CRITICAL THINKING SKILLS OF SENIOR HIGH SCHOOL ACCOUNTANCY, BUSINESS, AND MANAGEMENT STUDENTS IN A CATHOLIC BASIC EDUCATIONAL

INSTITUTION
TITLE MAJOR FINDINGS OTHER IMPORTANT METHODS LOCALE COMMENTS/OBSERVATION
FINDINGS

WORLD LITERATURES
Spector, J. M., & Ma, S. (2019). Inquiry and critical thinking skills for the next generation: from artificial intelligence back to human
intelligence. Smart Learning Environments, 6(1), 1-11.
1. Inquiry and critical The conclusion of this Based on research and For delivering a direct
thinking skills for the next analysis is that more theory drawn from understanding of critical
generation: from artificial emphasis should be psychology as well as from thinking to readers such
intelligence back to human placed on developing epistemology, the as parents and school
intelligence human intelligence, framework is intended to teachers, in this paper, we
especially in young provide a practical guide to present a comprehensive
children and with the the progressive definition of critical
support of artificial development of inquiry and thinking through a
intelligence. While much critical thinking skills in
framework that includes
funding and support young children as children
many of the definitions
goes to the development represent the future of our
of artificial intelligence, fragile planet. offered by others.
this should not happen at
the expense of human
intelligence.
Herlo, D., Ambrosio, E., & Galcheva, P. (2023). Analysis of the Application of the Group Investigation Learning Model and Its
Influence on Students' Critical Thinking Abilities on Chemical Elements in Eastern Europe. Journal Evaluation in Education
(JEE), 4(4), 144-150.
2. Teaching critical The concept of critical Reflecting on the evidence This paper is drawn from a
thinking through thinking is multifaceted, presented in Section 3.3, larger study on LAS
engagement with and definitions and one might say that LAS education in Europe, for
multiplicity scholarly debates about education teaches critical which 59 students in 13
it abound (Davies & thinking through different programmes in
Barnett, 2015). engagement with five countries were
However, one frequently multiplicity. This interviewed about how
accepted definition of educational strategy has they understand their
critical thinking, offered two parts, which together education and its
 by Robert Ennis, is that cover the three elements. economic, civic, and
it is “the intellectually Firstly, it confronts personal relevance.
disciplined process of students with different
actively and skilfully perspectives on problems
conceptualizing, and issues, perspectives
applying, analysing, that come both from
synthesizing, and/or various academic
evaluating information disciplines and from
gathered from, or various stakeholders.
generated by, Considering this
observation, experience, multiplicity, and the
reflection, reasoning, or contradictions inherent in
communication, as a it, makes students sceptical
guide to belief and of decontested claims, as
action” element a requires.
Students also learn that it is
important to consider a
variety of perspectives in
order to do justice to the
complexity of problems or
issues, as
element b requires. Second,
a LAS education
encourages students to
weigh different
perspectives and decide for
themselves what to think or
do about particular
problems or issues, helping
them develop element c.

3.

.
4.
5.