Critical thinking as a product of metacognition within self-regulated learning¶

Theory · All theories
Evidence · no claims cited

Description¶

The article reviews competing accounts of how critical thinking and metacognition relate: Halpern claims critical thinking is a product of metacognition, using skills like monitoring thinking, checking progress, ensuring accuracy, and making decisions; Kuhn equates the two; Martinez sees critical thinking as a type of metacognition; and Schraw, Crippen and Hartley treat both as components of self-regulated learning. Table 1 contrasts the two constructs, listing critical thinking skill sets (verbal reasoning, argument analysis, hypothesis testing, likelihood and uncertainty, decision-making) against metacognition's monitoring and self-regulation functions, and states both can be taught.

Design Implications¶

Context¶

Requirements¶

• Both metacognition and critical thinking require practice and training

Constraints¶

• The article notes a broad debate regarding the definition of critical thinking

Target Learners¶

• EFL students in teacher education

Target Learning Objectives¶

• critical thinking skills
• metacognitive monitoring
• self-regulated learning

Claims¶

Related Theories¶

• Critical Thinking

Examples¶

• Metacognitive Strategies
• Teach Metacognitive Strategies

Key Sources¶

• Șchiopu, L. (2018). Integrating metacognition and critical thinking skills in the exploration of culture in EFL classroom. Journal of Pedagogical Research, 2(3), 181-191. https://eric.ed.gov/?id=EJ1301134