 1991).”
Judging credibility: Can spaced lessons help students think more critically online?
Foot‐Seymour, V., Foot, J., & Wiseheart, M. (2019) · Applied Cognitive Psychology · doi:10.1002/acp.3539 · Cited by 18
“In line with this approach are the findings from Facione (1990), Halpern (1998), and Paul (1992).”
ResultUsing equivalence‐based instruction to teach college students to identify logical fallacies
Ong, T., Normand, M. P., & Schenk, M. J. (2018) · Behavioral Interventions · doi:10.1002/bin.1512 · Cited by 17
Viennot, L., & Décamp, N. (2018) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.14.010133 · Cited by 17
Core Knowledge Confusions Among University Students
Lindeman, M., Svedholm‐Häkkinen, A. M., Takada, M., Lönnqvist, J., & Verkasalo, M. (2009) · Science & Education · doi:10.1007/s11191-009-9210-x · Cited by 16
Lin, P.-Y., Chai, C. S., & Jong, M. S. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.661631 · Cited by 20
“Disposition Toward Design Disposition is defined as confidence in handling complexity and persistence in dealing with problematic situations (Halpern, 1998; Jong et al., 2020).”
BackgroundCausal theory error in college students’ understanding of science studies
Seifert, C. M., Harrington, M. B., Michal, A. L., & Shah, P. (2022) · Cognitive Research Principles and Implications · doi:10.1186/s41235-021-00347-5 · Cited by 19
“…is often motivated by contextually rich, elaborate, and familiar content along with existing beliefs, but these may also interfere with proficient scientific thinking (Billman et al., 1992; Fugelsang & Thompson, 2000, 2003; Halpern, 1998; Koehler, 1993; Kuhn et al., 1995; Wright & Murphy, 1984).”
BackgroundTaştı, Ö. Y., & Yıldırım, A. (2022) · Kuramsal Eğitimbilim · doi:10.30831/akukeg.1062721 · Cited by 17
Silva, H., Lopes, J. P., Dominguez, C. E., et al. (2022) · lnternational Electronic Journal of Elementary Education · doi:10.26822/iejee.2022.274 · Cited by 16
“…resulted a test consisting of 48 items with visual stimuli printed in color (Downey, 2009; Facione, 1990; Gelerstein et al. 2016; Joglar, 2015; Lazo & Smith, 2014) and verbal stimuli, i.e., short texts with authentic situations (Bonk & Smith, 1998; Care et al., 2018; Evans, 2020; Halpern, 1998).”
BackgroundDESARROLLO DEL PENSAMIENTO CRÍTICO EN EL ÁREA DE CIENCIAS NATURALES EN UNA ESCUELA DE SECUNDARIA
Causado-Escobar, R. E., Santos-Carrasco, B., & Calderón-Salas, I. (2015) · Revista de la Facultad de Ciencias · doi:10.15446/rev.fac.cienc.v4n2.51437 · Cited by 16
La Naturaleza de la Ciencia y la Tecnología. Una experiencia para desarrollar el Pensamiento Crítico
Ortega-Quevedo, V., & Puente, C. G. (2019) · Revista Científica · doi:10.14483/23448350.14095 · Cited by 16
Reading Comprehension Strategy Instruction in a First-Year Course: An Instructor's Self-Study
Parr, C., & Woloshyn, V. E. (2013) · The Canadian Journal for the Scholarship of Teaching and Learning · doi:10.5206/cjsotl-rcacea.2013.2.3 · Cited by 17
“Among these challenges is the need to meet rigorous academic expectations, largely through independent reading and learning (Donald, 2002; Halpern, 1998).”
BackgroundGlasauer, C. (2022) · Journal of Systems and Software · doi:10.1016/j.jss.2022.111548 · Cited by 17
Views of Chinese middle school chemistry teachers on critical thinking
Wan, Y., Yao, R., Li, Q., & Bi, H. (2022) · Chemistry Education Research and Practice · doi:10.1039/d2rp00237j · Cited by 19
Li, S., Wang, Z., & Sun, Y. (2024) · Journal of Intelligence · doi:10.3390/jintelligence12060052 · Cited by 20
“Halpern (1998) identified that thinking dispositions encompass five dimensions: willingness to engage in and persist at a complex task, habitual use of plans and the suppression of impulsive activity, flexibility or open-mindedness, willingness to abandon nonproductive strategies in an attempt to…”
Background
Metadata
- Authors
- Halpern, D. F.
- Corresponding author
- Halpern, Diane F.
- ORCID
- Halpern, Diane F.
- Venue
- American Psychologist
- Published
- 1998
- Volume
- 53
- Issue
- 4
- Pages
- 449-455
- ISSN
- 0003-066X (ISSN-L)
- 1935-990X
- OpenAlex
- W4294115107
- Cited by
- 1,118
- References
- 26
- Citations by year
- 2026: 79 · 2025: 95 · 2024: 93 · 2023: 100 · 2022: 93 · 2021: 83 · 2020: 82 · 2019: 77 · 2018: 67 · 2017: 42 · 2016: 39 · 2015: 51 · 2014: 37 · 2013: 22 · 2012: 22
- FWCI
- 30.00
- Type
- journal article
- Language
- en
- Open access
- Licence
- cc-by-nc
- Locations
- American Psychologist (publishedVersion)
- Americanae (AECID Library) (submittedVersion, cc-by-nc-nd)
- Intellectum (Universidad de La Sabana) (submittedVersion, cc-by-nc)
- Topics
- Social Sciences › Education › Education and Critical Thinking Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- critical thinking, transfer of learning, English as a foreign language, Bloom's taxonomy, metacognitive monitoring, critical thinking skills, critical thinking disposition, collaboration, eighth grade students, secondary education
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