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

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Title: Fostering Critical Thinking across the Primary School's Curriculum in the European Schools System
Authors: Lombardi, Loredana (ORCID 0000-0001-6132-7152), Mednick, Frederick Jan, De Backer, Free (ORCID 0000-0002-4196-5082), Lombaerts, Koen (ORCID 0000-0002-6073-0254)
Source: Education Sciences. 2021 11.
Availability: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Peer Reviewed: Y
Page Count: 19
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Critical Thinking, Thinking Skills, Elementary School Curriculum, Foreign Countries, Skill Development, Teaching Methods, Holistic Approach, Curriculum Evaluation, Course Descriptions
Geographic Terms: Europe
ISSN: 2227-7102
Abstract: To develop citizens' critical thinking (CT) abilities, schools must better integrate CT into the curricula. Although educators, psychologists, and philosophers agree on the importance of critical thinking, there is no agreement on a common theoretical definition. The goal of this study is to define the framework for the promotion of critical thinking in the context of curriculum development. Specifically, to explore how the primary school curriculum addresses the concept of CT, and to identify characteristics, core skills, and approaches to CT in the syllabi. We conducted a document analysis of curriculum and syllabi in the European Schools system. The results show that although the primary school curriculum does not define the concept of CT, it does consider it a key skill to develop and foster among pupils across the school syllabi. Concerning the CT teaching approaches, our study detected a holistic approach in which the European Schools system supports CT as an explicit and implicit goal within a standard subject-matter content instruction. This study can be used in future educational research with different stakeholders (teachers, school principals, policymakers, researchers) involved in curriculum development.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1314771
Database: ERIC
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  Data: Fostering Critical Thinking across the Primary School's Curriculum in the European Schools System
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  Data: <searchLink fieldCode="AR" term="%22Lombardi%2C+Loredana%22">Lombardi, Loredana</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6132-7152">0000-0001-6132-7152</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mednick%2C+Frederick+Jan%22">Mednick, Frederick Jan</searchLink><br /><searchLink fieldCode="AR" term="%22De+Backer%2C+Free%22">De Backer, Free</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4196-5082">0000-0002-4196-5082</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lombaerts%2C+Koen%22">Lombaerts, Koen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6073-0254">0000-0002-6073-0254</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Education+Sciences%22"><i>Education Sciences</i></searchLink>. 2021 11.
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  Data: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
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  Data: 19
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  Data: <searchLink fieldCode="DE" term="%22Europe%22">Europe</searchLink>
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  Data: 2227-7102
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  Data: To develop citizens' critical thinking (CT) abilities, schools must better integrate CT into the curricula. Although educators, psychologists, and philosophers agree on the importance of critical thinking, there is no agreement on a common theoretical definition. The goal of this study is to define the framework for the promotion of critical thinking in the context of curriculum development. Specifically, to explore how the primary school curriculum addresses the concept of CT, and to identify characteristics, core skills, and approaches to CT in the syllabi. We conducted a document analysis of curriculum and syllabi in the European Schools system. The results show that although the primary school curriculum does not define the concept of CT, it does consider it a key skill to develop and foster among pupils across the school syllabi. Concerning the CT teaching approaches, our study detected a holistic approach in which the European Schools system supports CT as an explicit and implicit goal within a standard subject-matter content instruction. This study can be used in future educational research with different stakeholders (teachers, school principals, policymakers, researchers) involved in curriculum development.
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        Type: general
      – SubjectFull: Thinking Skills
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      – SubjectFull: Elementary School Curriculum
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Skill Development
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Holistic Approach
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      – SubjectFull: Curriculum Evaluation
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      – SubjectFull: Course Descriptions
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      – SubjectFull: Europe
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      – TitleFull: Fostering Critical Thinking across the Primary School's Curriculum in the European Schools System
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