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Problem Solving and Critical Thinking

Problem Solving and Critical Thinking. Mohamed Elhammoumi Department of Psychology Imam University. What is Abstract Thinking?.

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Problem Solving and Critical Thinking

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  1. Problem Solving and Critical Thinking Mohamed Elhammoumi Department of Psychology Imam University

  2. What is Abstract Thinking? • It is a stage of cognitive development that produces a new kind of thinking that is abstract, formal, and logical. It involves some complex mental processes. Abstract thinker can conceptualize,generalize, and understand that each concept can have multiple meanings

  3. Piaget’s Formal Operational thoughtA Constructivist Structuralism Research Paradigm According to Jean Piaget formal operational thought is the final stage of cognitive development, in which thought is characterized by adaptability, flexibility, and the use of concepts and generalizations.

  4. Characteristics of Abstract Thinking: Problem solving & Critical thinking • Thought in abstract formal operational stage becomes more abstract and complex. The abstract thinker has the ability to incorporate the principles of formal logic,generate abstract propositions, formulate multiple hypotheses and test their possible outcomes. 
Formal logical systems can be acquired through learning/teaching processes. Abstract thinker can handle proportions,logical propositions, algebraic manipulation, other purely abstract processes. • If x+y=zthenz=y-x. • If ma/ca = IQ = 100 then Ma = Ca

  5. Hypothetico-deductive reasoning • Hypothetical and abstract reasoning with systematic problem solving and abstract thinking.

  6. Is Piaget really a functional formal operational thinker? Yes

  7. Jean Piaget

  8. Jean Piaget

  9. Vygotsky’s Formal Operational thoughtA Cultural Historical Constructivist Research Paradigm • Syncretic thinking draws on various subjective impressions of the objects. • Complex thinking draws on various real connections between objects. • These two forms of thinking form the basic root of complex thinking. • These complex thinking or complex root called abstraction root. Abstraction and complex thinking develop side by side as two sides of the thinking process.

  10. True conceptual thinking • True concept or conceptual thinking involves concepts tied in a network of relations of abstractness and generality, as well as involving processes of analysis and synthesis. • Adolescent’s most difficult problem is moving from purely abstract to concrete. He has difficulty in finding examples for general concepts and grasping proportion in abstracto.

  11. What is critical thinking? • A reasoned, purposive, and introspective approach to solving problems or addressing questions. Rudd & Baker, 1999 • Critical thinking requires a deep understanding of concepts, theories, rules, and axioms • Critical thinking is the ability of analyzing and evaluating ideas in order to improving it.

  12. Critical Thinking • Abstraction and generalization are the driving forces of teaching/learning (obechunie) • Critical thinking is the highest and complex process of abstraction. It is characterized not by reproduction or production or consumption of knowledge but by creating knowledge. It is a process that provides alternative to the existing dominant paradigm.

  13. Critical thinking is the highest stage of formal operational stage • Robert H. Ennis argued that critical thinking to be reasonable reflective thinking focused on deciding what to believe or do. • "the correct assessing of statements” • higher order thinking • Problem solving • Metacognition

  14. Thinking critically • Able to raise vital questions • Identify the problem • Identify relevant information • Formulate hypothesis • Gather data and assess information • Testing hypotheses and interpreting results effectively • Communicate ideas clearly

  15. Critical thinking requires • Forming logical inferences • Drawing logical conclusions • Holding higher levels of thinking

  16. Is education help students to think abstractly and critically? • Curriculums are designed to transmit the achievement of the preceding generations, memorizing and understanding what is achieved • Curriculums do not help students to think creatively, innovatively, and critically. • Students become consumer of knowledge and not producer of knowledge.

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