Critical Thinking

Position paper on using online discussion forums to developing critical thinking

Leslie Davis, Memorial University of Newfoundland

Issues with critical thinking in face-to-face contexts

Problems with CT integration may begin with student attitudes, such as sitting passively in a classroom (Seker & Komur, 2008) or using simple comment markers “such as ‘mm mm’ and ‘uh huh’” during face-to-face interactions (Guiller et al., 2008, p.197). Students feel anxious about speaking in front of each other (McLoughlin & Mynard, 2009) or intimidated when put “on the spot” to express their opinions (Guiller et al., 2008, p. 196). Chinese second language learners, for instance, are “reluctant to express and substantiate critical evaluations” due to cultural precepts for authority and saving face (Galetcaia & Thiessen, 2010, p.118). Still, as most students begin the learning process, they view teachers as experts who possess the correct answers and knowledge to which students aspire (Lodewyk, 2009).

Simultaneously, educators may hold beliefs that affect how they integrate CT skills. For example, teachers might inadequately model CT if they perceive a loss of control or a threat to their personal or professional esteem (Lodewyk, 2009). Teaching methods that focus on providing only facts that support one central thesis can also add to poor CT performances (Angeli & Valanides, 2009). Moreover, educators often believe that high-CT interventions are more effective with high-achieving students than with low-achieving students who may become easily frustrated by the CT goals (Zohar & Dori, 2003). In examining teacher higher order thinking, Zohar (2006) explained that educators, like students, do not instantaneously incorporate knowledge and become innovative thinkers; that changes in teachers’ knowledge does not necessarily affect classroom practice.