Date of Completion
5-31-2024
Document Type
Open Access Capstone
Degree Name
Master of Arts (MA)
First Advisor
Robert Ricketts
Second Advisor
Jeremy Szteiter
Abstract
This paper explores the pedagogical implications of developing a critical thinking classroom culture in secondary education, targeting educators seeking to enhance their teaching practices and foster critical thinking skills in their students through consistent engagement. A secondary educator completing his degree from UMass Boston’s Critical and Creative Thinking Program (CCT) depicts the importance of nurturing critical thinking skills for students through the establishment of a critical thinking culture in the secondary education classroom. Critical thinking is given a working definition along with culture, and an investigation of culture and culture building, aspects of critical thinking, and pedagogy serve to explore how secondary teachers can begin to think about implementing critical thinking into their daily practice to foster this culture. Lists of critical thinking activities and pedagogical adjustments are provided, each supported by further research, to aid teachers in implementing any changes to their practice which might be necessary for building a critical thinking culture. A checklist is also provided as a self-assessment tool for educators to use while assessing their implementation of critical thinking skills, methods, and exercises as a part of their teaching practice.
Recommended Citation
McCann, Matthew, "Teaching Secondary Students to Think for Themselves: Creating a Critical Thinking Classroom Culture" (2024). Critical and Creative Thinking Capstones Collection. 421.
https://scholarworks.umb.edu/cct_capstone/421