372ENHANCING CRITICAL THINKING OF STUDENTS IN CURRICULUM
Barno Djumanova
Student, Chirchik State Pedagogical Institute (Supervisor: Kudratbek Makhmudov, EFL teacher)
ABSTRACT
The main aim of education is not just to give students useful information but to teach them thinking skills, to make decisions and choices, to develop their mental abilities. Educators should stir pupils' curiosity, creativity and imagination; broaden their horizons; deepen their way of thinking, enrich their outlook and scope of knowledge. Additionally, critical thinking is also needed to be in this list, since it is really influential in every stage of life. The purpose of this paper is to explore importance of critical thinking as well as some techniques to develop thinking critically in the classroom.
Keywords: Critical Thinking ability; of FRISCO (Focus, Reason, Inference, Situation, Clarity, and Overview), methods.
INTRODUCTION
In this globalization era, a person is required to possess all skills and capacities which are really important in every branch of society such as at work, in education, medicine, business, policy that can be continued widely. Therefore, one of the most useful skills is considered critical thinking skill and modern education is expected to raise this skill at early classes of schools. However, prior to discuss this theme, the critical thinking is clarified. Until now, a lot of researchers described this skill variously according to their observations and experiences. According to Nadia Mirela Florea and Elena Hurjui, critical thinking is a fundamental ability developed by teachers in learning. Bassham et al (2008) describe critical thinking as useful for improving the ability to understand, construct and make decisions and liberate a person from the dogma of prejudice. In addition, Hestiningsih, and Sugiharsono mentioned that" improving the critical thinking skills of learners is very important for learners because the way learners gain knowledge depends on how to think."
METHODOLOGY
In the Delphi Report, critical thinking is defined as an independent judgment that produces interpretation, analysis, evaluation, and conclusion, as well as an
explanation of the evolutionary, conceptual, methodological, criteria, or contextual considerations underlying such a judgment based on (Facione., 2013, p. 4). Moreover, in 1995, scientist Ennis shares six basic elements of critical thinking through approach of FRISCO (Focus, Reason, Inference, Situation, Clarity, and Overview). The first step of critical thinking according to Ennis is:
1. Focus
Introducing some situations, we must understand about what to discuss, main point, issue, what to ask or what to say. To hold it, we must focus on it because if we do not do so, it will be time-consuming.
"Ennis defines it as" the focus is ordinarily the conclusion".
2. Reason
Supporting the conclusion, it is essential to support reasons and decide the acceptable reasons. This is accomplished before we value the argument.
3. Inference
Evaluating an inference differs from assessing a reason. We must assess acceptably and sufficiently to make a decision. Yet, inference gets ambiguity, more than one meaning, as Ennis claims". Sometimes the word inference is used to mean conclusion, so that the conclusion of an argument would then be an inference".
4. Situation
When thinking focuses on trust and takes a decision, it is absolutely needed to support the situation that includes involving other people, other side. Environment is in it, both physical and social environments. It is not only a thinking activity but also the meaning of what to hold and to assess by the thinker.
5. Clarity
The most important thing in our writing and speech is clarity of what we have said. One must figure out what to say and the other people must also understand what we say. By delivering an obvious and explicit message, we will avoid an ambiguity; also clarity is the most important element in FRISCO.
6. Overview
In the overview, the thinker verifies about what to think. Although teaching critical thinking does not guarantee better a living condition for future students' lives, it can train students to make decisions that affect the future. Making accurate decisions about their lives may make them more independent.
Effective critical thinkers use one or more of the seven multiple intelligences identified by Dr. Howard Gardner: 1. verbal/linguistic
2. logical/mathematical
3. visual/spatial
4. bodily/kinesthetic
5. musical/rhythmic
6. interpersonal (the ability to work cooperatively in a group)
7. intrapersonal (self-identity)
His research indicates that critical thinking is neither inborn nor naturally acquired. In fact, fewer than half the adults in the world today have the ability to reflect upon their thinking and explain how they solved a problem.
RESULTS AND DISCUSSION
Moreover, Wijaya argues that critical thinking is the activity of analyzing ideas in a more specific direction, discerning things sharply, and developing in a more perfect direction. Providing critical thinking exercises to students is particularly important because they will have a scientific attitude and the ability to solve problems both during their classes and in the real life they experience. Therefore modern pedagogy is expected to design every lesson with some methods and activities that serve to enhance the criticism of learners. Besides that, by them students have great opportunity to develop their analyzing information, problem solving, comparing and self-correction that affect their knowledge and life experience. Critical thinking can be taught both educationalists and parents at home who take responsibility for learning process. The reason why, there are numerous activities that are incredible to utilize at classrooms and at home for young critical thinkers. They will really help students tap their prior knowledge to identify and remember key facts. Teachers or parents can present each of the following activities as a complete lesson or integrate the activities into lessons in various curriculum areas and houses.
1. Ask questions
Asking questions, especially open-ended questions, gives young school students a chance to apply what they've learned and build on prior knowledge. It also allows them to problem-solve and think on their feet, and boosts self-esteem and readiness by providing an opportunity for students to express themselves in front of their peers. It can also appears at home between parents and children in order to control their learning process and repeat or recall every-day knowledge together such as with questions "What", "When", "Why".
2. Encourage decision-making
Since a large part of teaching critical thinking skills revolves around applying knowledge and evaluating solutions, teachers should be responsible for encouraging decision-making as much as possible. This enables learners to apply what they've learned to various situations, weigh the benefits and drawbacks of a variety of solutions, then decide which ideas work best.
3. Work in groups
Group projects and discussions are another excellent way for elementary school teachers to encourage critical thinking skills. Cooperative learning not only exposes students to the thought processes of their classmates, it expands their thinking and worldview by demonstrating that there's no one right way to approach a problem This technique not only establishes that an idea should be assessed from different points of view before an opinion is formed, it gives students a chance to share their own viewpoints while listening to and learning from others.
4. Connect different ideas
Connecting different ideas is a key to teaching critical thinking. For example, elementary school teachers can ask students if they know anyone who has to take a bus to work, and if so, why it would be important for that person to also have a train schedule. Questions like these help children consider different situations (delayed buses, for example) and potential solutions (taking the train instead), helping them apply prior knowledge to new contexts. This method is likely used orally or written such as with questionnaires or worksheets, also on the blackboard
6. Inspire creativity
Imagination is a key to teaching critical thinking in school. Teachers should seek out new ways for students to reclaim information to create something new. For example, art projects are an excellent way to do this. Also, students can construct inventions, write a story or poem, create a game, and sing a song. In addition, organizing classroom galleries is a simple way to ignite pupils' imagination and creativity.
CONCLUSION
In conclusion, critical thinking skills are an increasingly important element of education, but teaching them can often be a challenge for school teachers. Developing critical thinkers in the classroom is essential to creating a classroom full of excited and motivated learners. Therefore, modern educators try to pay attention learners' critical thoughts and let them to develop thinking
critically by correct chosen methods and techniques. As a consequence future generation may possess their independent, wide, universal ideas and aims
REFERENCES
1. Ennis. R. H. (1995). A logical Basis for Measuring Critical Thinking. Educational Leadership 4, 44-54.
2. E. H. Nadia Mírela Florela, "Critical Thinking in Elementary School Children.,'7Berpikiri Kritis Pada Sekolah Dasar, Procedía - Soc. Behav. Sci., p. 56572., 2014.
3. Sternberg, R. J. (1986). Teaching critical thinking: Eight easy ways to fail before you begin. The Phi Delta Kappan 68(6): 456 -459.
4. Makhmudov, K., & Djumanova, B. (2020). Practical techniques for cultural-based language teaching in the classroom. Young Scientist, 26(316), 301-303.
5. kizi Djumanova, B. O., & ugli Makhmudov, K. S. (2020). Roles of Teachers in Education of the 21st Century. Science and Education, 7(3), 554-557.
6. Djumanova, B. (2020). Interactive Methods to Teach Cultural Differences. Science and Education, 1(4).
7. Makhmudov, K. (2020). Innovative Cluster of Pedagogical Education: Common Goals and Specific Interests. Academic Research in Educational Sciences, (2).
8. Makhmudov, K. (2020). Ways of Forming Intercultural Communication in Foreign Language Teaching. Science and Education, 1(4), 84-89.
9. Khodjamkulov, U. N. (2019). Pedagogical Education Cluster as a Scientific and Pedagogical Problem. Modern Education, 10, 12-17.
