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Critical Thinking : A Critical Analysis and How It Could be Embedded within the Malaysian Secondary Science Curriculum

The premise of the importance of critical thinking as an educational ideal in science education particularly in Malaysia cannot be denied especially as the country is striving to keep abreast with the world rapidly change environment. However, the effort to integrate critical thinking in science education will require a specific paradigm as the main of reference. In seeking the most suitable paradigm, critical analysis of the evolution of critical thinking skills will be conducted by segregating the analysis into two distinct views: psychological and philosophical. Critical thinking, as perceived by the psychologists is a self-reflection and self-regulated reasoning activities and internal dialogue plays a major role in any critical thinking operations. Denying the significant role of internal dialogue, the latter, on the other hand, see critical thinking as mental activity, which rely heavily on reasoning ability, which is then guided by logic. This paper starts from the seminal conception offered by Dewey (1916) until fully completion of evolution circle of critical thinking development. It is the author's opinion that the conception offered by Ennis offers the most suitable paradigm to be embedded within the Malaysian science curriculum. This paper ends by proposing how Ennis's model could be adapted within the Malaysian Science Curriculum while at the same time maintaining and practicing the Islamic working paradigm of science education in Malaysia.

INTRODUCTION: CONTEXT OF THE PROBLEM

THE CONCEPTIONS AND DEFINITIONS OF CRITICAL THINKING

SUMMARY OF THEORIES

FURTHER ELABORATION OF ENNIS'S CONCEPTION OF CRITICAL THINKING

THE PARALLELISM OF ENNIS'S DEFINITION OF CRITICAL THINKING AND THE CONTEXT OF THE MALAYSIAN INTEGRATED SECONDARY SCHOOL SCIENCE CURRICULUM (ISSSC)

CONCLUSION

REFERENCES

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