Perspectives on Critical Thinking

Contents
Preface
Chapter 1
Empowering Students’ Critical Thinking Skills with Investigations through Cooperative Problem Solving (ITCPS) Model
	Abstract
	1. Introduction
	2. Philosophical Basis of the Development of Investigation through Cooperative Problem Solving (ITCPS) Model
		2.1. The Ontology Foundation
		2.2. The Axiological Foundation
		2.3. The Epistemological Foundation
			2.3.1. Behavioral Learning Theory
			2.3.2. Development Perspective
			2.3.3. Social Interdependence Theory
	3. Cooperative Learning
		3.1. Positive Interdependence
		3.2. Personal Responsibility
		3.3. Face to Face Promotive Interaction
		3.4. Interpersonal Skills (Communication between Members)
		3.5. Group Processing
	4. Problem-Solving
	5. Critical Thinking
	6. Conceptual of Investigations through Cooperative Problem Solving (ITCPS) Model
		6.1. Syntax
			6.1.1. Investigation through Cooperative Problem Solving Model Design
			6.1.2. Teacher Roles and Duties
		6.2. The Principle of Reaction
		6.3. Support System
		6.4. Instructional Impact
			6.4.1. Investigation through Cooperative Problem Solving in Empowering Critical Thinking Skills
			6.4.2. The Potential of Investigation Model through Cooperative Problem Solving in Increasing Learning Outcomes
		6.5. Accompaniment Impact
			6.5.1. Increasing Student Motivation
			6.5.2. The Potential of Investigation Model through Cooperative Problem Solving in Increasing Knowledge Retention
	7. Methods
		7.1. Place, Time of Research, Participants
		7.2. Design
			7.2.1. Needs Analysis
			7.2.2. Product Design Stage
			7.2.3. Validation and Evaluation Stage
				7.2.3.1. Validation Stage
				7.2.3.2. Evaluation Stage
					7.2.3.2.1. Initial Trial
					7.2.3.2.2. Field Trial and Operational Product Revision (Main Field Testing and Operational Product Revision)
					7.2.3.2.3. Field Implementation Test (Operational Product Testing)
					7.2.3.2.4. Revised Field Test Results
					7.2.3.2.5. Desimination of the Investigation through Cooperative Problem Solving Model
				7.2.3.3. Data and Data Sources
	8. Results
		8.1. Results of Testing the Learning Process by Applying the Investigation through Cooperative Problem Solving Model
			8.1.1. Initial Test
			8.1.2.. Limited Scale Field Test
		8.2. The Results of Applying the Investigation through Cooperative Problem Solving Model
		8.3. The Impact of the Implementation of the Investigation through Cooperative Problem Solving Model on Students' Critical Thinking Skills
	9. Discussion
	References
Chapter 2
Promoting Critical and Creative Thinking in Science Education: A Proposal for an Inservice Teacher Education Programme
	Abstract
	1. Introduction
	2. Enhancing Students’ Critical Thinking  and Creative Thinking
	3. Method
		3.1. Research Design
		3.2. Portuguese Context
		3.3. Case Study: Inservice Science Teacher Education Programme
			3.3.1. Design of the Education Programme
			3.3.2. Main Goals
			3.3.3. Participants
			3.3.4. Implementation Procedure
			3.3.5. Data Collection and Analysis
	4. Findings
		4.1. Inservice Teachers’ Professional Development  and Performance
		4.2. Inservice Teachers’ Level of Satisfaction
		4.3. Additional Relevant Findings
	5. Results and Discussion
		5.1. Limitations
	Conclusion
	Acknowledgments
	References
	Appendix
Chapter 3
Prospects for Critical Thinking  in Russian Science Education
	Abstract
	Introduction
	Directions within the Disciplinary Approach
	A Context-Sensitive Definition of Critical Thinking from a Natural Science Perspective
	Ways to Develop Critical Thinking  Skills in Science Education
	An Example of the Implementation of  a Disciplinary Approach to the Development  of Critical Thinking Skills
	Methods
	The Discussion of the Results
	Conclusion
	References
Chapter 4
Critical Thinking in the Age of a COVID-19 and Infodemic-Filled Media
	Abstract
	1. Introduction
	2. Constant and Rapid Changes  Make Science Less Believable
	3. Fear, Anger and Anxiety in an Uncertain World
		3.1. Misinformation during the Pandemic
		3.2. Information Overload and Information Fatigue
		3.3. Skepticism Is Side-Lined by Public Mistrust  in a Post-Truth Era
	4. To What Extent Should Healthy  Scepticism Be Practiced
	Conclusion
	References
Chapter 5
The Threats of Optimism Bias to Thinking Critically under the COVID-19 Pandemic
	Abstract
	Introduction
		Optimism Bias, Dual-Processing, and Critical Thinking
		Optimism Bias under COVID-19, Coping or Killing?
		COVID-19 Information Exposure and Seeking on Critical Thinking about Risk Assessment
	Final Thoughts
	References
Chapter 6
Donald Trump as a Critical-Thinking Teaching Assistant
	Abstract
	Introduction
	Section One
	Section Two
		Unit I: Critical Thinking and Rhetoric
		Unit II: Critical Thinking and Credibility
		Unit III: Critical Thinking and Informal Logic
	Section Three
	Conclusion
	References
Chapter 7
Reverse Engineering What  Employers Value in Job Candidates:  Preparing Students for the 21st Century Workplace
	Abstract
	Introduction
	Tilting at Silos
	What Employers Want
	Skills from Across the Discipline
	A Closer Look at ELOs
		Knowledge of Human Cultures and the Physical  and Natural World
		Intellectual and Practical Skills, Including
		Personal and Social Responsibility, Including
		Integrative and Applied Learning, Including
	ELOs for a Post-Pandemic World
	Brick by LEGO Brick
	Essential 21st Century Skills
	Conclusion
	References
Index
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