Preliminary communication
https://doi.org/10.31192/np.18.3.3
Development of Critical Thinking – Analysis of Learning Outcomes of the Cross-Curricular Subjects Curriculum
Rona Bušljeta Kardum
orcid.org/0000-0002-7158-0044
; University of Zagreb, Faculty of Croatian Studies, Zagreb, Croatia
Abstract
The time we live and work in requires different competencies that will enable an individual to act better in all aspects of life. One of these competencies is critical thinking, which includes a number of different skills such as problem solving, decision making, reasoning and evaluation based on criteria. Since critical thinking is often considered to be one of the key competencies for living and working in the 21st century, it is not surprising that the importance of developing critical thinking is emphasized when it comes to education. Although very little has been written about critical thinking in Croatia and within the educational process, the importance of developing critical thinking through the process of teaching and learning is emphasized by curricular documents. Thus, the aim of this paper is, based on the analysis of learning outcomes, detecting whether and to what extent cross-curricular subjects encourage the development of critical thinking. The results obtained will, in one hand, indicate the recognition of the importance of developing the competence of critical thinking in the process of education and, in the other, give some insight into the question of cross-curricular subjects successfully accomplishing their purpose which is, among other things, to encourage the development of competencies for the 21st century. Given the complexity of this topic, further research is mandatory in pursuit of conclusion whether and to what extent cross-curricular topics contribute to the development of critical thinking.
Keywords
critical thinking; cross-curricular subjects; curriculum; education; learning outcomes
Hrčak ID:
246448
URI
Publication date:
23.11.2020.
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