A COMPARATIVE STUDY ON ENGLISH TEACHERS' PERCEPTIONS OF CRITICAL THINKING AND ITS INTEGRATION INTO LANGUAGE EDUCATION


PETEK GÜVEN E. , BEDİR H.

8th International Conference of Education, Research and Innovation (ICERI), Sevilla, İspanya, 16 - 20 Kasım 2015, ss.3075-3085 identifier

  • Yayın Türü: Bildiri / Tam Metin Bildiri
  • Cilt numarası:
  • Basıldığı Şehir: Sevilla
  • Basıldığı Ülke: İspanya
  • Sayfa Sayıları: ss.3075-3085

Özet

Nowadays, everybody has the power and freedom to write something down on the internet without referring to accurate and reliable resources. Although it may seem like we are living in a century of freedom in terms of information, the side effects such as increased violence, ignorance of the environment and passive consumerism are inevitable in the absence of cyber and media literacy. This unprecedented improvement in the spread of information has stimulated a growing body of research focusing on educating individuals to develop some higher order thinking skills including critical thinking. According to a report, "the partnership for the 21st century skills has identified critical thinking as one of several learning and innovation skills necessary to prepare students for post-secondary education and the workforce" (Lai, 2011, p.4). Related with this, critical thinking has been attracting the attention of various parties in the education area. Especially language curriculum designers and material developers give place to the teaching of it as an important life skill. Considering the close connection between language learning and higher order thinking skills, enhancement of critical thinking in language classrooms has been emphasized besides the teaching of basic language elements such as grammar, and vocabulary.