Critical thinking had low significance in most interventions, typically addressed by a single under-specified method¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Most interventions (42 articles, 36%) described only one method addressing critical thinking without details of activities, and were classified as low significance. → Prokop-Dorner Anna 2024

Evidence¶

Prokop-Dorner Anna 2024¶

Prokop-Dorner Anna, Piłat-Kobla Aleksandra, Ślusarczyk Magdalena, Świątkiewicz-Mośny Maria, Ożegalska-Łukasik Natalia, Potysz-Rzyman Aleksandra, Zarychta Marianna, Juszczyk Albert, Kondyjowska Dominika, Magiera Agnieszka, Maraj Małgorzata, Storman Dawid, Warzecha Sylwia, Węglarz Paulina, Wojtaszek-Główka Magdalena, Żabicka Wioletta, Bała Małgorzata M. (2024). Teaching methods for critical thinking in health education of children up to high school: A scoping review. PLoS One. https://doi.org/10.1371/journal.pone.0307094

q2 · i? · review · r2

The review's four-point significance rating (low, moderate, high, very high) of critical thinking in the included interventions, based on methods used and detail of the teaching process provided. Common low-significance approaches were group discussions, Socratic discussions, question boxes, and unspecified decision-making exercises.

"Most interventions (42 articles, 36%) described only one method addressing critical thinking and failed to provide details of the activities. In these interventions, critical thinking was classified as having a low level of significance."

Discussion¶

Learner Variables¶

Critical Thinking — outcome: instruction changes it

Interventions with high or very high significance of critical thinking applied mainly problem-solving methods and involved pupils' activity — related
Cooperative learning with Think-Pair-Share and RoundTable was followed by larger critical thinking gains than traditional teaching in 4th graders, in a two-class quasi-experiment — related
Most health-education interventions did not examine the effectiveness of their teaching methods — related

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`generated`	by `process:wiki-ingest` on `2026-10-31`
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