Document Type : Review Article
Authors
Abstract
Background: In recent years, the skill of critical thinking has become an essential component of education. The aim of this study was review the literature on critical thinking; determine the dimensions of critical thinking; investigate issues relating to the critical-thinking skills; determine instrument to measure it; and examine the different critical thinking strategies for increasing critical thinking.
Methods: The authors examined research and theoretical literature related to five key topic areas: critical thinking, education, strategies for increasing critical thinking, instrument to measure it and issues relating to the critical-thinking. CINAHL, EBESCO and Medline databases were searched.
Results: the result of this study indicated that critical thinking has been expressed in several ways. It is defined as a purposeful, self-regulatory judgment, which results in interpretation, analysis, evaluation and inference as well as the explanation of the evidential,conceptual,methodological, contextual consideration upon. The dimensions of critical thinking consist of both cognitive skills and affective dispositions. Factors such as personality, culture, fair-mindedness and moral development, communication and interpersonal skills, maturity, self-confidence and so on effects on critical thinking. Instrument such as California Critical Thinking Skills Test Stone, California Critical Thinking Disposition Inventory, Watson & Glaser critical Thinking appraisal, Crnell Critical Thinking Tests and Ennis & Weir Thinking Essay Test and so on can be used to measure the critical thinking. Some strategies such as written and oral assignments, multiple choice examinations, case studies, clinical logs, faculty role model, problem-based learning and simulated clinical experiences facilitate and promote active learning, and encourage the development of critical thinking skills. Conclusion: While critical thinking ability is an important outcome of education, the literature demonstrate that there were various definitions and instrument to measure critical thinking. There is a need for more research and ongoing development of valid and reliable instruments to measure critical thinking in student to guide learning strategies that effectively facilitate it among students.
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