Fostering Critical Thinking across the Primary School's Curriculum in the European Schools System

Autor/inn/en	Lombardi, Loredana; Mednick, Frederick Jan; De Backer, Free; Lombaerts, Koen
Titel	Fostering Critical Thinking across the Primary School's Curriculum in the European Schools System
Quelle	In: Education Sciences, 11 (2021), Artikel 505 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Lombardi, Loredana) ORCID (De Backer, Free) ORCID (Lombaerts, Koen)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Critical Thinking; Thinking Skills; Elementary School Curriculum; Foreign Countries; Skill Development; Teaching Methods; Holistic Approach; Curriculum Evaluation; Course Descriptions; Europe + Suchen Sie Ihr Suchwort? Kritisches Denken; Denkfähigkeit; Ausland; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Holistischer Ansatz; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Kursstrukturplan; Europa
Abstract	To develop citizens' critical thinking (CT) abilities, schools must better integrate CT into the curricula. Although educators, psychologists, and philosophers agree on the importance of critical thinking, there is no agreement on a common theoretical definition. The goal of this study is to define the framework for the promotion of critical thinking in the context of curriculum development. Specifically, to explore how the primary school curriculum addresses the concept of CT, and to identify characteristics, core skills, and approaches to CT in the syllabi. We conducted a document analysis of curriculum and syllabi in the European Schools system. The results show that although the primary school curriculum does not define the concept of CT, it does consider it a key skill to develop and foster among pupils across the school syllabi. Concerning the CT teaching approaches, our study detected a holistic approach in which the European Schools system supports CT as an explicit and implicit goal within a standard subject-matter content instruction. This study can be used in future educational research with different stakeholders (teachers, school principals, policymakers, researchers) involved in curriculum development. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01