Abstract:

Students learn how to solve simple problems from a very early age, which requires lower-order thinking skills. Simple issues like calculating, using mathematical rules, or ready-made formula or formulating the given ones do not require much thinking and analysing. But, as and when the cognitive level of the question increases and becomes refined, matured, and more sophisticated, students need to cultivate higher-order thinking skills in answering a problem. For this reason, high school students that emphasize critical thinking were tested using the Watson Glaser Critical Thinking Appraisal (WGCTA) test. The test is divided into five sections. Each section assessing a different aspect of critical thinking (Inference, Recognition of Assumptions, Deduction, Interpretation and Evaluation of Arguments). Subsequenthy, the EUR model was created and used for the conditions of teaching technical subjects, where the lesson is divided into three phases: Evocation, Realization of Meaning and Reflection. The modern education create a participatory model of education, which aims to increase student participation in knowledge creation and critical thinking. Each of these research streams is discussed and paper highlights important results. Finally, an outline of topics requiring further research in each of the WGCTA test and EUR model is offered.

Keywords:

Critical Thinking, Higher Education, EUR, WGCTA.