To think or not to think: a preliminary investigation into the effects of teaching thinking

Abstract

Opinion may be unnecessarily divided as to whether it is possible to teach skills such as critical and creative thinking as subjects in their own right or whether students would more usefully develop such skills within the context of their curriculum subjects. A study was undertaken into the effects of teaching a 25-lesson ‘thinking skills’ syllabus to a group of Year 5 pupils. The results suggested that pupils’ curiosity, inventiveness, discussion skills, ability to think laterally about given situations, and understanding of the decision-making process can all be enhanced through specific skills teaching. This would imply that a longer-term programme could have a significant impact. A two-pronged approach is proposed, where thinking skills - rather like reading and writing - are taught initially in a child friendly, exam-free context and then are integrated throughout the curriculum.

Keywords

argument creative critical logic lateral

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