- Images home
- Editorial home
- Editorial video
- Premium collections
- Entertainment
- Premium images
- AI generated images
- Curated collections
- Animals/Wildlife
- Backgrounds/Textures
- Beauty/Fashion
- Buildings/Landmarks
- Business/Finance
- Celebrities
- Food and Drink
- Healthcare/Medical
- Illustrations/Clip-Art
- Miscellaneous
- Parks/Outdoor
- Signs/Symbols
- Sports/Recreation
- Transportation
- All categories
- Shutterstock Select
- Shutterstock Elements
- Health Care
- Sound effects
PremiumBeat
- PixelSquid 3D objects
- Templates Home
- Instagram all
- Highlight covers
- Facebook all
- Carousel ads
- Cover photos
- Event covers
- Youtube all
- Channel Art
- Etsy big banner
- Etsy mini banner
- Etsy shop icon
- Pinterest all
- Pinterest pins
- Twitter All
- Twitter Banner
- Infographics
- Zoom backgrounds
- Announcements
- Certificates
- Gift Certificates
- Real Estate Flyer
- Travel Brochures
- Anniversary
- Baby Shower
- Mother's Day
- Thanksgiving
- All Invitations
- Party invitations
- Wedding invitations
- Book Covers
- About Creative Flow
- Start a design
AI image generator
- Photo editor
- Background remover
- Collage maker
- Resize image
- Color palettes
Color palette generator
- Image converter
- Creative AI
- Design tips
- Custom plans
- Request quote
- Shutterstock Studios
- Data licensing
You currently have 0 credits
See all plans
Image plans
With access to 400M+ photos, vectors, illustrations, and more. Includes AI generated images!
Video plans
A library of 28 million high quality video clips. Choose between packs and subscription.
Music plans
Download tracks one at a time, or get a subscription with unlimited downloads.
Editorial plans
Instant access to over 50 million images and videos for news, sports, and entertainment.
Includes templates, design tools, AI-powered recommendations, and much more.
Critical Thinking Illustration royalty-free images
6,550 critical thinking illustration stock photos, vectors, and illustrations are available royalty-free for download..
Our company
Press/Media
Investor relations
Shutterstock Blog
Popular searches
Stock Photos and Videos
Stock photos
Stock videos
Stock vectors
Editorial images
Featured photo collections
Sell your content
Affiliate/Reseller
International reseller
Live assignments
Rights and clearance
Website Terms of Use
Terms of Service
Privacy policy
Modern Slavery Statement
Cookie Preferences
Shutterstock.AI
AI style types
Shutterstock mobile app
Android app
© 2003-2024 Shutterstock, Inc.
- AI Generator
- Illustrations
41+ Critical Thinking Examples (Definition + Practices)
Critical thinking is an essential skill in our information-overloaded world, where figuring out what is fact and fiction has become increasingly challenging.
But why is critical thinking essential? Put, critical thinking empowers us to make better decisions, challenge and validate our beliefs and assumptions, and understand and interact with the world more effectively and meaningfully.
Critical thinking is like using your brain's "superpowers" to make smart choices. Whether it's picking the right insurance, deciding what to do in a job, or discussing topics in school, thinking deeply helps a lot. In the next parts, we'll share real-life examples of when this superpower comes in handy and give you some fun exercises to practice it.
Critical Thinking Process Outline
Critical thinking means thinking clearly and fairly without letting personal feelings get in the way. It's like being a detective, trying to solve a mystery by using clues and thinking hard about them.
It isn't always easy to think critically, as it can take a pretty smart person to see some of the questions that aren't being answered in a certain situation. But, we can train our brains to think more like puzzle solvers, which can help develop our critical thinking skills.
Here's what it looks like step by step:
Spotting the Problem: It's like discovering a puzzle to solve. You see that there's something you need to figure out or decide.
Collecting Clues: Now, you need to gather information. Maybe you read about it, watch a video, talk to people, or do some research. It's like getting all the pieces to solve your puzzle.
Breaking It Down: This is where you look at all your clues and try to see how they fit together. You're asking questions like: Why did this happen? What could happen next?
Checking Your Clues: You want to make sure your information is good. This means seeing if what you found out is true and if you can trust where it came from.
Making a Guess: After looking at all your clues, you think about what they mean and come up with an answer. This answer is like your best guess based on what you know.
Explaining Your Thoughts: Now, you tell others how you solved the puzzle. You explain how you thought about it and how you answered.
Checking Your Work: This is like looking back and seeing if you missed anything. Did you make any mistakes? Did you let any personal feelings get in the way? This step helps make sure your thinking is clear and fair.
And remember, you might sometimes need to go back and redo some steps if you discover something new. If you realize you missed an important clue, you might have to go back and collect more information.
Critical Thinking Methods
Just like doing push-ups or running helps our bodies get stronger, there are special exercises that help our brains think better. These brain workouts push us to think harder, look at things closely, and ask many questions.
It's not always about finding the "right" answer. Instead, it's about the journey of thinking and asking "why" or "how." Doing these exercises often helps us become better thinkers and makes us curious to know more about the world.
Now, let's look at some brain workouts to help us think better:
1. "What If" Scenarios
Imagine crazy things happening, like, "What if there was no internet for a month? What would we do?" These games help us think of new and different ideas.
Pick a hot topic. Argue one side of it and then try arguing the opposite. This makes us see different viewpoints and think deeply about a topic.
3. Analyze Visual Data
Check out charts or pictures with lots of numbers and info but no explanations. What story are they telling? This helps us get better at understanding information just by looking at it.
4. Mind Mapping
Write an idea in the center and then draw lines to related ideas. It's like making a map of your thoughts. This helps us see how everything is connected.
There's lots of mind-mapping software , but it's also nice to do this by hand.
5. Weekly Diary
Every week, write about what happened, the choices you made, and what you learned. Writing helps us think about our actions and how we can do better.
6. Evaluating Information Sources
Collect stories or articles about one topic from newspapers or blogs. Which ones are trustworthy? Which ones might be a little biased? This teaches us to be smart about where we get our info.
There are many resources to help you determine if information sources are factual or not.
7. Socratic Questioning
This way of thinking is called the Socrates Method, named after an old-time thinker from Greece. It's about asking lots of questions to understand a topic. You can do this by yourself or chat with a friend.
Start with a Big Question:
"What does 'success' mean?"
Dive Deeper with More Questions:
"Why do you think of success that way?" "Do TV shows, friends, or family make you think that?" "Does everyone think about success the same way?"
"Can someone be a winner even if they aren't rich or famous?" "Can someone feel like they didn't succeed, even if everyone else thinks they did?"
Look for Real-life Examples:
"Who is someone you think is successful? Why?" "Was there a time you felt like a winner? What happened?"
Think About Other People's Views:
"How might a person from another country think about success?" "Does the idea of success change as we grow up or as our life changes?"
Think About What It Means:
"How does your idea of success shape what you want in life?" "Are there problems with only wanting to be rich or famous?"
Look Back and Think:
"After talking about this, did your idea of success change? How?" "Did you learn something new about what success means?"
8. Six Thinking Hats
Edward de Bono came up with a cool way to solve problems by thinking in six different ways, like wearing different colored hats. You can do this independently, but it might be more effective in a group so everyone can have a different hat color. Each color has its way of thinking:
White Hat (Facts): Just the facts! Ask, "What do we know? What do we need to find out?"
Red Hat (Feelings): Talk about feelings. Ask, "How do I feel about this?"
Black Hat (Careful Thinking): Be cautious. Ask, "What could go wrong?"
Yellow Hat (Positive Thinking): Look on the bright side. Ask, "What's good about this?"
Green Hat (Creative Thinking): Think of new ideas. Ask, "What's another way to look at this?"
Blue Hat (Planning): Organize the talk. Ask, "What should we do next?"
When using this method with a group:
- Explain all the hats.
- Decide which hat to wear first.
- Make sure everyone switches hats at the same time.
- Finish with the Blue Hat to plan the next steps.
9. SWOT Analysis
SWOT Analysis is like a game plan for businesses to know where they stand and where they should go. "SWOT" stands for Strengths, Weaknesses, Opportunities, and Threats.
There are a lot of SWOT templates out there for how to do this visually, but you can also think it through. It doesn't just apply to businesses but can be a good way to decide if a project you're working on is working.
Strengths: What's working well? Ask, "What are we good at?"
Weaknesses: Where can we do better? Ask, "Where can we improve?"
Opportunities: What good things might come our way? Ask, "What chances can we grab?"
Threats: What challenges might we face? Ask, "What might make things tough for us?"
Steps to do a SWOT Analysis:
- Goal: Decide what you want to find out.
- Research: Learn about your business and the world around it.
- Brainstorm: Get a group and think together. Talk about strengths, weaknesses, opportunities, and threats.
- Pick the Most Important Points: Some things might be more urgent or important than others.
- Make a Plan: Decide what to do based on your SWOT list.
- Check Again Later: Things change, so look at your SWOT again after a while to update it.
Now that you have a few tools for thinking critically, let’s get into some specific examples.
Everyday Examples
Life is a series of decisions. From the moment we wake up, we're faced with choices – some trivial, like choosing a breakfast cereal, and some more significant, like buying a home or confronting an ethical dilemma at work. While it might seem that these decisions are disparate, they all benefit from the application of critical thinking.
10. Deciding to buy something
Imagine you want a new phone. Don't just buy it because the ad looks cool. Think about what you need in a phone. Look up different phones and see what people say about them. Choose the one that's the best deal for what you want.
11. Deciding what is true
There's a lot of news everywhere. Don't believe everything right away. Think about why someone might be telling you this. Check if what you're reading or watching is true. Make up your mind after you've looked into it.
12. Deciding when you’re wrong
Sometimes, friends can have disagreements. Don't just get mad right away. Try to see where they're coming from. Talk about what's going on. Find a way to fix the problem that's fair for everyone.
13. Deciding what to eat
There's always a new diet or exercise that's popular. Don't just follow it because it's trendy. Find out if it's good for you. Ask someone who knows, like a doctor. Make choices that make you feel good and stay healthy.
14. Deciding what to do today
Everyone is busy with school, chores, and hobbies. Make a list of things you need to do. Decide which ones are most important. Plan your day so you can get things done and still have fun.
15. Making Tough Choices
Sometimes, it's hard to know what's right. Think about how each choice will affect you and others. Talk to people you trust about it. Choose what feels right in your heart and is fair to others.
16. Planning for the Future
Big decisions, like where to go to school, can be tricky. Think about what you want in the future. Look at the good and bad of each choice. Talk to people who know about it. Pick what feels best for your dreams and goals.
Job Examples
17. solving problems.
Workers brainstorm ways to fix a machine quickly without making things worse when a machine breaks at a factory.
18. Decision Making
A store manager decides which products to order more of based on what's selling best.
19. Setting Goals
A team leader helps their team decide what tasks are most important to finish this month and which can wait.
20. Evaluating Ideas
At a team meeting, everyone shares ideas for a new project. The group discusses each idea's pros and cons before picking one.
21. Handling Conflict
Two workers disagree on how to do a job. Instead of arguing, they talk calmly, listen to each other, and find a solution they both like.
22. Improving Processes
A cashier thinks of a faster way to ring up items so customers don't have to wait as long.
23. Asking Questions
Before starting a big task, an employee asks for clear instructions and checks if they have the necessary tools.
24. Checking Facts
Before presenting a report, someone double-checks all their information to make sure there are no mistakes.
25. Planning for the Future
A business owner thinks about what might happen in the next few years, like new competitors or changes in what customers want, and makes plans based on those thoughts.
26. Understanding Perspectives
A team is designing a new toy. They think about what kids and parents would both like instead of just what they think is fun.
School Examples
27. researching a topic.
For a history project, a student looks up different sources to understand an event from multiple viewpoints.
28. Debating an Issue
In a class discussion, students pick sides on a topic, like school uniforms, and share reasons to support their views.
29. Evaluating Sources
While writing an essay, a student checks if the information from a website is trustworthy or might be biased.
30. Problem Solving in Math
When stuck on a tricky math problem, a student tries different methods to find the answer instead of giving up.
31. Analyzing Literature
In English class, students discuss why a character in a book made certain choices and what those decisions reveal about them.
32. Testing a Hypothesis
For a science experiment, students guess what will happen and then conduct tests to see if they're right or wrong.
33. Giving Peer Feedback
After reading a classmate's essay, a student offers suggestions for improving it.
34. Questioning Assumptions
In a geography lesson, students consider why certain countries are called "developed" and what that label means.
35. Designing a Study
For a psychology project, students plan an experiment to understand how people's memories work and think of ways to ensure accurate results.
36. Interpreting Data
In a science class, students look at charts and graphs from a study, then discuss what the information tells them and if there are any patterns.
Critical Thinking Puzzles
Not all scenarios will have a single correct answer that can be figured out by thinking critically. Sometimes we have to think critically about ethical choices or moral behaviors.
Here are some mind games and scenarios you can solve using critical thinking. You can see the solution(s) at the end of the post.
37. The Farmer, Fox, Chicken, and Grain Problem
A farmer is at a riverbank with a fox, a chicken, and a grain bag. He needs to get all three items across the river. However, his boat can only carry himself and one of the three items at a time.
Here's the challenge:
- If the fox is left alone with the chicken, the fox will eat the chicken.
- If the chicken is left alone with the grain, the chicken will eat the grain.
How can the farmer get all three items across the river without any item being eaten?
38. The Rope, Jar, and Pebbles Problem
You are in a room with two long ropes hanging from the ceiling. Each rope is just out of arm's reach from the other, so you can't hold onto one rope and reach the other simultaneously.
Your task is to tie the two rope ends together, but you can't move the position where they hang from the ceiling.
You are given a jar full of pebbles. How do you complete the task?
39. The Two Guards Problem
Imagine there are two doors. One door leads to certain doom, and the other leads to freedom. You don't know which is which.
In front of each door stands a guard. One guard always tells the truth. The other guard always lies. You don't know which guard is which.
You can ask only one question to one of the guards. What question should you ask to find the door that leads to freedom?
40. The Hourglass Problem
You have two hourglasses. One measures 7 minutes when turned over, and the other measures 4 minutes. Using just these hourglasses, how can you time exactly 9 minutes?
41. The Lifeboat Dilemma
Imagine you're on a ship that's sinking. You get on a lifeboat, but it's already too full and might flip over.
Nearby in the water, five people are struggling: a scientist close to finding a cure for a sickness, an old couple who've been together for a long time, a mom with three kids waiting at home, and a tired teenager who helped save others but is now in danger.
You can only save one person without making the boat flip. Who would you choose?
42. The Tech Dilemma
You work at a tech company and help make a computer program to help small businesses. You're almost ready to share it with everyone, but you find out there might be a small chance it has a problem that could show users' private info.
If you decide to fix it, you must wait two more months before sharing it. But your bosses want you to share it now. What would you do?
43. The History Mystery
Dr. Amelia is a history expert. She's studying where a group of people traveled long ago. She reads old letters and documents to learn about it. But she finds some letters that tell a different story than what most people believe.
If she says this new story is true, it could change what people learn in school and what they think about history. What should she do?
The Role of Bias in Critical Thinking
Have you ever decided you don’t like someone before you even know them? Or maybe someone shared an idea with you that you immediately loved without even knowing all the details.
This experience is called bias, which occurs when you like or dislike something or someone without a good reason or knowing why. It can also take shape in certain reactions to situations, like a habit or instinct.
Bias comes from our own experiences, what friends or family tell us, or even things we are born believing. Sometimes, bias can help us stay safe, but other times it stops us from seeing the truth.
Not all bias is bad. Bias can be a mechanism for assessing our potential safety in a new situation. If we are biased to think that anything long, thin, and curled up is a snake, we might assume the rope is something to be afraid of before we know it is just a rope.
While bias might serve us in some situations (like jumping out of the way of an actual snake before we have time to process that we need to be jumping out of the way), it often harms our ability to think critically.
How Bias Gets in the Way of Good Thinking
Selective Perception: We only notice things that match our ideas and ignore the rest.
It's like only picking red candies from a mixed bowl because you think they taste the best, but they taste the same as every other candy in the bowl. It could also be when we see all the signs that our partner is cheating on us but choose to ignore them because we are happy the way we are (or at least, we think we are).
Agreeing with Yourself: This is called “ confirmation bias ” when we only listen to ideas that match our own and seek, interpret, and remember information in a way that confirms what we already think we know or believe.
An example is when someone wants to know if it is safe to vaccinate their children but already believes that vaccines are not safe, so they only look for information supporting the idea that vaccines are bad.
Thinking We Know It All: Similar to confirmation bias, this is called “overconfidence bias.” Sometimes we think our ideas are the best and don't listen to others. This can stop us from learning.
Have you ever met someone who you consider a “know it”? Probably, they have a lot of overconfidence bias because while they may know many things accurately, they can’t know everything. Still, if they act like they do, they show overconfidence bias.
There's a weird kind of bias similar to this called the Dunning Kruger Effect, and that is when someone is bad at what they do, but they believe and act like they are the best .
Following the Crowd: This is formally called “groupthink”. It's hard to speak up with a different idea if everyone agrees. But this can lead to mistakes.
An example of this we’ve all likely seen is the cool clique in primary school. There is usually one person that is the head of the group, the “coolest kid in school”, and everyone listens to them and does what they want, even if they don’t think it’s a good idea.
How to Overcome Biases
Here are a few ways to learn to think better, free from our biases (or at least aware of them!).
Know Your Biases: Realize that everyone has biases. If we know about them, we can think better.
Listen to Different People: Talking to different kinds of people can give us new ideas.
Ask Why: Always ask yourself why you believe something. Is it true, or is it just a bias?
Understand Others: Try to think about how others feel. It helps you see things in new ways.
Keep Learning: Always be curious and open to new information.
In today's world, everything changes fast, and there's so much information everywhere. This makes critical thinking super important. It helps us distinguish between what's real and what's made up. It also helps us make good choices. But thinking this way can be tough sometimes because of biases. These are like sneaky thoughts that can trick us. The good news is we can learn to see them and think better.
There are cool tools and ways we've talked about, like the "Socratic Questioning" method and the "Six Thinking Hats." These tools help us get better at thinking. These thinking skills can also help us in school, work, and everyday life.
We’ve also looked at specific scenarios where critical thinking would be helpful, such as deciding what diet to follow and checking facts.
Thinking isn't just a skill—it's a special talent we improve over time. Working on it lets us see things more clearly and understand the world better. So, keep practicing and asking questions! It'll make you a smarter thinker and help you see the world differently.
Critical Thinking Puzzles (Solutions)
The farmer, fox, chicken, and grain problem.
- The farmer first takes the chicken across the river and leaves it on the other side.
- He returns to the original side and takes the fox across the river.
- After leaving the fox on the other side, he returns the chicken to the starting side.
- He leaves the chicken on the starting side and takes the grain bag across the river.
- He leaves the grain with the fox on the other side and returns to get the chicken.
- The farmer takes the chicken across, and now all three items -- the fox, the chicken, and the grain -- are safely on the other side of the river.
The Rope, Jar, and Pebbles Problem
- Take one rope and tie the jar of pebbles to its end.
- Swing the rope with the jar in a pendulum motion.
- While the rope is swinging, grab the other rope and wait.
- As the swinging rope comes back within reach due to its pendulum motion, grab it.
- With both ropes within reach, untie the jar and tie the rope ends together.
The Two Guards Problem
The question is, "What would the other guard say is the door to doom?" Then choose the opposite door.
The Hourglass Problem
- Start both hourglasses.
- When the 4-minute hourglass runs out, turn it over.
- When the 7-minute hourglass runs out, the 4-minute hourglass will have been running for 3 minutes. Turn the 7-minute hourglass over.
- When the 4-minute hourglass runs out for the second time (a total of 8 minutes have passed), the 7-minute hourglass will run for 1 minute. Turn the 7-minute hourglass again for 1 minute to empty the hourglass (a total of 9 minutes passed).
The Boat and Weights Problem
Take the cat over first and leave it on the other side. Then, return and take the fish across next. When you get there, take the cat back with you. Leave the cat on the starting side and take the cat food across. Lastly, return to get the cat and bring it to the other side.
The Lifeboat Dilemma
There isn’t one correct answer to this problem. Here are some elements to consider:
- Moral Principles: What values guide your decision? Is it the potential greater good for humanity (the scientist)? What is the value of long-standing love and commitment (the elderly couple)? What is the future of young children who depend on their mothers? Or the selfless bravery of the teenager?
- Future Implications: Consider the future consequences of each choice. Saving the scientist might benefit millions in the future, but what moral message does it send about the value of individual lives?
- Emotional vs. Logical Thinking: While it's essential to engage empathy, it's also crucial not to let emotions cloud judgment entirely. For instance, while the teenager's bravery is commendable, does it make him more deserving of a spot on the boat than the others?
- Acknowledging Uncertainty: The scientist claims to be close to a significant breakthrough, but there's no certainty. How does this uncertainty factor into your decision?
- Personal Bias: Recognize and challenge any personal biases, such as biases towards age, profession, or familial status.
The Tech Dilemma
Again, there isn’t one correct answer to this problem. Here are some elements to consider:
- Evaluate the Risk: How severe is the potential vulnerability? Can it be easily exploited, or would it require significant expertise? Even if the circumstances are rare, what would be the consequences if the vulnerability were exploited?
- Stakeholder Considerations: Different stakeholders will have different priorities. Upper management might prioritize financial projections, the marketing team might be concerned about the product's reputation, and customers might prioritize the security of their data. How do you balance these competing interests?
- Short-Term vs. Long-Term Implications: While launching on time could meet immediate financial goals, consider the potential long-term damage to the company's reputation if the vulnerability is exploited. Would the short-term gains be worth the potential long-term costs?
- Ethical Implications : Beyond the financial and reputational aspects, there's an ethical dimension to consider. Is it right to release a product with a known vulnerability, even if the chances of it being exploited are low?
- Seek External Input: Consulting with cybersecurity experts outside your company might be beneficial. They could provide a more objective risk assessment and potential mitigation strategies.
- Communication: How will you communicate the decision, whatever it may be, both internally to your team and upper management and externally to your customers and potential users?
The History Mystery
Dr. Amelia should take the following steps:
- Verify the Letters: Before making any claims, she should check if the letters are actual and not fake. She can do this by seeing when and where they were written and if they match with other things from that time.
- Get a Second Opinion: It's always good to have someone else look at what you've found. Dr. Amelia could show the letters to other history experts and see their thoughts.
- Research More: Maybe there are more documents or letters out there that support this new story. Dr. Amelia should keep looking to see if she can find more evidence.
- Share the Findings: If Dr. Amelia believes the letters are true after all her checks, she should tell others. This can be through books, talks, or articles.
- Stay Open to Feedback: Some people might agree with Dr. Amelia, and others might not. She should listen to everyone and be ready to learn more or change her mind if new information arises.
Ultimately, Dr. Amelia's job is to find out the truth about history and share it. It's okay if this new truth differs from what people used to believe. History is about learning from the past, no matter the story.
Related posts:
- Experimenter Bias (Definition + Examples)
- Hasty Generalization Fallacy (31 Examples + Similar Names)
- Ad Hoc Fallacy (29 Examples + Other Names)
- Confirmation Bias (Examples + Definition)
- Equivocation Fallacy (26 Examples + Description)
Reference this article:
About The Author
Free Personality Test
Free Memory Test
Free IQ Test
PracticalPie.com is a participant in the Amazon Associates Program. As an Amazon Associate we earn from qualifying purchases.
Follow Us On:
Youtube Facebook Instagram X/Twitter
Psychology Resources
Developmental
Personality
Relationships
Psychologists
Serial Killers
Psychology Tests
Personality Quiz
Memory Test
Depression test
Type A/B Personality Test
© PracticalPsychology. All rights reserved
Privacy Policy | Terms of Use
Critical Thinking Definition, Skills, and Examples
- Homework Help
- Private School
- College Admissions
- College Life
- Graduate School
- Business School
- Distance Learning
- Indiana University, Bloomington
- State University of New York at Oneonta
Critical thinking refers to the ability to analyze information objectively and make a reasoned judgment. It involves the evaluation of sources, such as data, facts, observable phenomena, and research findings.
Good critical thinkers can draw reasonable conclusions from a set of information, and discriminate between useful and less useful details to solve problems or make decisions. Employers prioritize the ability to think critically—find out why, plus see how you can demonstrate that you have this ability throughout the job application process.
Why Do Employers Value Critical Thinking Skills?
Employers want job candidates who can evaluate a situation using logical thought and offer the best solution.
Someone with critical thinking skills can be trusted to make decisions independently, and will not need constant handholding.
Hiring a critical thinker means that micromanaging won't be required. Critical thinking abilities are among the most sought-after skills in almost every industry and workplace. You can demonstrate critical thinking by using related keywords in your resume and cover letter, and during your interview.
Examples of Critical Thinking
The circumstances that demand critical thinking vary from industry to industry. Some examples include:
- A triage nurse analyzes the cases at hand and decides the order by which the patients should be treated.
- A plumber evaluates the materials that would best suit a particular job.
- An attorney reviews evidence and devises a strategy to win a case or to decide whether to settle out of court.
- A manager analyzes customer feedback forms and uses this information to develop a customer service training session for employees.
Promote Your Skills in Your Job Search
If critical thinking is a key phrase in the job listings you are applying for, be sure to emphasize your critical thinking skills throughout your job search.
Add Keywords to Your Resume
You can use critical thinking keywords (analytical, problem solving, creativity, etc.) in your resume. When describing your work history , include top critical thinking skills that accurately describe you. You can also include them in your resume summary , if you have one.
For example, your summary might read, “Marketing Associate with five years of experience in project management. Skilled in conducting thorough market research and competitor analysis to assess market trends and client needs, and to develop appropriate acquisition tactics.”
Mention Skills in Your Cover Letter
Include these critical thinking skills in your cover letter. In the body of your letter, mention one or two of these skills, and give specific examples of times when you have demonstrated them at work. Think about times when you had to analyze or evaluate materials to solve a problem.
Show the Interviewer Your Skills
You can use these skill words in an interview. Discuss a time when you were faced with a particular problem or challenge at work and explain how you applied critical thinking to solve it.
Some interviewers will give you a hypothetical scenario or problem, and ask you to use critical thinking skills to solve it. In this case, explain your thought process thoroughly to the interviewer. He or she is typically more focused on how you arrive at your solution rather than the solution itself. The interviewer wants to see you analyze and evaluate (key parts of critical thinking) the given scenario or problem.
Of course, each job will require different skills and experiences, so make sure you read the job description carefully and focus on the skills listed by the employer.
Top Critical Thinking Skills
Keep these in-demand critical thinking skills in mind as you update your resume and write your cover letter. As you've seen, you can also emphasize them at other points throughout the application process, such as your interview.
Part of critical thinking is the ability to carefully examine something, whether it is a problem, a set of data, or a text. People with analytical skills can examine information, understand what it means, and properly explain to others the implications of that information.
- Asking Thoughtful Questions
- Data Analysis
- Interpretation
- Questioning Evidence
- Recognizing Patterns
Communication
Often, you will need to share your conclusions with your employers or with a group of colleagues. You need to be able to communicate with others to share your ideas effectively. You might also need to engage in critical thinking in a group. In this case, you will need to work with others and communicate effectively to figure out solutions to complex problems.
- Active Listening
- Collaboration
- Explanation
- Interpersonal
- Presentation
- Verbal Communication
- Written Communication
Critical thinking often involves creativity and innovation. You might need to spot patterns in the information you are looking at or come up with a solution that no one else has thought of before. All of this involves a creative eye that can take a different approach from all other approaches.
- Flexibility
- Conceptualization
- Imagination
- Drawing Connections
- Synthesizing
Open-Mindedness
To think critically, you need to be able to put aside any assumptions or judgments and merely analyze the information you receive. You need to be objective, evaluating ideas without bias.
- Objectivity
- Observation
Problem Solving
Problem-solving is another critical thinking skill that involves analyzing a problem, generating and implementing a solution, and assessing the success of the plan. Employers don’t simply want employees who can think about information critically. They also need to be able to come up with practical solutions.
- Attention to Detail
- Clarification
- Decision Making
- Groundedness
- Identifying Patterns
More Critical Thinking Skills
- Inductive Reasoning
- Deductive Reasoning
- Noticing Outliers
- Adaptability
- Emotional Intelligence
- Brainstorming
- Optimization
- Restructuring
- Integration
- Strategic Planning
- Project Management
- Ongoing Improvement
- Causal Relationships
- Case Analysis
- Diagnostics
- SWOT Analysis
- Business Intelligence
- Quantitative Data Management
- Qualitative Data Management
- Risk Management
- Scientific Method
- Consumer Behavior
Key Takeaways
- Demonstrate that you have critical thinking skills by adding relevant keywords to your resume.
- Mention pertinent critical thinking skills in your cover letter, too, and include an example of a time when you demonstrated them at work.
- Finally, highlight critical thinking skills during your interview. For instance, you might discuss a time when you were faced with a challenge at work and explain how you applied critical thinking skills to solve it.
University of Louisville. " What is Critical Thinking ."
American Management Association. " AMA Critical Skills Survey: Workers Need Higher Level Skills to Succeed in the 21st Century ."
- Questions for Each Level of Bloom's Taxonomy
- Critical Thinking in Reading and Composition
- Bloom's Taxonomy in the Classroom
- Introduction to Critical Thinking
- How To Become an Effective Problem Solver
- Creativity & Creative Thinking
- Higher-Order Thinking Skills (HOTS) in Education
- 2020-21 Common Application Essay Option 4—Solving a Problem
- 6 Skills Students Need to Succeed in Social Studies Classes
- College Interview Tips: "Tell Me About a Challenge You Overcame"
- Types of Medical School Interviews and What to Expect
- The Horse Problem: A Math Challenge
- What to Do When the Technology Fails in Class
- What Are Your Strengths and Weaknesses? Interview Tips for Teachers
- A Guide to Business Letters Types
- Landing Your First Teaching Job
15.2k assets
Critical thinking concept illustration
Related tags :
- imagination
- critical thinking
- creative thinking
- positive thinking
- creative illustration
You might also like
More from the author
25 Critical Thinking Examples
Critical thinking is the ability to analyze information and make reasoned decisions. It involves suspended judgment, open-mindedness, and clarity of thought.
It involves considering different viewpoints and weighing evidence carefully. It is essential for solving complex problems and making good decisions.
People who think critically are able to see the world in a more nuanced way and understand the interconnectedness of things. They are also better able to adapt to change and handle uncertainty.
In today’s fast-paced world, the ability to think critically is more important than ever and necessary for students and employees alike.
Critical Thinking Examples
1. identifying strengths and weaknesses.
Critical thinkers don’t just take things at face value. They stand back and contemplate the potential strengths and weaknesses of something and then make a decision after contemplation.
This helps you to avoid excessive bias and identify possible problems ahead of time.
For example, a boxer about to get in the ring will likely need to evaluate the strengths and weaknesses of his opponent. He might learn that his opponent’s left hook is very strong, but his opponent also gets tired after the third round. With this knowledge, he can go into the bout with strong defenses in the first three rounds before going on the offense.
Here, the boxer’s critical thinking skills will help him win his match.
2. Creating a Hypothesis based on Limited Data
When scientists set out to test a new theory, they first need to develop a hypothesis. This is an educated guess about how things work, based on what is already known.
Once a hypothesis has been developed, experiments can be designed to test it.
However, sometimes scientists may find themselves working with limited data. In such cases, they may need to make some assumptions in order to form a hypothesis.
For example, if they are studying a phenomenon that occurs infrequently, they may need to extrapolate from the data they do have in order to form a hypothesis.
Here, the scientist is engaged in critical thinking: they use the limited data to come up with a tentative judgment.
3. Moderating a Debate
A debate moderator needs to have strong critical thinking skills. They need to use objective evaluations, analysis, and critique to keep the discussion on track and ensure that all sides are heard fairly.
This means being able to identify when a point has been made sufficiently, or when someone is beginning to veer off topic and being able to direct the conversation accordingly.
Similarly, they need to be able to assess each argument objectively and consider its merits, rather than getting caught up in the emotion of the debate. If someone is using an unfair point or one that is not factual, the moderator needs to be switched on and identify this.
By remaining calm and impartial, the moderator can help to ensure that a debate is productive and respectful.
4. Judging and Adjudicating
A judge or adjudicator needs to weigh the evidence and make a determination based on the facts.
This requires the adjudicator to be able to try to see both sides of an argument. They need the ability to see past personal biases and to critically evaluate the credibility of all sides.
In addition, judges and adjudicators must be able to think quickly and make sound decisions in the face of complex issues.
For example, if you were to be adjudicating the above debate, you need to hear both sides of the argument and then decide who won. It’s your job to evaluate, see strengths and weaknesses in arguments, and come to a conclusion.
5. Grading an Essay
Teachers need critical thinking skills when grading essays so that they can effectively assess the quality of the writing. By critically analyzing the essay, teachers can identify any errors or weaknesses in the argument.
Furthermore, they can also determine whether the essay meets the required standards for the assignment. Even a very well-written essay may deserve a lower grade if the essay doesn’t directly answer the essay question.
A teacher needs to be able to read an essay and understand not only what the student is trying to say, but also how well they are making their argument. Are they using evidence effectively? Are they drawing valid conclusions? A teacher needs to be able to evaluate an essay holistically in order to give a fair grade.
In order to properly evaluate an essay, teachers need to be able to think critically about the writing. Only then can they provide an accurate assessment of the work.
6. Active Reading
Active reading is a skill that requires the reader to be engaged with the text in order to fully understand it. This means not only being able to read the words on the page, but also being able to interpret the meaning behind them.
In order to do this, active readers need to have good critical thinking skills.
They need to be able to ask questions about the text and look for evidence to support their answers. Additionally, active readers need to be able to make connections between the text and their own experiences.
Active reading leads to better comprehension and retention of information.
7. Deciding Whether or Not to Believe Something
When trying to determine whether or not to believe something, you’re engaging in critical thinking.
For example, you might need to consider the source of the information. If the information comes from a reliable source, such as a reputable news organization or a trusted friend, then it is more likely to be accurate.
However, if the source is less reliable, such as an anonymous website or a person with a known bias, then the information should be viewed with more skepticism.
In addition, it is important to consider the evidence that is being presented. If the evidence is well-supported and logically presented, then it is more likely to be true. However, if the evidence is weak or relies on fallacious reasoning, then the claim is less likely to be true.
8. Determining the Best Solution to a Situation
Determining the best solution to a problem generally requires you to critique the different options. There are often many different factors to consider, and it can be difficult to know where to start.
However, there are some general guidelines that can help to make the process a little easier.
For example, if you have a few possible solutions to the problem, it is important to weigh the pros and cons of each one. Consider both the short-term and long-term effects of each option before making a decision.
Furthermore, it is important to be aware of your own biases. Be sure to consider all of the options objectively, without letting your personal preferences get in the way.
9. Giving Formative Feedback
Formative feedback is feedback that you give to someone part-way through a learning experience. To do this, you need to think critically.
For example, one thing you need to do is see where the student’s strengths and weaknesses like. Perhaps the student is doing extremely well at a task, so your feedback might be that they should try to extend themselves by adding more complexity to the task.
Or, perhaps the student is struggling, so you suggest to them that they approach the learning experience from a different angle.
10. Giving Summative Feedback
Summative feedback occurs at the end of a learning scenario. For example, the written feedback at the end of an essay or on a report card is summative.
When providing summative feedback, it is important to take a step back and consider the situation from multiple perspectives. What are areas for improvement and where exactly might the student have missed some key points? How could the student have done better?
Asking yourself these questions is all part of the process of giving feedback, and they can all be considered examples of critical thinking. You’re literally critiquing the student’s work and identifying opportunities for improvement.
11. Evaluating Evidence
When evaluating evidence, critical thinkers take a step back and look at the bigger picture. They consider all of the available information and weigh it up. They look at logical flaws, the reliability of the evidence, and its validity.
This process allows them to arrive at a conclusion that is based on sound reasoning, rather than emotion or personal bias.
For example, when a social scientist looks at the evidence from his study, he needs to evaluate whether the data was corrupted and ensure the methodology was sound in order to determine if the evidence is valuable or not.
12. Media Literacy
Media literacy seems to be in short supply these days. Too many people take information off the internet or television and just assume it is true.
A person with media literacy, however, will not just trust what they see and read. Instead, they look at the data and weigh up the evidence. They will see if there was a sound study to back up claims. They will see if there is bias in the media source and whether it’s just following an ideological line.
Furthermore, they will make sure they seek out trustworthy media sources. These are not just media sources you like or that confirm your own point of view. They need to be sources that do their own research, find solid data, and don’t pursue one blind agenda.
13. Asking your Own Questions
Asking your own questions is an important part of critical thinking. When you ask questions, you are forcing yourself to think more deeply about the information you are considering.
Asking questions also allows you to gather more information from others who may have different perspectives.
This helps you to better understand the issue and to come up with your own conclusions.
So, often at schools, we give students a list of questions to ask about something in order to dig deeper into it. For example, in a book review lesson, the teacher might give a list of questions to ask about the book’s characters and plot.
14. Conducting Rigorous Research
Research is a process of inquiry that encompasses the gathering of data, interpretation of findings, and communication of results. The researcher needs to engage in critical thinking throughout the process, but most importantly, when designing their methodology.
Research can be done through a variety of methods, such as experiments, surveys, interviews, and observations. Each method has strengths and weaknesses.
Once the data has been collected, it must be analyzed and interpreted. This is often done through statistical methods or qualitative analysis.
Research is an essential tool for discovering new knowledge and for solving problems, but researchers need to think critically about how valid and reliable their data truly is.
15. Examining your own Beliefs and Prejudices
It’s important to examine your own beliefs and prejudices in order to ensure that they are fair and accurate. People who don’t examine their own beliefs have not truly critically examined their lives.
One way to do this is to take the time to consider why you believe what you do. What experiences have you had that have led you to this belief? Are there other ways to interpret these experiences? It’s also important to be aware of the potential for confirmation bias , which is when we seek out information that confirms our existing beliefs, while ignoring information that contradicts them.
This can lead us to hold onto inaccurate or unfair beliefs even when presented with evidence to the contrary.
To avoid this, it’s important to seek out diverse perspectives, and to be open-minded when considering new information. By taking these steps, you can help ensure that your beliefs are fair and accurate.
16. Looking at a Situation from Multiple Perspectives
One of the most important critical thinking skills that you can learn in life is how to look at a situation from multiple perspectives.
Being able to see things from different angles can help you to understand complex issues, spot potential problems, and find creative solutions. It can also help you to build better relationships, as you will be able to see where others are coming from and find common ground.
There are a few simple techniques that you can use to develop this skill.
First, try to imagine how someone else would feel in the same situation.
Second, put yourself in their shoes and try to see things from their point of view.
Finally, ask yourself what other factors may be influencing their perspective. By taking the time to view things from multiple angles, you will be better prepared to deal with whatever life throws your way.
17. Considering Implications before Taking Action
When faced with a difficult decision, it is important to consider the implications of each possible action before settling on a course of action.
This is because the consequences of our actions can be far-reaching and often unforeseen.
For example, a seemingly small decision like whether to attend a party or not might have much larger implications. If we decide to go to the party, we might miss an important deadline at work.
However, if we stay home, we might miss out on an opportunity to meet new people and make valuable connections.
In either case, our choice can have a significant impact on our lives.
Fortunately, critical thinking can help people to make well-informed decisions that could have a positive impact on their lives.
For example, you might have to weight up the pros and cons of attending the party and identify potential downsides, like whether you might be in a car with an impaired driver, and whether the party is really worth losing your job.
Having weighed up the potential outcomes, you can make a more rational and informed decision.
18. Reflective Practice
Reflecting on your actions is an important part of critical thinking. When you take the time to reflect, you are able to step back and examine your choices and their consequences more objectively.
This allows you to learn from your mistakes and make better decisions in the future.
In order to reflect effectively, it is important to be honest with yourself and open to learning new things. You must also be willing to question your own beliefs and assumptions. By taking these steps, you can develop the critical thinking skills that are essential for making sound decisions next time.
This will also, fortunately, help you to constantly improve upon yourself.
19. Problem-Solving
Problem-solving requires the ability to think critically in order to accurately assess a situation and determine the best course of action.
This means being able to identify the root cause of a problem , as well as any potential obstacles that may stand in the way of a solution. It also involves breaking down a problem into smaller, more manageable pieces in order to more easily find a workable solution.
In addition, critical thinking skills also require the ability to think creatively in order to come up with original solutions to these problems.
Go Deeper: Problem-Solving Examples
20. Brainstorming New Solutions
When brainstorming new solutions , critical thinking skills are essential in order to generate fresh ideas and identify potential issues.
For example, the ability to identify the problems with the last solution you tried is important in order to come up with better solutions this time. Similarly, analytical thinking is necessary in order to evaluate the feasibility of each idea. Furthermore, it is also necessary to consider different perspectives and adapt to changing circumstances.
By utilizing all of these critical thinking skills, it will be possible to develop innovative solutions that are both practical and effective.
21. Reserving Judgment
A key part of critical thinking is reserving judgment. This means that we should not rush to conclusions, but instead take the time to consider all the evidence before making up our minds.
By reserving judgment, we can avoid making premature decisions that we might later regret. We can also avoid falling victim to confirmation bias, which is the tendency to only pay attention to information that supports our existing beliefs.
Instead, by keeping an open mind and considering all the evidence, we can make better decisions and reach more accurate conclusions.
22. Identifying Deceit
Critical thinking is an important skill to have in any situation, but it is especially important when trying to identify deceit.
There are a few key things to look for when using critical thinking to identify deceit.
First, pay attention to the person’s body language. Second, listen closely to what the person is saying and look for any inconsistencies. Finally, try to get a sense of the person’s motive – why would they want to deceive you?
Each of these questions helps you to not just take things at their face value. Instead, you’re critiquing the situation and coming to a conclusion using all of your intellect and senses, rather than just believing what you’re told.
23. Being Open-Minded to New Evidence that Contradicts your Beliefs
People with critical thinking skills are more open-minded because they are willing to consider different points of view and evidence.
They also realize that their own beliefs may be wrong and are willing to change their minds if new information is presented.
Similarly, people who are not critical thinkers tend to be close-minded because they fail to critique themselves and challenge their own mindset. This can lead to conflicts, as closed-minded people are not willing to budge on their beliefs even when presented with contradictory evidence.
Critical thinkers, on the other hand, are able to have more productive conversations as they are willing to listen to others and consider different viewpoints. Ultimately, being open-minded and willing to change one’s mind is a sign of intelligence and maturity.
24. Accounting for Bias
We all have biases, based on our individual experiences, perspectives, and beliefs. These can lead us to see the world in a certain way and to interpret information in a way that supports our existing views.
However, if we want to truly understand an issue, it is important to try to put aside our personal biases and look at the evidence objectively.
This is where critical thinking skills come in.
By using critical thinking, we can examine the evidence dispassionately and assess different arguments without letting our own prejudices get in the way. Start by looking at weaknesses and logical flaws in your own thinking.
Play the devil’s advocate.
In this way, you can start to get a more accurate picture of an issue and make more informed decisions.
25. Basing your Beliefs on Logic and Reasoning
In order to lead a successful and fulfilling life, it is important to base your beliefs on logic and reasoning.
This does not mean that you should never believe in something without evidence, but it does mean that you should be thoughtful and intentional about the things that you choose to believe.
One way to ensure that your beliefs are based on logic and reasoning is to seek out reliable sources of information. Another method is to use thought games to follow all your thoughts to their logical conclusions.
By basing your beliefs on logic and reasoning, you will be more likely to make sound decisions, and less likely to be swayed by emotions or misinformation.
Critical thinking is an important skill for anyone who wants to be successful in the modern world. It allows us to evaluate information and make reasoned decisions, rather than simply accepting things at face value.
Thus, employers often want to employ people with strong critical thinking skills. These employees will be able to solve problems by themselves and identify ways to improve the workplace. They will be able to push back against bad decisions and use their own minds to make good decisions.
Furthermore, critical thinking skills are important for students. This is because they need to be able to evaluate information and think through problems with a critical mindset in order to learn and improve.
Chris Drew (PhD)
Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]
- Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Animism Examples
- Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 10 Magical Thinking Examples
- Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ Social-Emotional Learning (Definition, Examples, Pros & Cons)
- Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ What is Educational Psychology?
Leave a Comment Cancel Reply
Your email address will not be published. Required fields are marked *
Enhancing students’ critical thinking and creative thinking: An integrated mind mapping and robot-based learning approach
- Published: 16 May 2024
Cite this article
- Min-Chi Chiu 1 , 2 &
- Gwo-Jen Hwang ORCID: orcid.org/0000-0001-5155-276X 3 , 4
Fostering students’ critical thinking and creative thinking is an important aim in education. For example, art courses not only focus on artwork creation, but also on theoretical knowledge for identifying artworks. In the conventional lecture-based instruction mode for theoretical knowledge delivery, students’ learning outcomes could be affected owing to the lack of student-teacher interactions, and hence researchers have started to employ interactive learning technologies, such as robots, to cope with this problem. However, without proper guidance and support, students’ learning outcomes in such an interactive learning mode could be limited. To improve students’ learning effectiveness, this study proposed a mind mapping-assisted robot (MM-R) approach for an art course. A quasi-experimental design was adopted to explore the effects of the proposed learning approach on students’ performance in art appreciation, digital painting creation, creative thinking tendency, and critical thinking awareness. A total of 48 students from two classes in a university in central Taiwan were recruited to participate in this study. One class was the experimental group ( n = 25) adopting the MM-R approach, while the other class was the control group ( n = 23) adopting the conventional robot (C-R) approach. The results indicated that the integration of the MM-R approach improved students’ learning achievement, performance in digital painting creation, creative thinking tendency, and critical thinking awareness.
This is a preview of subscription content, log in via an institution to check access.
Access this article
Price includes VAT (Russian Federation)
Instant access to the full article PDF.
Rent this article via DeepDyve
Institutional subscriptions
Similar content being viewed by others
Arts and crafts robots or LEGO® MINDSTORMS robots? A comparative study in educational robotics
A Learning Environment for Geography and History Using Mixed Reality, Tangible Interfaces and Educational Robotics
Learning Robotics in a Science Museum Theatre Play: Investigation of Learning Outcomes, Contexts and Experiences
Data availability.
The data and materials are available upon request to the corresponding author.
Code availability
Not applicable.
Abd Karim, R., & Abu, A. G. (2018). Using mobile-assisted mind mapping technique (mammat) to improve writing skills of esl students. Journal of Social Science and Humanities, 1 (2), 1–6. https://doi.org/10.26666/rmp.jssh.2018.2.1
Article Google Scholar
Abd Karim, R., & Mustapha, R. (2022). TVET student’s perception on digital mind map to stimulate learning of technical skills in Malaysia. Journal of Technical Education and Training, 14 (1), 1–13.
Afari, E., & Khine, M. S. (2017). Robotics as an educational tool: Impact of Lego mindstorms. International Journal of Information and Education Technology, 7 (6), 437–442. https://doi.org/10.18178/ijiet.2017.7.6.908
Alam, A. (2022). Employing adaptive learning and intelligent tutoring robots for virtual classrooms and smart campuses: Reforming education in the age of artificial intelligence. In Advanced Computing and Intelligent Technologies , 395–406. https://doi.org/10.1007/978-981-19-2980-9_32
Alkhatib, O. J. (2019, March 1–8). A framework for implementing higher-order thinking skills (problem-solving, critical thinking, creative thinking, and decision-making) in engineering & humanities . In 2019 Advances in Science and Engineering Technology International Conferences (ASET), IEEE.
An, J. S., & Huh, Y. J. (2019). Effect of creative thinking through art collaboration class. Journal of the Korea Convergence Society, 10 (7), 121–131. https://doi.org/10.15207/JKCS.2019.10.7.121
Andrews, R. (2015). Critical thinking and/or argumentation in higher education. The Palgrave handbook of critical thinking in higher education (pp. 49–62). Palgrave Macmillan US.
Chapter Google Scholar
Astrodjojo, D. R. (2018). The development of teaching materials using learning cycle 5E to increase critical thinking skills and students learning outcome of high school students on the subject of reaction rate. JPPS (Jurnal Penelitian Pendidikan Sains), 8 (1). https://doi.org/10.26740/jpps.v8n1.p%25p
Aykac, V. (2015). An application regarding the availability of mind maps in visual art education based on active learning method. Procedia-Social and Behavioral Sciences, 174 , 1859–1866. https://doi.org/10.1016/j.sbspro.2015.01.848
Bezanilla, M. J., Domínguez, H. G., & Ruiz, M. P. (2021). Importance and possibilities of development of critical thinking in the university: The teacher’s perspective. REMIE: Multidisciplinary Journal of Educational Research, 11 (1), 20–48.
Bhuvaneswari, T., & Beh, S. L. (2013). Changes in teaching and learning through digital media for higher education institutions. International Journal of Mobile Learning and Organisation, 2 (3), 201–215. https://doi.org/10.1504/IJMLO.2008.020315
Bonk, C. J., & Cunningham, D. J. (2012). Searching for learner-centered, constructivist, and sociocultural components of collaborative educational learning tools. Electronic collaborators (pp. 25–50). Routledge.
Bravo, F. A., Hurtado, J. A., & González, E. (2021). Using robots with storytelling and drama activities in science education. Education Sciences, 11 (7), 329.
Bravo Sánchez, F. Á, González Correal, A. M., & Guerrero, E. G. (2017). Interactive drama with robots for teaching non-technical subjects. Journal of Human-Robot Interaction, 6 (2), 48–69.
Brown, G. T., & Wang, Z. (2013). Illustrating assessment: How Hong Kong university students conceive of the purposes of assessment. Studies in Higher Education, 38 (7), 1037–1057. https://doi.org/10.1080/03075079.2011.616955
Buzan, T., & Buzan, B. (2002). How to mind map . Thorsons.
Google Scholar
Buzan, T., & Buzan, B. (2006). The mind map book . Pearson Education.
Bybee, R. W., & Trowbridge, J. H. (1990). Applying standards-based constructivism: A two-step guide for motivating students . Cambridge University Press.
Carless, D., & Lam, R. (2014). The examined life: Perspectives of lower primary school students in Hong Kong. Education 3–13, 42 (3), 313–329. https://doi.org/10.1080/03004279.2012.689988
Chai, C. S., Deng, F., Tsai, P. S., Koh, J. H. L., & Tsai, C. C. (2015). Assessing multidimensional students’ perceptions of twenty-first-century learning practices. Asia Pacific Education Review, 16 (3), 389–398. https://doi.org/10.1007/s12564-015-9379-4
Chang, C. W., Lee, J. H., Wang, C. Y., & Chen, G. D. (2010). Improving the authentic learning experience by integrating robots into the mixed-reality environment. Computers & Education, 55 (4), 1572–1578. https://doi.org/10.1016/j.compedu.2010.06.023
Chang, C. Y., Panjaburee, P., Lin, H. C., Lai, C. L., & Hwang, G. H. (2022). Effects of online strategies on students’ learning performance, self-efficacy, self-regulation and critical thinking in university online courses. Educational Technology Research and Development, 70 (1), 185–204. https://doi.org/10.1007/s11423-021-10071-y
Chao, J. Y., Liu, C. H., & Kao, H. C. (2023). Science, Technology, Engineering, and Mathematics Curriculum Design for Teaching Mathematical Concept of Perspective at Indigenous Elementary School using Robots. Sensors and Materials, 35 (5), 1547–1556.
Chassignol, M., Khoroshavin, A., Klimova, A., & Bilyatdinova, A. (2018). Artificial Intelligence trends in education: A narrative overview. Procedia Computer Science, 136 , 16–24. https://doi.org/10.1016/j.procs.2018.08.233
Chen, C. H., & Chung, H. Y. (2023). Fostering computational thinking and problem-solving in programming: Integrating Concept maps into Robot Block-based programming. Journal of Educational Computing Research . https://doi.org/10.1177/07356331231205052
Chen, X., Cheng, G., Zou, D., Zhong, B., & Xie, H. (2023). Artificial Robots for Precision Education. Educational Technology & Society, 26 (1), 171–186.
Chen Hsieh, J. (2022). Multimodal Digital Storytelling Presentations among Middle-School learners of English as a Foreign Language: Emotions, grit and perceptions. RELC Journal . https://doi.org/10.1177/00336882221102233
Chin, K. Y., Hong, Z. W., & Chen, Y. L. (2014). Impact of using an educational robot-based learning system on students’ motivation in elementary education. IEEE Transactions on Learning Technologies, 7 (4), 333–345.
Chiu, M. C., Hwang, G. J., & Tu, Y. F. (2022). Roles, applications, and research designs of robots in science education: a systematic review and bibliometric analysis of journal publications from 1996 to 2020. Interactive Learning Environments, 1–26. https://doi.org/10.1080/10494820.2022.2129392
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). SAGE Publications.
Cristea, A. D., Berdie, A. D., Osaci, M., & Chirtoc, D. (2011). The advantages of using mind map for learning web dynpro. Computer Applications in Engineering Education, 19 (1), 201–207.
Cruickshank, D. (1996). The ‘art’of reflection: Using drawing to uncover knowledge development in student nurses. Nurse Education Today, 16 (2), 127–130. https://doi.org/10.1016/S0260-6917(96)80069-4
Davies, M. (2011). Concept mapping, mind mapping and argument mapping: What are the differences and do they matter? Higher Education, 62 (3), 279–301. https://doi.org/10.1007/s10734-010-9387-6
Deaver, S. P. (2012). Art-based learning strategies in art therapy graduate education. Art Therapy, 29 (4), 158–165. https://doi.org/10.1080/07421656.2012.730029
Debbag, M., Cukurbasi, B., & Fidan, M. (2021). Use of digital mind maps in technology education: A pilot study with pre-service science teachers. Informatics in Education, 20 (1), 47–68.
Dewey, J. (1934). In J. Boydston (Ed.), Art as experience, reprinted in 1989, John dewey: The later works, 1925–1953. (Vol. 10). Southern Illinois University.
Dong, Y., Zhu, S., & Li, W. (2021). Promoting sustainable creativity: An empirical study on the application of mind mapping tools in graphic design education. Sustainability, 13 (10), 5373. https://doi.org/10.3390/su13105373
Dorouka, P., Papadakis, S., & Kalogiannakis, M. (2020). Tablets and apps for promoting robotics, mathematics, STEM education and literacy in early childhood education. International Journal of Mobile Learning and Organisation, 14 (2), 255–274.
Dumitru, D. (2019). Creating meaning. The importance of arts, humanities and Culture for critical thinking development. Studies in Higher Education, 44 (5), 870–879. https://doi.org/10.1080/03075079.2019.1586345
Edwards, S., & Cooper, N. (2010). Mind mapping as a teaching resource. The Clinical Teacher, 7 (4), 236–239. https://doi.org/10.1111/j.1743-498X.2010.00395.x
Edwards, C., Edwards, A., Spence, P. R., & Lin, X. (2018). I, teacher: Using artificial intelligence (AI) and social robots in communication and instruction. Communication Education, 67 (4), 473–480. https://doi.org/10.1080/03634523.2018.1502459
Eppler, M. J. (2006). A comparison between concept maps, mind maps, conceptual diagrams, and visual metaphors as complementary tools for knowledge construction and sharing. Information Visualization, 5 (3), 202–210.
Evripidou, S., Amanatiadis, A., Christodoulou, K., & Chatzichristofis, S. A. (2021). Introducing algorithmic thinking and sequencing using tangible robots. IEEE Transactions on Learning Technologies, 14 (1), 93–105. https://doi.org/10.1109/TLT.2021.3058060
Fadillah, R. (2019). STUDENTS’perception on the use of mind mapping application software in learning writing. Celtic: A Journal of Culture English Language Teaching Literature and Linguistics, 6 (1), 58–64.
Fan, X., & Zhong, X. (2022). Artificial intelligence-based creative thinking skill analysis model using human–computer interaction in art design teaching. Computers and Electrical Engineering, 100 , 107957. https://doi.org/10.1016/j.compeleceng.2022.107957
Fish, B. J. (2019). Response art in art therapy: Historical and contemporary overview. Art Therapy, 36 (3), 122–132. https://doi.org/10.1080/07421656.2019.1648915
Freire, P. (1973). Education for critical consciousness (Vol. 1). Bloomsbury Publishing.
Fridin, M. (2014). Storytelling by a kindergarten social assistive robot: A tool for constructive learning in preschool education. Computers & Education, 70 , 53–64. https://doi.org/10.1016/j.compedu.2013.07.043
Fu, Q. K., Lin, C. J., Hwang, G. J., & Zhang, L. (2019). Impacts of a mind mapping-based contextual gaming approach on EFL students’ writing performance, learning perceptions and generative uses in an English course. Computers & Education, 137 , 59–77. https://doi.org/10.1016/j.compedu.2019.04.005
Gerecke, U., & Wagner, B. (2007). The challenges and benefits of using robots in higher education. Intelligent Automation & Soft Computing, 13 (1), 29–43. https://doi.org/10.1080/10798587.2007.10642948
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research . Routledge.
Goldstain, O. H., Ben-Gal, I., & Bukchin, Y. (2011). Evaluation of telerobotic interface components for teaching robot operation. IEEE Transactions on Learning Technologies, 4 (4), 365–376. https://doi.org/10.1109/TLT.2011.19
Goldston, M. J., Day, J. B., Sundberg, C., & Dantzler, J. (2010). Psychometric analysis of a 5E learning cycle lesson plan assessment instrument. International Journal of Science and Mathematics Education, 8 (4), 633–648. https://doi.org/10.1007/s10763-009-9178-7
Hardiman, M. M., JohnBull, R. M., Carran, D. T., & Shelton, A. (2019). The effects of arts-integrated instruction on memory for science content. Trends in Neuroscience and Education, 14 , 25–32. https://doi.org/10.1016/j.tine.2019.02.002
Hayadi, B. H., Bastian, A., Rukun, K., Jalius, N., Lizar, Y., & Guci, A. (2018). Expert system in the application of learning models with forward chaining method. International Journal of Engineering Technology, 7 (2.29), 845–848.
Heyvaert, M., Maes, B., & Onghena, P. (2013). Mixed methods research synthesis: Definition, framework, and potential. Quality & Quantity, 47 , 659–676.
Hidayati, N., Zubaidah, S., Suarsini, E., & Praherdhiono, H. (2019). Examining the relationship between creativity and critical thinking through integrated problem-based learning and digital mind maps. Universal Journal of Education Research , 7 (9A), 171–179. https://doi.org/10.13189/ujer.2019.071620
Ho, T. K. L., & Lin, H. S. (2015). A web-based painting tool for enhancing student attitudes toward learning art creation. Computers & Education, 89 , 32–41. https://doi.org/10.1016/j.compedu.2015.08.015
Howitt, C. (2009). 3-D mind maps: Placing young children in the centre of their own learning. Teaching Science: The Journal of the Australian Science Teachers Association , 55 (2).
Hölling, H. (2016). The aesthetics of change: on the relative durations of the impermanent and critical thinking in conservation. Authenticity in Transition: Changing Practices in Art Making and Conservation, 13–24.
Hsu, T. C., & Chen, M. S. (2022). The engagement of students when learning to use a personal audio classifier to control robot cars in a computational thinking board game. Research and Practice in Technology Enhanced Learning, 17 (1), 1–17. https://doi.org/10.1186/s41039-022-00202-1
Article MathSciNet Google Scholar
Huang, Z. M. (2021). Exploring imagination as a methodological source of knowledge: Painting students’ intercultural experience at a UK university. International Journal of Research & Method in Education, 44 (4), 366–378. https://doi.org/10.1080/1743727X.2020.1796958
Hutson, J., & Olsen, T. (2022). Virtual reality and art history: A case study of digital humanities and immersive learning environments. Journal of Higher Education Theory and Practice, 22 (2).
Hwang, G. J., Yang, T. C., Tsai, C. C., & Yang, S. J. H. (2009). A context-aware ubiquitous learning environment for conducting complex science experiments. Computers & Education, 53 (2), 402–413. https://doi.org/10.1016/j.compedu.2009.02.016
Hwang, G. J., Lee, H. Y., & Chen, C. H. (2019). Lessons learned from integrating concept mapping and gaming approaches into learning scenarios using mobile devices: Analysis of an activity for a geology course. International Journal of Mobile Learning and Organisation, 13 (3), 286–308.
Ishiguro, C., & Okada, T. (2022). How can inspiration be encouraged in art learning? Arts-based methods in education around the world (pp. 205–230). River.
Jung, S. E., & Won, E. S. (2018). Systematic review of research trends in robotics education for young children. Sustainability, 10 (4), 905. https://doi.org/10.3390/su10040905
Kalaitzidou, M., & Pachidis, T. P. (2023). Recent robots in STEAM Education. Education Sciences, 13 (3), 272. https://doi.org/10.3390/educsci13030272
Kokotovich, V. (2008). Problem analysis and thinking tools: an empirical study of non-hierarchical mind mapping. Design studies, 29 (1), 49–69. https://doi.org/10.1016/j.destud.2007.09.001
Kanda, T., Hirano, T., Eaton, D., & Ishiguro, H. (2004). Interactive robots as social partners and peer tutors for children: A field trial. Human–Computer Interaction, 19 (1–2), 61–84.
Köhler, C., Hartig, J., & Naumann, A. (2021). Detecting instruction effects-deciding between covariance analytical and change-score approach. Educational Psychology Review, 33 , 1191–1211. https://doi.org/10.1007/s10648-020-09590-6
Kotcherlakota, S., Zimmerman, L., & Berger, A. M. (2013). Developing scholarly thinking using mind maps in graduate nursing education. Nurse educator , 27 (6), 252–255. https://doi.org/10.1097/01.NNE.0000435264.15495.51
Konijn , E. A., & Hoorn, J. F. (2020). Robot tutor and pupils’ educational ability: Teaching the times tables. Computers & Education , 157 , 103970. https://doi.org/10.1016/j.compedu.2020.103970
Kuo, Y. T., Garcia Bravo, E., Whittinghill, D. M., & Kuo, Y. C. (2023). Walking into a modern painting: The impacts of using virtual reality on student learning performance and experiences in art appreciation. International Journal of Human–Computer Interaction, 1–22. https://doi.org/10.1080/10447318.2023.2278929
Lai, C. L., & Hwang, G. J. (2014). Effects of mobile learning time on students’ conception of collaboration, communication, complex problem-solving, meta-cognitive awareness and creativity. International Journal of Mobile Learning and Organisation, 8 (3), 276–291. https://doi.org/10.1504/IJMLO.2014.067029
Lai, C. L., & Hwang, G. J. (2015). An interactive peer-assessment criteria development approach to improving students’ art design performance using handheld devices. Computers & Education, 85 , 149–159. https://doi.org/10.1016/j.compedu.2015.02.011
Lee, C. S., Wang, M. H., Kuan, W. K., Huang, S. H., Tsai, Y. L., Ciou, Z. H., Yang, C. K., & Kubota, N. (2021). BCI-based hit-loop agent for human and AI robot co-learning with AIoT application. Journal of Ambient Intelligence and Humanized Computing, 1–25. https://doi.org/10.1007/s12652-021-03487-0
Liang, J. C., & Hwang, G. J. (2023). A robot-based digital storytelling approach to enhancing EFL learners’ multimodal storytelling ability and narrative engagement. Computers & Education, 201 , 104827. https://doi.org/10.1016/j.compedu.2023.104827
Lin, C. J., Hwang, G. J., Fu, Q. K., & Chen, J. F. (2018). A flipped contextual game-based learning approach to enhancing EFL students’ English business writing performance and reflective behaviors. Journal of Educational Technology & Society, 21 (3), 117–131.
Lin, H. C., Hwang, G. J., & Hsu, Y. D. (2019). Effects of ASQ-based flipped learning on nurse practitioner learners’ nursing skills, learning achievement and learning perceptions. Computers & Education, 139 , 207–221. https://doi.org/10.1016/j.compedu.2019.05.014
Liu, H., Sheng, J., & Zhao, L. (2022). Innovation of teaching tools during robot programming learning to promote middle school students’ critical thinking. Sustainability, 14 (11), 6625. https://doi.org/10.3390/su14116625
Malycha, C. P., & Maier, G. W. (2017). Enhancing creativity on different complexity levels by eliciting mental models. Psychology of Aesthetics Creativity and the Arts, 11 (2), 187. https://doi.org/10.1037/aca0000080
Mernick, A. (2021). Critical arts pedagogy: Nurturing critical consciousness and self-actualization through art education. Art Education, 74 (5), 19–24. https://doi.org/10.1080/00043125.2021.1928468
Meyer, T. (2017). Next art education: Eight theses future art educators should think about. International Journal of Education through Art, 13 (3), 369–384. https://doi.org/10.1386/eta.13.3.369_1
Mijwil, M. M., Aggarwal, K., Mutar, D. S., Mansour, N., & Singh, R. (2022). The position of artificial intelligence in the future of education: an overview. Journal of Applied Sciences, 10 (2).
Miles, M. B., Huberman, A. M., & Saldaña, J. (2013). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications, Inc.
Moraiti, I., Fotoglou, A., & Drigas, A. (2022). Coding with block programming languages in educational robotics and mobiles, improve problem solving, creativity & critical thinking skills. International Journal of Interactive Mobile Technologies , 16 (20). https://doi.org/10.3991/ijim.v16i20.34247
Mubin, O., Stevens, C. J., Shahid, S., Al Mahmud, A., & Dong, J. J. (2013). A review of the applicability of robots in education. Journal of Technology in Education and Learning , 1 (209 – 0015), 13. https://doi.org/10.2316/Journal.209.2013.1.209-0015
Nurkhin, A., & Pramusinto, H. (2020). Problem-based learning strategy: Its impact on students’ critical and creative thinking skills. European Journal of Educational Research, 9 (3), 1141–1150.
O’Connell, R. M. (2014). Mind mapping for critical thinking. In Cases on teaching critical thinking through visual representation strategies , 354–386. https://doi.org/10.4018/978-1-4666-5816-5.ch014
Oreck, B. (2004). The artistic and professional development of teachers: A study of teachers’ attitudes toward and use of the arts in teaching. Journal of Teacher Education, 55 (1), 55–69. https://doi.org/10.1177/0022487103260072
Otukile-Mongwaketse, M. (2018). Teacher centered approaches: Their implications for today’s inclusive classrooms. International Journal of Psychoogy and Counseling, 10 (2), 11–21. https://doi.org/10.5897/IJPC2016.0393
Park, Y. S. (2023). Creative and critical entanglements with AI in Art Education. Studies in Art Education, 64 (4), 406–425. https://doi.org/10.1080/00393541.2023.2255084
Patton, R. M., & Buffington, M. L. (2016). Keeping up with our students: The evolution of technology and standards in art education. Arts Education Policy Review, 117 (3), 1–9. https://doi.org/10.1080/10632913.2014.944961
Ramdani, A., Jufri, A. W., Gunawan, G., Fahrurrozi, M., & Yustiqvar, M. (2021). Analysis of students’ critical thinking skills in terms of gender using Science Teaching materials based on the 5E learning cycle Integrated with local Wisdom. Jurnal Pendidikan IPA Indonesia, 10 (2), 187–199. https://doi.org/10.15294/jpii.v10i2.29956
Rim, H., Choi, I., & Noh, S. (2014). A study on the application of robotic programming to promote logical and critical thinking in mathematics education. The Mathematical Education, 53 (3), 413–434. https://doi.org/10.7468/mathedu.2014.53.3.413
Ryu, H. J., Kwak, S. S., & KIM, M. S. (2008). Design factors for external form of robots as elementary school teaching assistants. Bulletin of Japanese Society for the Science of Design, 54 (6), 39–48. https://doi.org/10.11247/jssdj.54.39_3
Sajnani, N., Mayor, C., & Tillberg-Webb, H. (2020). Aesthetic presence: The role of the arts in the education of creative arts therapists in the classroom and online. The Arts in Psychotherapy, 69 , 101. https://doi.org/10.1016/j.aip.2020.101668
Sari, R., Sumarmi, S., Astina, I., Utomo, D., & Ridhwan, R. (2021). Increasing students critical thinking skills and learning motivation using inquiry mind map. International Journal of Emerging Technologies in Learning (iJET), 16 (3), 4–19. https://doi.org/10.3991/ijet.v16i03.16515
Saunders, G., & Klemming, F. (2003). Integrating technology into a traditional learning environment: Reasons for and risks of success. Active Learning in Higher Education, 4 (1), 74–86. https://doi.org/10.1177/1469787403004001006
Setiawan, I. W. P., Suartama, I. K., & Putri, D. A. W. M. (2017). Pengaruh Model Pembelajaran Learning Cycle 5e Berbantuan Mind Mapping Terhadap Hasil Belajar Matematika. Mimbar PGSD Undiksha, 5 (2). https://doi.org/10.23887/jjpgsd.v5i2.10841
Štuikys, V., & Burbaitė, R. (2018). Smart devices and educational robotics as technology for STEM knowledge. Springer , 57–67. https://doi.org/10.1007/978-3-319-78485-4_3
Sun, M., Wang, M., & Wegerif, R. (2019). Using computer-based cognitive mapping to improve students’ divergent thinking for creativity development. British Journal of Educational Technology, 50 (5), 2217–2233. https://doi.org/10.1111/bjet.12825
Sun, Q., Lu, Z., & Ren, X. (2023). The influence of humanities on art and design learning performance: An empirical study. International Journal of Art & Design Education . https://doi.org/10.1111/jade.12474
Ulger, K. (2018). The effect of problem-based learning on the creative thinking and critical thinking disposition of students in visual arts education. Interdisciplinary Journal of Problem-Based Learning, 12 (1).
Usengül, L., & Bahçeci, F. (2020). The Effect of LEGO WeDo 2.0 education on academic achievement and attitudes and computational thinking skills of Learners toward Science. World Journal of Education, 10 (4), 83–93. https://doi.org/10.5430/wje.v10n4p83
Utami, D., & Subali, B. (2019, October). The effectiveness of 5E learning cycle accompanied by mind mapping on creative thinking. In Proceeding of the 2nd International Conference Education Culture and Technology, ICONECT 2019, 20–21 August 2019, Kudus, Indonesia .
Van den Berghe, R., Verhagen, J., Oudgenoeg-Paz, O., Van der Ven, S., & Leseman, P. (2019). Social robots for language learning: A review. Review of Educational Research, 89 (2), 259–295. https://doi.org/10.3102/0034654318821286
Ververi, C., Koufou, T., Moutzouris, A., & Andreou, L. V. (2020, April 20–21). Introducing robotics to an English for academic purposes curriculum in higher education: The student experience . In 2020 IEEE Global Engineering Education Conference (EDUCON), Porto, Portugal.
Walia, D. N. (2012). Traditional teaching methods vs. CLT: A study. Frontiers of Language and Teaching, 3 (1), 125–131.
Westlund, J. K., & Breazeal, C. (2015, March 65–66). The interplay of robot language level with children’s language learning during storytelling. In Proceedings of the tenth annual ACM/IEEE international conference on human-robot interaction extended abstracts, New York, United States.
Woolf, B., Burleson, W., Arroyo, I., Dragon, T., Cooper, D., & Picard, R. (2009). Affect-aware tutors: Recognising and responding to student affect. International Journal of Learning Technology, 4 (3–4), 129–164. https://doi.org/10.1504/IJLT.2009.028804
Wu, H. Z., & Wu, Q. T. (2020). Impact of mind mapping on the critical thinking ability of clinical nursing students and teaching application. Journal of International Medical Research, 48 (3). https://doi.org/10.1177/0300060519893225
Wu, W. L., Hsu, Y., Yang, Q. F., Chen, J. J., & Jong, M. S. Y. (2021). Effects of the self-regulated strategy within the context of spherical video-based virtual reality on students’ learning performances in an art history class. Interactive Learning Environments, 1–24. https://doi.org/10.1080/10494820.2021.1878231
Yang, J., & Zhang, B. (2019). Artificial intelligence in intelligent tutoring robots: A systematic review and design guidelines. Applied Sciences , 9 (10), 2078. https://doi.org/10.3390/app9102078
Yang, Q. F., Lian, L. W., & Zhao, J. H. (2023). Developing a gamified artificial intelligence educational robot to promote learning effectiveness and behavior in laboratory safety courses for undergraduate students. International Journal of Educational Technology in Higher Education, 20 (1), 18. https://doi.org/10.1186/s41239-023-00391-9
Yu, F. Y., & Liu, Y. H. (2005). Potential values of incorporating a multiple-choice question construction in physics experimentation instruction. International Journal of Science Education, 27 (11), 1319–1335. https://doi.org/10.1080/09500690500102854
Yuliyanto, A., Basit, R. A., Muqodas, I., Wulandari, H., & Mifta, D. (2020). Alternative learning of the future based on Verbal-Linguistic, and visual-spatial intelligence through Youtube-based mind map when Pandemic Covid-19. Jurnal JPSD (Jurnal Pendidikan Sekolah Dasar), 7 (2), 132–141. https://doi.org/10.12928/jpsd.v7i2.16925
Zampetakis, L. A., Tsironis, L., & Moustakis, V. (2007). Creativity development in engineering education: The case of mind mapping. Journal of Management Development, 26 (4), 370–380. https://doi.org/10.1108/02621710710740110
Zhang, X., Chen, Y., Li, D., Hu, L., Hwang, G. J., & Tu, Y. F. (2023). Engaging young students in effective robotics education: an embodied learning-based computer programming approach. Journal of Educational Computing Research, 62 (2), 532–558. https://doi.org/10.1177/07356331231213548
Download references
This study is supported in part by the National Science and Technology Council of Taiwan under contract numbers NSTC 112-2410-H-011-012-MY3 and MOST 111-2410-H-011 -007 -MY3. The study is also supported by the “Empower Vocational Education Research Center” of National Taiwan University of Science and Technology (NTUST) from the Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan.
Author information
Authors and affiliations.
Department of Information Management, Ling Tung University, Taichung, Taiwan
Min-Chi Chiu
Department of Multimedia Design, National Taichung University of Science and Technology, Taichung, Taiwan
Graduate Institute of Educational Information and Measurement, National Taichung University of Education, Taichung, Taiwan
Gwo-Jen Hwang
Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan
You can also search for this author in PubMed Google Scholar
Contributions
All authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by Min-Chi Chiu. Project administration were performed by Gwo-Jen Hwang and Min-Chi Chiu. Methodology and supervision were performed Gwo-Jen Hwang and Min-Chi Chiu. The first draft of the manuscript was written by Min-Chi Chiu. All authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.
Corresponding author
Correspondence to Gwo-Jen Hwang .
Ethics declarations
Ethics approval.
The ethical requirements for research in this selected university were followed.
Consent to participate
The participants all agreed to take part in this study.
Consent for publication
The publication of this study has been approved by all authors.
Conflicts of interest/Competing interests
There is no potential conflict of interest in this study.
Additional information
Publisher’s note.
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
Reprints and permissions
About this article
Chiu, MC., Hwang, GJ. Enhancing students’ critical thinking and creative thinking: An integrated mind mapping and robot-based learning approach. Educ Inf Technol (2024). https://doi.org/10.1007/s10639-024-12752-6
Download citation
Received : 14 August 2023
Accepted : 29 April 2024
Published : 16 May 2024
DOI : https://doi.org/10.1007/s10639-024-12752-6
Share this article
Anyone you share the following link with will be able to read this content:
Sorry, a shareable link is not currently available for this article.
Provided by the Springer Nature SharedIt content-sharing initiative
- Mind mapping
- Intelligent robot
- 5E instructional model
- Artwork appreciation
- Creative thinking tendency
- Find a journal
- Publish with us
- Track your research
IMAGES
VIDEO
COMMENTS
Browse 2,656 critical thinking illustrations and vector graphics available royalty-free, or search for critical thinking team or creative thinking to find more great images and vector art. illustration of person building with balanced shape blocks - critical thinking stock illustrations.
Browse 28,900+ critical thinking stock illustrations and vector graphics available royalty-free, or search for critical thinking team or creative thinking to find more great stock images and vector art.
brain render thought. connection color image Hd red wallpapers. Light backgrounds lightbulb lighting. cognitive computing neural network deep learning. insight answer business idea. journal brooklyn thoughtful. Download the perfect critical thinking pictures. Find over 100+ of the best free critical thinking images.
Critical thinking is the ability to effectively analyze information and form a judgment. To think critically, you must be aware of your own biases and assumptions when encountering information, and apply consistent standards when evaluating sources. Critical thinking skills help you to: Identify credible sources. Evaluate and respond to arguments.
6,490 critical thinking illustration stock photos, vectors, and illustrations are available royalty-free for download. Find Critical Thinking Illustration stock images in HD and millions of other royalty-free stock photos, illustrations and vectors in the Shutterstock collection. Thousands of new, high-quality pictures added every day.
Critical Thinking Vectors. Images 24.88k. ADS. ADS. ADS. Page 1 of 100. Find & Download the most popular Critical Thinking Vectors on Freepik Free for commercial use High Quality Images Made for Creative Projects.
Choose from Critical Thinking Illustrations stock illustrations from iStock. Find high-quality royalty-free vector images that you won't find anywhere else.
Browse & download free and premium 400 Critical Thinking Illustrations for web or mobile (iOS and Android) design, marketing, or developer projects. These royalty-free high-quality Critical Thinking Vector Illustrations are available in SVG, PNG, EPS, AI, or JPG and are available as individual or illustration packs.
Browse 109 critical thinking skills illustrations and vector graphics available royalty-free, or start a new search to explore more great images and vector art. human heads with light bulbs and gears on red background - critical thinking skills stock illustrations.
Free critical thinking illustrations to use in your next project. Browse illustration graphics uploaded by the Pixabay community. comic characters. ai generated. ai generated. self-knowledge mask. ai generated man. ai generated man. ai generated man laptop.
Browse 459 critical thinking icon illustrations and vector graphics available royalty-free, or search for teamwork icon to find more great images and vector art. research icons - critical thinking icon stock illustrations. Research Icons.
Browse 2,000+ critical thinking skills stock illustrations and vector graphics available royalty-free, or start a new search to explore more great stock images and vector art.
Critical thinking skills examples. There are six main skills you can develop to successfully analyze facts and situations and come up with logical conclusions: 1. Analytical thinking. Being able to properly analyze information is the most important aspect of critical thinking. This implies gathering information and interpreting it, but also ...
Browse & download free and premium 476 Critical Thinking Techniques Illustrations for web or mobile (iOS and Android) design, marketing, or developer projects. These royalty-free high-quality Critical Thinking Techniques Vector Illustrations are available in SVG, PNG, EPS, AI, or JPG and are available as individual or illustration packs.
Take one rope and tie the jar of pebbles to its end. Swing the rope with the jar in a pendulum motion. While the rope is swinging, grab the other rope and wait. As the swinging rope comes back within reach due to its pendulum motion, grab it. With both ropes within reach, untie the jar and tie the rope ends together.
The exact definition of critical thinking is still debated among scholars. It has been defined in many different ways including the following: . "purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or ...
Browse & download free and premium 487 Critical Thinking Analysis Illustrations for web or mobile (iOS and Android) design, marketing, or developer projects. These royalty-free high-quality Critical Thinking Analysis Vector Illustrations are available in SVG, PNG, EPS, AI, or JPG and are available as individual or illustration packs.
Critical thinking refers to the ability to analyze information objectively and make a reasoned judgment. It involves the evaluation of sources, such as data, facts, observable phenomena, and research findings. Good critical thinkers can draw reasonable conclusions from a set of information, and discriminate between useful and less useful ...
Thinking Illustration Images. Images 100k Collections 55. ADS. ADS. ADS. Page 1 of 100. Find & Download Free Graphic Resources for Thinking Illustration. 99,000+ Vectors, Stock Photos & PSD files. Free for commercial use High Quality Images.
Download this Free Vector about Critical thinking concept illustration, and discover more than 167 Million Professional Graphic Resources on Freepik. Toggle menu. Tools. AI image generator Create images from words in real time. Reimagine new Create image variations with AI.
By Chris Drew (PhD) / May 2, 2024. Critical thinking is the ability to analyze information and make reasoned decisions. It involves suspended judgment, open-mindedness, and clarity of thought. It involves considering different viewpoints and weighing evidence carefully. It is essential for solving complex problems and making good decisions.
It makes you a well-rounded individual, one who has looked at all of their options and possible solutions before making a choice. According to the University of the People in California, having critical thinking skills is important because they are [ 1 ]: Universal. Crucial for the economy. Essential for improving language and presentation skills.
Fostering students' critical thinking and creative thinking is an important aim in education. For example, art courses not only focus on artwork creation, but also on theoretical knowledge for identifying artworks. In the conventional lecture-based instruction mode for theoretical knowledge delivery, students' learning outcomes could be affected owing to the lack of student-teacher ...
Browse & download free and premium 18 Critical Thinking 3D Illustrations for web or mobile (iOS and Android) design, marketing, or developer projects. These royalty-free high-quality Critical Thinking 3D Illustrations are available in PNG, BLEND, glTF, C4D, OBJ, PSD or FBX, and are available as individual or 3D illustration packs.
Here is yet another example of why our educational system is in such a sorry state. Back in February, high school teacher Warren Smith went viral after being asked by a student: "Do you still like [J.K. Rowling's] work, despite her bigoted opinions?" The conversation that followed was a masterclass in the Socratic method and critical thinking.