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Enhancing Critical Thinking Skills in Education: Concepts, Reasoning, and Transfer

Dive into the realm of critical thinking, concept learning, inferential reasoning, and effective learning strategies. Explore the importance of transfer and time management in educational settings.

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Enhancing Critical Thinking Skills in Education: Concepts, Reasoning, and Transfer

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  1. Education 173Cognition and Learning in Educational SettingsCritical Thinking and ReasoningFall Quarter, 2007

  2. Critical Thinking • Another Major Category of Cognition • What is Critical Thinking? • The evaluation of ideas for their quality, especially in judging whether they make sense • A Critical Thinker Might Ask. • Is the reasoning clear? • Does one idea follow from another? • Are the ideas backed by evidence?

  3. Concept Learning • Concrete and Abstract Concepts • Learning Concepts By Their Features • Defining features (rule formation) • A bird has [feathers]. . . A bird does [lay eggs]. . . • Typical features (prototype) • A [typically] bird flies, sings, perches in trees • Learning Concepts By Examples and Nonexamples • Borderline cases can hep (Pluto, dolphins) • Superordinate and subordinate concepts • Basic concepts (mammal, DOG, spaniel)

  4. Inferential Reasoning • Inference is Going from the Known to the Unknown • The Main Types of Inferential Reasoning • Inductive reasoning • From specific instance to general principle • Scientific discoveries often involve induction • Deductive reasoning • From general principle to specific instance • Scientific applications often involve deduction

  5. Transfer • Transfer is the Application of Knowledge Learned in One Setting to a Different Setting • Buying paint • Types of Transfer • Positive and negative transfer • Near and far transfer

  6. Learning Strategies • Simple Rehearsal is One Way to Learn • Repetition, total time matters • Enhancing Learning from Text • Distinguish the most important ideas: Underline/highlight • Find structure: Draw a diagram; Outline • Elaborate: Write comments • Mnemonics • Keyword mnemonic (Involves imagery) • (Haydn/Classical: “hiding” in a “class”) • Acronyms (ROY G BIV) (EGBDF)

  7. More Learning Strategies Types of Research • Concept Mapping • Nodes and links • Self Talk • What is interesting and important? • What seems questionable or incorrect? • Do I understand? Correlational Qualitative Experimental

  8. Time Management • Massed vs. Distributed Practice • A “law” of learning • For a set amount of study time, how is it best arranged? • Spread it out rather than bunch it together • Goal Setting • Proximal goals • Rather than distal • Specific goals • Rather than general

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