Context Matters: Evaluating Domain Constraints on Critical Thinking
Keywords:
Critical thinking skills, content dependency, transfer of learning, context specificity, science educationAbstract
Critical thinking skills allow students to reflect on their understanding by giving a substantial argument supported with proof for complex problems, not only in class but also in real-life situations. Critical thinking skills can be taught at different grade levels by embedding them within the content of any subject. However, there is no guarantee that the critical thinking skills, once learned within the framework of one subject, can be universally applied when the subject or the content changes. Therefore, the foremost aim of this study is to determine whether and to what extent critical thinking skills learned in one context can be transferred to another context. An intact class of grade 7 science students was taught three units from science textbooks. A pre-test, post-test technique was employed to record 'changes in critical thinking skills' at the end of each unit. After the intervention, post-test scores at the end of each unit were compared with the pre-test scores of the next unit to assess the transferability of critical thinking skills. There is insufficient evidence of the transferability of critical thinking skills when the content to be taught changes. Retention of critical skills, once learned, apparently fades when it is exposed to a new situation, but recollection improves with every exposure.
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