Is Romanian Science School Curricula Open towards the Development of School Students' Critical Thinking Skills?

Autor/inn/en	Ciascai, Liliana; Haiduc, Lavinia
Titel	Is Romanian Science School Curricula Open towards the Development of School Students' Critical Thinking Skills?
Quelle	In: Acta Didactica Napocensia, 2 (2009) 3, S.9-18 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2065-1430
Schlagwörter	Foreign Countries; Science Curriculum; Critical Thinking; Science Instruction; Thinking Skills; Vocabulary; Elementary School Science; Secondary School Science; Cognitive Ability; Scientific Concepts; Competence; Biology; Physics; Chemistry; Romania + Suchen Sie Ihr Suchwort? Ausland; Kritisches Denken; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Denkfähigkeit; Wortschatz; Kompetenz; Biologie; Physik; Chemie; Rumänien
Abstract	Critical thinking is considered to be an important outcome that all students, regardless of their academic major, need to achieve during their undergraduate study. In addition, critical thinking allows students to respond to less-well defined problems and thus to be better prepared for both personal and professional challenges. Taking into consideration the importance of critical thinking in the learning process we have investigated, in order to identify the references to the concept of critical thinking, a number of 56 Romanian school science curricula available on the site of the Ministry of Education, Research and Innovation. The analysis has been made on two levels. The first level of analysis was the terminology level and the second level was the level of the critical thinking skills. The results show that the terminological entries (critical thinking, critical analysis, criticism etc.) are poor and the critical thinking skills are disproportionately represented in the curricula of the primary and secondary science education. The results presented in this study revealed that critical thinking is not a real concern for the authors of the Romanian science school curricula. (As Provided).
Anmerkungen	Babes-Bolyai University. Kogainiceanu 1, Cluj-Napoca, 400084 Romania. e-mail: submit_adn@yahoo.com; Web site: http://adn.teaching.ro
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01