Summary of the Article
The article Designing Learning Environments for Critical Thinking: Examining Effective Instructional Approaches by Tiruneh, De Cock, and Elen (2017) explores the various perspectives and views associated with the need to foster the development of critical thinking for students. To that extent, the article examines the elements and intricacies that are linked with the formulation of a learning environment and effective instructional approaches that are appropriate in the promotion of critical thinking skills among students. Further, the article presents the findings of a study that clarifies that embedding of critical thinking features within the instructional approaches used by teachers. According to the article, embedding of such features could be achieved through systematic and domain-specific classes that require a substantial level of clarity regarding the set of critical thinking skills that ought to be targeted and the features of a suitable learning environment.
Why I chose this Study
The study is chosen since it focuses on the area of interest in this particular consideration involving the designing learning activities that promote critical thinking. Besides, the choice of the study is also influenced by the various aspects of research that are incorporated within it to assist in providing clarity regarding the various controversies that have always surrounded. For instance, this study placed more focus and emphasis on the evaluation of the impact of systematic incorporation of aspects of critical thinking in designing teaching programs (Sanders, 2011). The other reason for choosing this study is that its findings are presented and reported through an internationally reorganized publication that focuses on designing learning activities in the education sector.
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Use of this Information in the selected Area of Education
The information presented in this article academic area of education by ensuring that the incorporation of critical thinking skills and educational contents follows appropriate guidelines for the realization of effective outcomes. In this way, the academic professionals charged with the responsibility of designing the curricula for teaching will appreciate the information in this article as a way of achieving efficiency and effectiveness (Cress, 2013).
References
Cress, C. (2013). Critical Thinking Development in Service-Learning Activities. Inquiry: Critical Thinking Across the Disciplines , 23 (1), 87-93. doi:
10.5840/inquiryctnews2003/2004231/221
Sanders, M. (2011). Embracing Critical Thinking as a Model for Professional Development. Inquiry: Critical Thinking Across the Disciplines , 26 (1), 29-37. doi:
10.5840/inquiryctnews20112615
Tiruneh, D., De Cock, M., & Elen, J. (2017). Designing Learning Environments for Critical Thinking: Examining Effective Instructional Approaches. International Journal of Science and Mathematics Education , 16 (6), 1065-1089. doi: 10.1007/s10763-017 9829-z
