Critical Thinking: Frameworks and Models for Teaching

Mansoor Fahim and Samaneh Eslamdoost

English Language Teaching, 2014, vol. 7, issue 7, 141

Abstract: Developing critical thinking since the educational revolution gave rise to flourishing movements toward embedding critical thinking (CT henceforth) stimulating classroom activities in educational settings. Nevertheless the process faced with complications such as teachability potentiality, lack of practical frameworks concerning actualization of CT tasks, and transferability obstacles, as well as lack of a homogeneous model of conceptualization of CT among educators. The present study made an effort to represent a comprehensive model of CT for educators drawn on the contemporary literaturein order to indicate a uniform delineation of the construct and to offer a comprehensive model of CT for the intention of making boosting learners’ capability of CT possible.

Date: 2014
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
https://ccsenet.org/journal/index.php/elt/article/download/37823/21143 (application/pdf)
https://ccsenet.org/journal/index.php/elt/article/view/37823 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ibn:eltjnl:v:7:y:2014:i:7:p:141

Access Statistics for this article

More articles in English Language Teaching from Canadian Center of Science and Education Contact information at EDIRC.
Bibliographic data for series maintained by Canadian Center of Science and Education ().